853 24 26018 https://digitalcollections.library.gvsu.edu/files/original/40c6ec05a681725b86c3f2760dc04148.pdf 586a9dcda9ef4f56d7fa8d981d5d4fb0 PDF Text Text .... "OX· , YOKES, & WHIPPLETREES" Remarks by Russell G. Mawby, President W. K. Kellogg Foundation March 5, 1980 Annual Public Forum Partners for Rural Improvement Pullman, Washington 1. I am delighted to be with you at the 4th Annual Partners for Rural Improvement Public Forum. Thomas Jefferson once observed that the best fertilizer is the footprints of the farmer between the rows. He referred, of course, to the importance of personal attention and responsibility. Although I suspect most of you are not farmers, Jeff erson might well have been talking about residents of the Inland Empire and the Partners for Rural Improvement Program, for that kind of independent spirit and reliance on hard work is apparent in your success. Yours is the type of partnership 1 �for progress that in pioneer days found farmers donating land for and helping to build rural schools, and joining together to carve out what is today our system of county roads. In the cash short economy of early America, citizens even maintained the public roadway that abutted their property as an option to paying taxes. Some of us wish we had that option today! I thought of that on hearing of how the more recent pioneer spirit in Eastern Washington resulted, for example, in the taming of the steep hillsides of the Palouse -- turning it into a virtual garden of grain. I thought of that pioneer tradition in learning of PRI's ambitious, and in most cases, successful efforts spanning a host of cooperating institutions, rural communities and their problems. Teamwork -- reminiscent of an earlier day, symbolized by oxen and horses and 2 �neighboring, and still essential to hUllian progress. II. I am often asked at meetings like this, why is the Kellogg Foundation involved in rural Washington? My answer is that the Foundation has had a long-term involvement in rural development, wherever it was appropriate and wherever it might help to solve problems in a way that could be used by other people in other regions. The Kellogg Foundation was established ln 1930 and during its first decade of operation concentrated its efforts in seven counties of southcentral Michigan. The major thrust of the Michigan Community Health program was to assist the counties in improving health care available to rural people through establishment of public health services, including efforts by county departments of health, outlying hospitals and health centers, and public health 3 �education in the schools. As a related effort, the Foundation assisted in improvement of rural education through establishment of consolidated agricultural high schools. This concern with the quality of life in the countryside has continued to be a major commitment of the Kellogg Foundation. To illustrate various Foundation activities over the past decade and a half, I could simply list a number of projects to which we have provided substantial support. Such Foundation-assisted projects have included: the National Project in Agricultural Communications at Michigan State University; the National Agricultural Extension Center for Advanced Study at the University of Wisconsin; the Center for Agricultural and Rural Development at Iowa State University; 4 �the Agricultural Policy Institute at North Carolina State University; () the Eastern Kentucky Resource Development Program of the University of Kentucky; the Human Resource Development Center at Tuskegee Institute in Alabama; and Rural Leadership Development Programs of Michigan State University, Pennsylvania State University, Montana State University, the California Agricultural Education Foundation, which involved four state universities, and Washington State Agricultural and Forestry Education Foundation (Washington State University, University of Washington, Whitman College and Whitworth College). These are just a few of the major rural development initiatives assisted by the Kellogg Foundation and are, of course, in addition to support of the PRI project. 5 One of the PRI �partners, Wenatchee Community College, recently received a separate grant from Kellogg as part of a national program to encourage development of local community resources centers in urban and rural areas. These all are projects which we categorize as part of the Foundation's broad program in agricultural and rural affairs and are those most directly related to rural community development. In addition, many of the projects ln the Foundation1s other two major program areas -- health and education -- are concerned with improving health care delivery and educational opportunities in rural America. Historically, the Kellogg Foundation1s commitment has been to the "application of knowledge to the problems of people." We have focused on knowledge utilization; and new, innovative ways to address significant social concerns. 6 It is �our feeling that "what could and should be in rural America is something better than what it is." III. Certainly this audience is aware of America's major rural development problems. They are problems which PRI is trying to deal with, in one form or another, every day of the week. America's rapid economic growth in recent decades has concentrated in large urban centers. Our rural communities' share of this general economic growth is no where near that of urban and industrial areas. Of even more severe consequences has been the maldistribution accompanying agricultural technology. Farmers with the capital to expand land holdings and acquire more resources reflecting 7 �advanced technology have benefited from it; farm workers with skills unadapted to other occupations have sacrificed in real income as they were replaced by bigger machines and capital technology. Retailers and country towns have paid heavy costs as their commerce and income dwindled because of smaller farm populations and cost economies of large-scale production and distributing operations in agriculture. To put it more directly, the social environment of many rural communities has eroded. Declining income bases have made it difficult -- even impossible -- to maintain crucial health services, educational and recreational services, and the types of general social services all Americans lit erally take for granted. Today, we find too many country towns that have been, in the words of Earl Heady in Communities Left Behind, "scarred with crumbling dwellin gs, abandoned 8 �stores, and weed-covered streets." Today, three out of four of the rural poor live in small towns and villages. And more than 27 percent of occupied rural housing is substandard; compared with 14 percent for urban areas. Today, we see conflicting demands being placed upon our rural communities. In some cases, rural areas are experiencing a new level of population and general economic growth generated by availability of natural resources for energy exploitation. At the same time, rural industriali- zation will never restore equity throughout . t h e American countryside because most country towns and rural communities do not possess characteristics for such natural resource, economic or industrial development. Indeed, economic and social well being will continue to revolve around the surrounding farm sector and the businesses and institutions that serve the towns. 9 �Not long ago I visited a community hospital in a county seat town of a rural county in southern Michigan, We were talking with two young physicians -- bright, competent, conscientious. In the course of our conversation they indicated that neither of them was taking more patients, nor to their knowledge were any of the other thirteen doctors in the county. I explained that I had moved onto a small farm with my family and asked what would happen if I called their office for a family physician. They indicated ' t h a t the response would be, "We're awfully sorry, but we are filled up. If anything happens to any of the youngsters, come to the emergency room at the hospital and they will do what they can," I would suggest that the attitude of almost casual indifference by the young physicians -- or possibly a resignation in light of the magnitude 10 �of the problem -- is reflective of too much of rural America today. Whether we are a physician practicing in a small town, county administrator, school teacher, businessman, farmer, or feedlot operator, we don't exhibit the type of civic self initiative that resulted 1n that shaping of an educational system, and network of roads for rural America by our forefathers. Today, if there are health care delivery or other social problems, we often look to the federal government -- not locally for answers. We may criticize business and industry for ignoring their civic duties in rural America, but not look to the farmer -- or farm organizations -- for the same type or degree of active community involvement. We tend to underestimate our ability to join hands in order to solve problems. 11 �A special challenge confronts our institutions of higher education, created and sustained as knowledge centers in society. In most cases our colleges and universities -- especially land grant universities -- have difficulty in linking institutional resources with rural people and rural community needs. You, through PRI, are making Eastern Washington an exception to these generalities, but it may be useful to remind you of the situation which commonly exists. While the rhetoric relating to r ural development ebbs and flows, there has generally been too little evidence that our educational institutions have given a sense of priority and urgency to rural problems. Most universities are not equipped -- or are ineffectively organized in a fragmented disciplinary structure -- to deal adequately with the broad range of issues encompassed in rural 12 �community development, issues including health care delivery, education, business and industry, political structures and social services. Most colleges of medicine do not concern themselves in any comprehensive way with rural health care delivery problems. And most colleges of education do not give major attention to rural schooling and education al opportunities. This audience is familiar with related problems involving colleges of agriculture. When I was in Extension work, we used to say "farmers have problems, and colleges have departments." As agriculture has progress ed, there has been a specialization and fragmentation -- in the structure of colleges and departments, in research, in the industry of farming, in the maze of farm organizations and institutions which serve agriculture . The colleges of agriculture have pro gressively n arrowed their 13 �scope of concerns to an almost exclusive preoccupation now with agricultural production and closely related activities, with lesser concern for the problems of the family, of health care delivery, of social institutions and services, of education. And while faculty members within a university's college of agriculture will have broad responsibilities and titles in community development, they are often hamstrung by organizational rigidity of the institution itself. We also find that the typical agricultural research station or Extension service simply does not have available to it the intellectual and technical resources of the university at large. This is further compounded by an insular mentality of many institutions which seems to set them aside from the mainstream of most community issues and needs. 14 �IV. These deficiencies can be overcome only by making community service activities -- Extension work --part of the teaching function and part of the institutional reward system at the colleges and universities which are charged with serving rural America. PRI has become a significant force in the redesign of the public service activity in Eastern Washington. It has become so because all of its partner organizations are committed, reflected by the incorporation of PRI staff positions and budgets within the organizations, contributions of direct salary and program funds, provisions for faculty release time and services, as well as other resources totaling, I am told, more than $400,000 a year. However, true expansion of your community services roles, and of your organizational and 15 �program focus, will come only if PRI is capable of moving its partners toward an expand ed strategy. There must be as much institutional incentive given for faculty to help their communities apply existing knowledge to problems, as there currently is for faculty to develop new knowledge and new research. You must help build an understanding and appreciation for the role of Extension and community service within the college and university and you must continue to encourage expansion of educational resources into 'the community. Those of you here today that are outside the university or college structure may be particularly effective in providing community support for such change. PRI also needs to build upon its considerable successes in this area: for example, linkages between faculty and students in the cooperatively developed rural and urban planning programs at 16 �Washington State and Eastern Washington Universities. And most of all, you and PRI must not lose contact with the problems and the people you seek to serve. Several months ago, in Vienna, the United Nations convened its Conference on Science and Technology for Development . Dr. Paul A. Miller, former presid ent, and now a professor, at Rochester Institute of Technology and a senior program consultant to our Foundation, was an observer at the conference. Referring to techno- logical developm ent and the need to link resources with people's n eeds in the Third World, Dr. Miller observed: "The repeated references (at the conference) to the constraints of development acknowledge that development goes nowhere without popul ar und erstanding and participation: adaptation of technology to site specific situations; the linkag es of delivery systems to local institutions; 17 �the importance of local, rural indigenous industry; the critical need for local capacities for innovation and entrepreneurship." In thinking about related issues of rural development in the United States, and right here in eastern Washington, it occurred to me that the situation is quite similar to that described by Dr. Miller. The key factor is not economic relationships or adaptation of technology. We will go nowhere without popular citizen understanding and participation. We as individuals and as Partners for Rural Improvement must make it possihle for people to handle the process of community developm ent. To achieve that, we have to carefully select the fabric of development initiatives and tailor it to rural citizens' values, aspirations, attitudes, s k i l l s and leadership. I know that PRI has b een doing th at 18 �through more than 85 different projects serving rural communities and organizations over the past four years. Your use of task forces to assess social impact of railroad abandonment on small rural communities, and to examine potential growth impact of energy development in Ferry, Lincoln, and Spokane counties, seem to me to be outstanding examples. One of the reasons that the Kellogg Foundation has been supportive of Partners for Rural Improvement -- and one of the reasons we believe PRI has been successful -- has been its ability to recognize that most significant problems in rural communities are complex, diffuse, interrelated, multidisciplinary, generalized and permeating. PRI has resisted appro aches to problems and propos ed solutions that are too simplistic, discipline oriented, sp ecific, and circumscribed. PRI h 3s sought to deal with core 19 �issues rather than the fringes of community concerns. It has sought to emphasize the application of existing knowledge and education in and through its projects, and has, it seems to me, recognized the reality that most important decisions confronting us cannot be solved by burgeoning technology alone, but instead are value based and value laden. Our ability to deal with rural problems in the years ahead, to a large measure, depends on the type of new organizational approaches reflected by Partners for Rural Improvement. A specific example was PRI's involvement and response to a county commission's need for a feasibility and impact study relating to a proposed ski resort. I have been told that a faculty member of the local community college was identified to conduct the study, and pertinent existillg data were 20 �procured from the regional planning commission. State and federal agencies (including the office of community development, state regional development committees, soil conservation service, geological survey, and bureau of land management) were contacted for their special expertise and contributions. Washington State University's faculty in parks and recreation, wildlife management, geology and rural sociology organized and prepared the data. Study results were presented through PRI to the county commissioners; the results formed the basis for the decision to move ahead with the plan. There are other, equally impressive examples of PRI working with organizations in natural resource development, training of governmental officials, economic development, land use planning, and delivery of human services. 21 �At the same time, I, for one, stand with those citizens here in Eastern Washington and throughout our great land, who strongly believe that our educational institutions -- private and public colleges, land-grant universities, community colleges -- can and should do even more in terms of coordinating and delivery of educational services to and on behalf of the more than 57 million rural citizens of America; and in serving as lead agencies in broad based, multi-agency .. approaches to identification and resolution of problems at the local rural level. Each of you, and Partners for Rural Improvement, are proving it can be done. You can be justifiably proud of your record of collaboration and achievement. We at the Kellogg Foundation have been pleased to support you. I also hope and am confid ent that you and 22 �Partners for Rural Improvement won't lose sight of what has been, and is, basic to your succ ess. Which brings me -- at last -- to the end, and the admittedly somewhat strange title of my remarks: "Ox, Yokes and Whippletrees." v. I have a pair of oxen, -- steers trained as the draft animal in pioneer America. Conscious of the pair's historic roots, I named them Yankee and Doodle and they drive to oral commands only, as they should. With oxen, we use the yoke to transform their strength to us eful energy. With horses, it's harness, whippletrees and eveners. well-trained team, working together, can do the job. But if they are not together when they hit the yoke or the collars, they'll work against each oth er, with disastrous results. 23 A �The uniqueness and the success of Partners for Rural Improvement has been its emphasis on the team approach in harnessing the power and the potential of institutional and individual citizen partnership for solution of rural problems. The approach is as old as the use of ox yokes and whippletrees in America. It is also as relevant and as challenging as anything facing our nation today and in the 19805. Thank you. 24 � 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_1980-03-05_RMawby_SPE Title A name given to the resource Russell Mawby speech, Ox Yokes and Whippletrees Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given March 5, 1980 for the W. K. Kellogg Foundation at the 4th Annual Partners for Rural Improvement Public Forum. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Agriculture Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1980-03-05 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/a51957b153c35dde405898003f8cd0af.pdf 0129b50b2d9f9322a10746f3ac04da23 PDF Text Text RGM Notes from "Ox Yokes and Whippletrees" presented at Region I-IV meeting of National Rural El e c ic Cooperative Association on , September 10, 1992 at the Amway Grand Plaza Hotel, Grand Rapids, MiChigan~ I ' ". ~~. ~<~:..- ~t-: -\- t..L-J K. 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' Y e t . l i af st a t ~ r s t h e ti a t<~ l a ns_ . let y . r e a c . t h a i t hav ing a thr ' > P ·mon th a _ I mm t .ns tL ) y rC l1 a( C l P t u( a t r r ' ag t, d• ag . t P l we l 1 S ' rS I g & . 11 1 da .w ith lem re 0 ' rr .I �r ) )WT n .. , r a 1 ��� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1992-09-10_RMawby_SPE Title A name given to the resource Russell Mawby speech, Ox Yokes and Whippletrees Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given September 10, 1992 for the W. K. Kellogg Foundation at the Region I-IV meeting of the National Rural Electric Cooperative Association. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1992-09-10 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/1c98266c14942cb8e530c0dc4fe2874b.pdf 33092fe857ad23402a18fef0daca0995 PDF Text Text UNITED WAY OF MICHIGAN 1994 ANNUAL MEETING Holiday Inn South Lansing, Michigan June 9, 1994 Partnership For Community Progress I. Delightful indeed to be here this afternoon for the United Way of Michigan's Annual Meeting. A. I stand here today as not only the Chairman and CEO of the W.K. Kellogg Foundation, but also as a proud donor to the United Way of Greater Battle Creek, the Battle Creek Community Foundation, and a volunteer for numerous organizations. II. Where would we be if it were not for philanthropy and the nonprofit sector? A. Looking at my own life. 1 .' �• I was born in a nonprofit hospital. • I was educated at two universities that were dependent on charitable contributions and still are today. • I was married in a church. • I have worked for a university, 4-H, and for a charitable foundation. • I will probably die in a nonprofit nursing home. I think you probably see a pattern developing here. B. It has been to nonprofit organizations -- and not to government or to business -- that I have turned for the important things in my life: my health, my education, my religious encounters, my cultural experiences, and human services -- not to mention my employment. 2 �C. And, I am not alone. Half of our nation's healthcare, 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 public sector), nor business (the private sector). Since they belong to neither the public nor the private sectors, they make up a third sector, one that is free of political considerations, and not subject to the bottom line. III. I have been asked to speak with you today regarding the joint leadership role of two key community philanthropic organizations: United Ways and community foundations. Two organizations along with voluntary action centers, which I feel every community throughout our great state and our great country should have access to. 3 �A . When I reflect on these two great organizations, I can only think of the marvelous relationships United Ways and community foundations have in communities such as Battle Creek, Kalamazoo, Saginaw, San Francisco, St . Paul, and Atlanta, among many others, working together in assessing needs, resolving community problems, and fundraising. B. I think of communities, such as lansing, where the United Way has helped to establish the Capital Region Community Foundation. I think of Fremont, where the Fremont Area Foundation helped establish the United Way; and in some of our communities such as Alpena and Saginaw, where these two organizations share office space; and communities such as Albion, where these organizations share staff. 4 �C. Unfortunately, however, for every community where I can identify a strong, collaborative relationship between the United Way and community foundation, I am aware of other communities where this is not so. And isn't that unfortunate. D. I think ultimately the misunderstanding and competition between local United Ways and community foundations is namely the competition for resources. We must realize that United Ways almost always rely on the current income of their donors to meet their campaigns. Community foundations, on the other hand, tend to rely on planned and deferred giving for their growth. These two sources of income are complimentary, and indeed, one can stimulate the other. 5 �E. There are certain things United Ways do well and there are certain things community foundations do well. So, the question is, whether these two major and important civic, voluntary and philanthropic institutions are on a deadly collision course or whether they can understand and accommodate each other's organizational needs, or accept their differences and strengths, and fashion roles that meet the continuous and emerging community needs. F. A community can have a very strong United Way, hospital, and school system, yet there are still needs going unmet. This is where the community foundations fit. While United Way has been and continues to be a tremendous resource for some of my favorite organizations, such as Big Brothers and Big Sisters, the local food pantry, homes for abused 6 �women, and the list goes on and on; the community foundation is there to assist organizations such as these to develop an endowment or a savings account, if you will, and to help them meet any unexpected needs or opportunities. They are also there to provide that seed money and venture capital for new ideas and opportunities that occur in your communities. IV. We are right on the cusp of probably the greatest period of the transfer of wealth in the history of our country. A. Most of the estimates indicate that as much as eight trillion dollars may be involved in intergenerational transfers over the next decade or two. It is hard for this farm kid from Hickory Corners to think in terms of eight trillion dollars. But this is the possible mass 7 �of wealth that may move through the process of estate planning in the coming few years. B. My experience has been that communities that give generously, give generously to everybody. And anyway, if we as United Ways and community foundations can collectively increase giving generally, we will ultimately be benefiting everybody. c. It does not have to be open warfare. We must start working together as a sector and looking at what is best for the donor, and ultimately, those individuals who are the beneficiaries of the services of the organizations you fund. D. I'm delighted that on a national level, a joint United Way and community foundation committee has been 8 �created to look at how local United Ways and community foundations do and should cooperate. E. Locally, I encourage United Ways and community foundations to continue working together through the Michigan Nonprofit Forum to help establish a public tax policy for the people of our state. F. Also, in tandem, you must look at working together to help bring about voluntary action centers in your community to help mobilize the greatest resource America has -- people. And if you believe the research, those that volunteer give 100% more to charitable organizations than those that do not. V. Charles Dickens, as usual, said it very well: "It was the best of times, it was the worst of times. " 9 �A. Americans are the most generous people in the world. They give time and money with remarkable liberality. They pull out their checkbooks and roll up their sleeves and pitch in whenever they see a need to be met. Research indicates that this great characteristic of Americans is getting stronger, and we should rejoice in that fact. B. It is the worst of times, too. The problems of poverty have never been worse. The challenges of education have never been more daunting. The needs of people have never been greater. The doomsayers among us say that our social problems have become intractable. c. When I hear these pessimists, my mind's eye sees a man standing over 50 years ago, in the ruins of London, and he growls 10 words: "Give us the 10 �tools, and we will finish the job." Throughout our communities, we have the tools: United Ways, community foundations, and hopefully voluntary action centers. It is people such as you and thousands of others like you forming a grand alliance to work as alleys for a common cause. D. It is time for all of us to realize that none of us can do the job alone, but we must each do our part. E. For in the final analysis, only people matter, only people make a difference. F. For I am only one, but I am one, I can't do everything, but I can do something. What I can do, I ought to do. 11 �And what I ought to do, by the grace of God, I will do. For I am only one, but I am one. G. And I suspect, that if United Ways and comrnurritv foundations do what they can do and what they ought to do, in tandem, we will indeed make this great State of Michigan a better place in which to be born and which to grow up. VI. I wish you godspeed. s: \chairman\docs\u nitway 12 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1994-06-09_RMawby_SPE Title A name given to the resource Russell Mawby speech, Partnership for Community Progress- United Way of Michigan Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given June 9, 1994 for the W. K. Kellogg Foundation at the 1994 Annual Meeting of the United Way of Michigan. 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 1994-06-09 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/88658a058985bca4753180db12b1adcc.pdf f449da8cf4457c75a78a66d87b05a088 PDF Text Text PHILANTHROPY AND KIDS DELIVERED AT THE COUNCIL OF MICHIGAN FOUNDATIONS REGIONAL MEETING SPRING LAKE COUNTRY CLUB JUNE 13, 1991 by DR. RUSSELL G. MAWBY I am delighted celebrate to both a be here marvelous today in this beautiful institution--the Council setting of to Michigan Foundations--and a remarkable opportunity before all of us to help young people in our state. First, I want to talk about the Council of Michigan Foundations. You have already met the hard-working Board of the Council and that Board's hard-working leader, Judy Hooker, CMF's Chairperson. course everyone knows Dottie Johnson, the President of And of the Council and its roving ambassador as well. I am delighted also to see so many trustees from private foundations and from community foundations in the western Michigan area. your leadership wi thin your own foundations the strength of the community of that foundations I t is is one source of that makes up the council. Anyone who has only recently come into the Michigan foundation world would be as tonished, Michigan Foundations I think, really is. to learn how young It is hard the to believe Council that of less than 20 years ago, CMF did not exist. Now, with 275 foundations and corporate giving programs as members, representing every corner of this also, state, CMF has become a major influence in Michigan. is It I am happy to say, held up as an example of what a Regional Association national of Grantmakers, Council on or Foundations "RAG" for short, consistently should be. recommends The CMF as a model to other states attempting to either establish or to improve a Regional Association of Grantmakers. �Although dozens of people from across the state of Michigan have contributed to CMF's success, including a good number in this room, there is one person who has done more for that organization than any other. She That person is, of course, has built vision, and the Council integrity. with It was CMF's President Dottie Johnson. equal parts said of of Robert savvy, Kennedy tenacity, that while others looked at things as they are and asked "why?," he dreamed of things that never were and asked, that one step farther. She takes "why not?" Well, things could be and says, that Dottie takes "here's how." Lets turn now from a marvelous organization to a fantastic opportunity that lies before us, namely Philanthropy and Kids. all four-syllable words, Philanthropy seems something for grown-ups only. and kids don't. generally And don't. adults usually a r en ' to are at first Like glance to be After all, adults need tax deductions Adults involved have in money, community and kids affairs, usually and kids In short, it seems that adults are participants in philanthropy, while kids are beneficiaries of philanthropy. Superficial impressions exception. While aren't the tax are frequently deductions only reason to give. may wrong, promote and this is philanthropy, no they Adults may have more money, but kids have some money, and the gift of a quarter may be just as much philanthropy as a gift of a quarter of a million dollars. More kids than we realize are involved in community affairs; and there is no good reason why all kids should not be involved in the betterment of their own community. Generosity, you see, is a lot like singing. You can listen to others sing, you can read about others singing, but the only way to lea rn to sing is --to sing. And just like sing ing, you c a n l e arn to give at any time in your life, but in both case s , it is best to do 2 �it when you are young. The simple fact of the matter is that kids learn to be generous by practicing generosity. Since the best way to learn philanthropy is to practice itt we are extremely excited referring: will be The the l"lichigan officially probably know , will about this permanently Conununity launched is a endow con~unity foundations t conununity foundations opportunity in to Foundation 8 days $35 tOOO tOOO in which Youth which will also spur give the the been which Creek. challenge grant field-of-interest have Projec t, Battle youth and I As program you that funds in Michigan growth of existing impetus to establish conununity foundations for areas of our state which are now unserved. When you look at this tremendously ambitious project t it is easy to become excited development of about many things, conununity foundations development that will exciting is that young part of this be in all of catalyzed. people initiative. including But the the growth and the conununity-based thing will be essential In order to participate, I players find most in every each conununity foundation must have a youth conunittee t which must be made up of at least 50% young people. These efforts conunittees to meet conunittees will be the leaders the matches--therefore t will get hands-on in each co~nunity in the young people on experience in fund-raising the these for charitable causes. These conunittees will also advise the conununity foundation boards on how best to make funds--therefore grants youth from will the learn stewards of charitable resour ces . 3 income by generated experience to by the become new wise �Kids will meetings learn are other valuable run, how lessons: non-profits how enrich corrunittees all of our work, how lives--but perhaps most important, how to be a concerned and caring citizen in their own corrununity. Since the $35,000,000 grant announced a few weeks ago, to launch this initiative was first I have been asked by a number of people why the Kellogg Foundation chose to support this opportunity. After all, our charter is broad, and there are any number of good causes to which we could have made grants of this amoun t . My answer has been a fairly long and complex one, but it has to be, because the reason is deeply rooted in the heritage of the Kellogg Foundation, and ultimately in the personality of its founder, W. K. Kellogg. Giving youth challenges vision of Mr. years ago. and chances Kellogg when he to develop was very much started the Kellogg Foundation In f ac t, he originally gave it the name of the 61 the "Child Welfare Foundation." Mr. Kellogg quickly realized that the well-being of children is inextricably tied to the well-being of the community in which they live. Children cannot be educated without a good school system, nor will their health be robust without a good medical care system, and so on. So he very quickly changed the name of his foundation from the Child Welfare Foundation to gave this new organizat ion the W. K. the broad Kellogg Foundation, and mandate to assist in the process of applying knowledge to the problems of people. Mr. Kellogg surruned up this comprehensive mission in a sentence when he said, "I'll invest my money in people." Mr. Kellogg meant assisting the caring citizens who work, voluntarily, to make their community stronger. 4 single By this, usually �What Mr. Kellogg wanted was to help people become philanthropists, but not just people who make gifts of money. Mr. Kellogg wanted to make practicing philanthropists, people who not only give money, but who also talents. roll up their sleeves and give of their time and their These are the role models that he sought for young people, the people who were givers and doers rolled into one, those who made right by doing right. Since this is precisely what it attempts to do with young people, I think that Mr. Kellogg would be absolutely delighted by the Michigan Community Foundation Youth Project. A moment ago, I used the phrase "doing right." Mark Twain said, "Always rest." We do right. are This astonish the absolutely Michigan there are young people who will This reminds me that will gratify convinced some, that and allover indeed gratify some, astonish the rest, by practicing philanthropy. and In the process, they will learn to make right by doing right. These hands-on wisely will experiences teach young in raising people that money and distributing deficiencies and exist in our system, but that they can be corrected. it injustices It will teach them that people in their own back yard are hurting, but that those people can be helped. It will teach them that money is important, but that personal involvement is more powerful. And it will teach them that, in this nation, we need never settle for tolerating wrong if we are willing to give of ourselves to make things right. I thank you for this opportunity to speak to you today, and I ask you to join with me and with so many others across the state to give kids a chance to become philanthropists. Given this chance, they will become more than just check-writers, but also leaders who share their time and their talents to help others. I am completely confident that given the opportunity, our young people will rise to 5 �the occasion and make us all proud. And if that conviction is correct, society will be improved, not just today or next year, but for all the years to come. Thank you very much. 0379N 6 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1991-06-13_RMawby_SPE Title A name given to the resource Russell Mawby speech, Philanthropy and Kids Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given June 13, 1991 for the W. K. Kellogg Foundation at the Council of Michigan Foundations Regional Meeting at Spring Lake County Club. 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 1991-06-13 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/e72b5b9ed3b4e53c906b18642b23262a.pdf 1ffb59a8f8be7e348acff9281c994711 PDF Text Text PHILANTHROPY AND VOLUNTEERISM: AMERICA'S HIDDEN RESOURCE An Address Delivered at Calvin College for the January Series, January 25, 1989 by Russell G. Mawby Chairman of the Board and Chief Lxecutive Officer w. K. Kellogg Foundation ' r<. I It is always a good fe eling to come oack home to Grand Rapids. I do not exaggerate when I say "home", for I grew up on my parents fruit farm just outside of the city, near where the Robinette Orchards are today. It is a pleasure always to be on the beautiful campus of Calvin College. I well remember the relocation of the College to this site, and I have watched with admiration and appreciation as the College has grown from a modest stature to become one of the finest liberal arts colleges in the nation. Calvin has long stood for an excellent education i nformed by a str ong sense of moral v alues. a marvelous heritage and tradition, and one in which you can take great pride. It is �2 II As Dr. Van Ham mentioned, my advanced training is in agricultural economics, and my first professional position was a professorial appointment. In fact, when I left Michigan State University to join the Kellogg Foundation, I well remember that one of my colleagues observed that I was trading in my academic robe for a foundation garment. Although I have not been in the classroom for many years, my early training will show, for I am going to give >ou all a quiz. What does Calvin College have in common with the following organizations: the Metropolitan ~Iuseum of Art, the Mormon Tabernacle Choir, Butterworth Hospital, the National Association for the Advancement of Colored People, and the American Red Cross? That is a tough question, and perhaps the best way to answer it is through a process of elimination. These organizations are not part of any governmental body and not a part of any profit-making business. Therefore, if they are not from the government sector, and not from the business sector, they must be from a third sector of society. Organizations in this third sector are generally private, not for profit, and usually operate in the public interest. They operate, for the most part, independently of the government or profit-making companies, and are themselves supported by money given from donors and by the time and talent of volunteers. �3 W e c a ng a i na b e t t e ru n d e r s t a n d i n go ft h et h i r ds e c t o rb yl o o k i n gmo r e c l o s e l ya tt h ek i n d so fo r g a n i z a t i o n st h a tc om p r i s ei t . Th es e c t o ri s m ad e up o fs i xb a s i ct y p e so fo r g a n i z a t i o n s : 1 . E d u c a t i o n a lo r g a n i z a t i o n s-p r i v a t ee l em e n t a r ya n ds e c o n d a r y s c h o o l s ,c o l l e g e s ,a n du n i v e r s i t i e s . A l s ov o c a t i o n a ls c h o o l s , l i b r a r i e sa n dr e s e a r c hi n s t i t u t e s . 2 . H e a l t hs e r v i c e s-n o n p r o f i th o s p i t a l s ,~ s h om e s , o u t p a t i e n tc a r ef a c i l i t i e s ,a n dv i s i t i n gn u r s eo r g a n i z a t i o n s . 3 . H um a n s e r v i c e s-t h eYMCA , YWCA , B i gB r o t h e r s /B i gS i s t e r s , M e a l s on W h e e l s , among t h o u s a n d so fo t h e r s . 4 . Th ea r t sa n dc u l t u r a lo r g a n i z a t i o n s-mu s eum s , s ym p h o n i e s , r e p e r t o r y c om p a n i e s ,p u b l i c TV a n dr a d i os t a t i o n s ,among m any o t h e r s . 5 . R e l i g i o n-o r g a n i z e dc h u r c h e so fe v e r yd e n om i n a t i o n . 6 . C i v i c , s o c i a la n df r a t e r n a lo r g a n i z a t i o n sn e i g h b o r h o o d o r g a n i z a t i o n s ,f r a t e r n i t i e sa n ds o r o r i t i e s ,u n i o n sa n ds e r v i c e c l u b s . �4 I tw i l lb eh e l p f u la sw e l l t og a i n an i d e ao ft h ed im en s ion so ft h i s t h i r ds e c t o r . A so f 1986 ,t h es e c t o rw a s e s t im a t e dt oc o n s i s to f 873 ,000 o r g a n i z a t i o n s . I tp r o v i d e sh a l fo fo u rh e a l t hc a r e ,n e a r l ya q u a r t e ro fo u re d u c a t i o n ,a s u b s t a n t i a lp o r t i o no fs o c i a ls e r v i c e s , mo s t o ft h ea r t s ,and a l lo fo u rr e l i g i o n . I temp loy s7 . 2m i l l i o n p e o p l e , wh i ch i s6 . 1p e r c e n to fo u rt o t a lemp loym en t . I ta c c o u n t sf o r $ 2 2 8 . 2b i l l i o ni nin com e ,wh i ch i s6 . 4p e r c e n to ft h en a t i o n a lt o t a l . Th e s ef i g u r e s ,by t h ew ay , a r et a k e nf roma s t u d ydon e by t h e o r g a n i z a t i o n INDEPENDENTSECTOR ,p u b l i s h e di n198 ,. Who s u p p o r t st h et h i r ds e c t o ro r g a n i z a t i o n s ? We a l ldo ,b o t h i n d i r e c t l y( t h r o u g h ~ es and d i r e c t l y( t h r o u g hp h i l a n t h r o p y and v o l u n t e e r i sm ) . Ag row ing numb e ro ft h i r ds e c t o ro r g a n i z a t i o n sa l s o e a r n in com eby c h a r g i n gf e e sf o r es~ es t h e yr e n d e r . Gov e rnm en t on a l ll e v e l s-l o c a l ,c o u n t y ,s t a t e ,and f e d e r a lp r o v i d e s 20 p e r c e n to ft h es u p p o r tf o ro r g a n i z a t i o n si nt h et h i r d s e c t o r ,t h r o u g hd i r e c to u t l a y s and r e im b u r s em e n t s . A l s o , t h i r ds e c t o r o r g a n i z a t i o n sa r es u b s i d i z e dt h r o u g hs p e c i a lp o s t a lr a t e sand ts h o u l db em en t ion ed t h a tn o ta l lt h i r d ex emp t ion f rom t a x a t i o n . I s e c t o ro r g a n i z a t i o n sr e c e i v ed i r e c to u t l a y s and r e imbu r s em en t sf rom gov e rnm en t a lo r g a n i z a t i o n s ;b u ti nt h ea g g r e g a t e ,o n e f i f t ho f th e s u p p o r to f su cho r g a n i z a t i o n sc om ef romgov e rnm en t a ls o u r c e s . �5 Th eg r e a tm a j o r i t yo fs u p p o r tf o rt h i r ds e c t o ro r g a n i z a t i o n s ,h ow e v e r , com e sf romp h i l a n t h r o p ya n dv o l u n t e e r i sm . A c c o r d i n g t ot h e p u b l i c a t i o nG i v i n g , USA , mo r e t h a n .$93b i l l i o nw a s d o n a t e dt os u c h o r g a n i z a t i o n si n1 9 8 7 . M any p e o p l e im a g i n et h a tc o r p o r a t i o n sa n d l a r g ef o u n d a t i o n sg i v et h el i o n ' ss h a r eo ft h i ss u p p o r t ,b u tj u s tt h e o p p o s i t ei st r u e . I n1 9 8 7 , 88 p e r c e n to ft h eg i v i n gi nt h i sn a t i o n w a s b yi n d i v i d u a l s . B u t t h e r ei sa ne v e nl a r g e rs o u r c eo fs u p p o r tf o r -~ s e c t o r o r g a n i z a t i o n st h a np h i l a n t h r o p y . V o l u n t e e r i sm i st h el a r g e s ts o u r c e o fs u p p o r tf o rt h es e c t o r . A c c o r d i n g t ot h eI ~ SECTOR ,a r e c e n tG a l l u p P o l lr e v e a l e dt h a t80 m i l l i o n a d u l t sv o l u n t e e r e di n 1 9 8 7 ,g i v i n ga t o t a lo f1 9 . 5b i l l i o nh o u r s ,r e p r e s e n t i n gan e s t im a t e d v a l u eo f $150 b i l l i o n . T o g e t h e rt h e n ,.ph ilanth ropya n dv o l u n t e e r i sm c o n t r i b u t e dn e a r l y $250 b i l l i o nt ot h i r ds e c t o ro r g a n i z a t i o n si n1 9 8 7 . Th es t a t i s t i c sI h a v ej u s tc i t e da r e im p r e s s i v e ,b u tt h e yc a n s om e t im e so b s c u r et h et r u em e a n i n g o fs u c ha c om p l e xi d e aa st h et h i r d s e c t o r . S p e a k i n gi nhum an t e rm s ,t h es e c t o rt o u c h e sa l lo fo u r l i v e s . I ti sp o s s i b l et ob eb o r ni na n o n p r o f i th o s p i t a l ,a t t e n d p r i v a t es c h o o l s ,g r a d u a t ef r oma p r i v a t eu n i v e r s i t y ,s p e n da c a r e e r w o r k i n g f o rs o c i a ls e r v i c eo r g a n i z a t i o n s ,r e l a xb yv i s i t i n gmus e um s , d i ei na n o n p r o f i tn u r s i n g hom e ,a n dh a v eam em o r i a l s e r v i c ei na c h u r c h . �6 In fact, it is impossible for us not to be involved with the sector. We are involved as users and donors, as professionals and as volunteers. It is an essential part of everyone's life. The sector can, in a sense, be all things to all people because of its incredible diversity. Its organizations form a mind-boggling variety. its constituent entities are polar opposites: Some of the National Rifle Association and Hand Gun Control, Inc.; Right to Life and Planned Parenthood. Their diversity helps to protect our country's pluralism, and our liberty. The sector is the home for many of the causes in which we believe. Its organizations feed the hungry, provide shelter for the homeless, care for the ill, and fight for basic human rights. some of our most cherished freedoms: They safeguard religion, speech, and assembly. Moreover, America's third sector is the envy of the world. In no other nation is private, voluntary action for the public good practiced to such an extent. In fact, some nations, such as Japan and Italy, are deliberately attempting to stimulate the formation of a third sector in their countries. Individuals are the life blood of America's third sector. Seventy-two percent of its support comes directly from individuals through philanthropy and volunteerism. Without these gifts of money, talent, and time, the sector would not be able to function. �7 I I I G i v e n t h ei n c r e d i b l eim p o r t a n c eo ft h et h i r ds e c t o r )y o uw o u l d t h i n k i t w o u l db ew e l l s t u d i e d ) w e l l k n ow n ) a n dw e l l a p p r e c i a t e d . u n f o r t u n a t e l y )i sn o tt r u e . Why ? 1 . T h i s ) T h e r ea r em any r e a s o n s : D i v e r s i t ya l t h o u g ht h e r ea r ed i f f e r e n tt y p e so f gov e r nm e n t a n dd i f f e r e n tt y p e so fb u s i n e s s e s )a l ls h a r ec e r t a i n c h a r a c t e r i s t i c s . B u taf a rm e r ' s e ~ e h a sa lm o s t n o t h i n gi nc omm o nw i t ha na r tmu s eum , n o rd o e st h eK e l l o g g F o u n d a t i o nh a ve mu ch i ncommon w i t h t h eM e a l s on Wh e e l s p r o g r am . T h e s ed i f f e r e n c e sc a u s ep e o p l et ot h i n ko f t h em s e l v e sa s mu s eum p r o f e s s i o n a l so rv o l u n t e e r so ra s hum an s e r v i c ep r o f e s s i o n a l so rv o l u n t e e r s )n o ta sm emb e r s o fa l a r g e rs e c t o r . 2 . A n o n ym i t y-d o n o r so f t e nw i s h t or em a i nanonymou s wh en t h e y g i v ea g i f t . M any m e d i c a l a n ds o c i a lr e l a t i o n s h i p sm u s t b e k e p tc o n f i d e n t i a l . A sa r e s u l t )mu ch mo r e i sg o i n g on in t h e se c t o rt h a np e o p l er e a l i z e . 3 . S u c ce s s-w e o f t e n take f o rg r a n t e dt h a tw h ich wo r k s and is a lw a y st h e r e . W h i l e w e he a rd a i l yo ft h efa i l u r e so ft h e governm ent a n dt h eb u s i n e s ss e c t o r s )w e h e a rl i t t l ea b o u t f a i l u r e si nn o n p r o f i to r g a n i z a t i o n s . m i n d . Ou t o fp r i n ti so u to f �8 T h i si n v i s i b i l i t yh a sv e r yr e a lcon s equ en c e sf o rt h et h i r ds e c t o ri n t h el a r g e rs o c i e t y . Fo r ex amp l e ,t h et h i r ds e c t o ri sl e f to u t ,o ra t l e a s tn o tc l e a r l yi d e n t i f i e d ,i nt h ewo r ld o fe d u c a t i o n . M cGu f f ey ' s r e a d e r su s ed t ot e a c ht h ev i r t u e so fc h a r i t yand o fv o l u n t e e r i n g ,b u t no l o n g e r . H igh s c h o o l su s ed t ot e a c hc i v i c s ,wh i ch w a s n o tm e r e l y t h es t u d yo f gov e rnm en t ,b u ta l s ot h ed u t i e so fg i v i n gt im eand mon ey . F ew e r and f ew e rdo sonow . C o l l e g e sh av en o ti n c l u d e dt h e s ev a l u e si n t h e i rc u r r i c u l a , sos t u d e n t sc an g r a d u a t ew i t h o u th e a r i n ga b o u t th em ev en o n c e . U n t i l r e c e n t l y ,s t u d e n t sc o u l de a r n a~ s e s o fb u s i n e s s a dm i n i s t r a t i o nd e g r e e ,o ra m a s t e ro fp u b l i ca dm i n i s t r a t i o nd e g r e ei n do z en so fu n i v e r s i t i e s ,b u tn ou n i v e r s i t yo f f e r e da m a s t e r ' s d e g r e ei n n o n p r o f i ta dm i n i s t r a t i o n . H a p p i l y , t h i ss i t u a t i o ni sc h a n g i n g ,w i t h ah a n d f u lo fs u c hd e g r e e sn ow b e i n go f f e r e da round t h en a t i o na tsu ch i n s t i t u t i o n sa sC a s eW e s t e rn R e s er v eU n i v e r s i t y , I n d i a n aU n i v e r s i t y , and h e r ei nM i ch ig an a tW a l sh C o l l e g e . W e m igh t s t o pa tt h i sp o i n t and ask w h ye d u c a t i o na b o u tt h et h i r d s e c t o ri sim p o r t a n t . F i r s t ,m i l l i o n s o f Am e r i c an s a r e un aw a r eo f t h e i rb a s i cc i v i cd u t i e s . L e s s t h a no n e h a l fo ft h o s ee l i g i b l ev o t e d i nt h e1988 p r e s i d e n t i a le l e c t i o n . We t endt ot a k eth e r e s p o n s i b i l i t i e so fc i t i z e n s h i pf o rg r a n t e d , and f a i lt ore cog n i z e t h e i rim p o r t a n c ei nd a i l yl i f e . �9 S e cond ,p e o p l ew h o wo rk f o ro rm an ag e n o n p r o f i to r g a n i z a t i o n sa r en o t t r a i n e dt od o so i ns c h o o l s . C e r t a i n l y ,s om eo ft h et e c h n i q u e so f m an ag em en t , a r e g e n e r i c ;t h e r e f o r ea m a s t e r ' s o fb u s i n e s s a dm i n i s t r a t i o nwou ld b eh e l p f u li ns om er e s p e c t sf o rt h em an ag e r s o f n o n p r o f i to r g a n i z a t i o n s . O nt h eo t h e rh and , how ev e r ,i ti sc l e a r t h a tm an ag ing a n o n p r o f i to r g a n i z a t i o ni sm u c h d i f f e r e n tf rom m an ag ing a f o r p r o f i to r g a n i z a t i o n ,e s p e c i a l l yi nt h es e n s et h a tt h e r e i sa v e r yd i f f e r e n tbo t tom l i n e .A sa r e s u l to ft h i sl a c ko fe a r l y t r a i n i n go p p o r t u n i t i e s ,t h e r ei sa g r e a td e a lo f ~ t h eh a r dw ay and a l o to fu n n e c e s s a r ym i s t a k e s m a d e by t h i r ds e c t o ro r g a n i z a t i o n s . T h i r d ,p o l i c ym a k e r sn e ed t ok n ow mo r e a b o u tt h es e c t o r . In t h el a s t e i g h ty e a r s , Cong r e s sh a sm an ag ed t os q u e e z et h i r ds e c t o r o r g a n i z a t i o n si na t h r e e -w a yv i c e . F i r s t ,t h e yc u tb a ck o ng r a n t st o t h e s eo r g a n i z a t i o n s ,t h e nt h e ym a d e i th a r d e rf o rth emt or a i s e c h a r i t a b l ec o n t r i b u t i o n s ,t h e nt h e ym a d e i t h a r d e rf o rth emt oe a r n mon ey t h r o u g hsu cht h i n g sa sg i f tshops a l e sby t h eim p o s i t i o no f an u n r e l a t e db u s i n e s s in com et a x . I fCong r e s sm en and o t h e rp o l i c ym a k e r s kn ew mo r e a b o u tt h es e c t o r ,p e r h a p st h e ywou ld n o tp l a c e su ch o b s t a c l e si ni t sp a t h . �10 With regard to education about the third sector, there are two great needs: 1. General education about philanthropy, volunteerism and non-profit initiative. All students should be trained to appreciate and to participate in philanthropy and volunteerism in order to improve the quality of our life. 2. Training of practitioners: pre-service, in-service, and graduate. What are the colleges and universities doing now? To their credit, colleges and universities are beginning to meet these needs. Over the past two years, the Association of American Colleges, with major assistance from the Kellogg Foundation, has awarded $240,000 to 16 colleges and universities across the country to start classes on philanthropy. These courses all have experiential components, and whenever possible they have attempted to go beyond the bounds of a single class in order to infuse these concepts from many areas of study across the curriculum. Since 1978, 19 centers have been founded on university campuses across the nation to teach and conduct research about philanthropy and volunteerism. Duke. The first was at Yale, and one of the newest is at The offerings of these centers vary, but most specialize in research, and many offer graduate degrees. �11 Ina d d i t i o n , twoM i ch ig an c o l l e g e sh av em a d e good b e g i n n i n g si n t r a i n i n gt h e i rs t u d e n t si np h i l a n t h r o p yand v o l u n t e e r i sm . H i l l s d a l e C o l l e g e ,w i t ht h ea i do fa g r a n tf rom t h eK e l logg F o u n d a t i o n ,h a s l aun ch eda f o u r y e a rC o l l e g eS e r v i c eF e l l ow s h i pP rog r am . A l l in com ing H i l l s d a l es t u d e n t sw i l lr e c e i v ein com ingo r i e n t a t i o nt op h i l a n t h r o p y and v o l u n t e e r i sm , and ISOw i l lb e cho s en f o rs p e c i a lt r a i n i n gi nt h e s e a r e a s ,i n c l u d i n ga s p e c i a lv o l u n t e e rp r o j e c t . A lb ion C o l l e g e ,a g a i n w i t ht h ea s s i s t a n c eo ft h eK e l logg F o u n d a t i o n ,h a sb egun a p rog r am s t r e s s i n gi n t e r a c t i o nb e tw e en c ampu s and commun i ty .t h a ti n c l u d e sa commun i ty fo rum ,a c o u r s eo nt h et h e o r yand p r a c t i c eo fv o l u n t e e r i sm , and a n o n p r o f i ts e r v i c ec e n t e ri ndown town A l b i o n . A l lo ft h e s e e f f o r t sh av eb egun t oc l o s et h eg ap . Th eq u e s t i o ni s ,wh a t s h o u l d ~ b e do ing ? I amn o ts u r et h a tI c an an sw e rt h a tw i t ha u t h o r i t y ,s i n c eI amn o ts u r ee x a c t l ywh a t you a r ea l r e a d yd o i n g . Bu t Ic an s a yt h a tC a l v i nc o u l db ev e r yh e l p f u l . A sa l i b e r a la r t sc o l l e g ew i t h ar i c ht r a d i t i o no fa c ad em i ce x c e l l e n c e and s e r v i c et oi t scommun i ty and t om ank ind , C a l v i nh a sm u c h tob e p roud o f . You r t r a d i t i o no fs e r v i c eg row so u to fag r e a tr e l i g i o u s comm i tm en t , and y e tp e r h a p sC a l v i nc o u l dd o mo r e , p e r h a p sh and i nh and w i t h th ed i r e c t o ro fs t u d e n tv o l u n t e e r s . �12 Ac l a s son p h i l a n t h r o p ya n dv o l u n t e e r i smm i g h t b en i c e ,b u tt h a tw o u l d i s o l a t et h e s ev i t a ls u b j e c t si na s i n g l ec o r n e ro ft h ec u r r i c u l um . I t w o u l db eb e t t e rt oi n f u s et h e s ec o n c e p t st h r o u g h o u tt h ec u r r i c u l um , a n da g a i np e r h a p sy o ua r ea l r e a d yd o i n gs o . Ic a n ' th e l pb u tt h i n k t h o u g h ,t h a ti nh i s t o r y ,s t u d e n t sc o u l dl e a r na b o u tt h ek e yr o l e s p l a y e db yv o l u n t e e r sa n dp h i l a n t h r o p i s t s-i np s y c h o l o g y ,t h e p s y c h o l o g yo fg i v i n g-i np o l i t i c a ls c i e n c e ,t h er o l eo ft h et h i r d s e c t o rs h o u l db es t u d i e d-a n di na n t h r o p o l o g yt h eim p o r t a n c eo f a l t r u i smi nhum an d e v e l o pm e n t ,e t c . E v e r ys t u d e n ts h o u l dupon g r a d u a t i n gh a v eb e e ne x p o s e dt ot h e s ec o n c e p t s ~ u e s t h e i r im p o r t a n c e . I fy o ua r ei n t e r e s t e di non ew ay o fd o i n gt h i s ,I e n c o u r a g ey o ut ot a k eo n eo ft h ec o p i e so fL i b e r a lE d u c a t i o n , t h a tI b r o u g h tw i t hm e t o d a y . T h i si s s u ed e s c r i b e st h eAAC c l a s s e son p h i l a n t h r o p y . S t u d e n t ss h o u l dn o to n l yl e a r na b o u tt h e s ei d e a sb u t£ £ lon thema s w e l l . E x p e r i e n t i a le d u c a t i o ni so n ee x c e l l e n tw ay t odo t h i s . I hop e C a l v i nw i l l j o i nt h eM i c h i g a n C om p a c t , w h i c h i st h es t a t ew i d ea rm o f t h eN a t i o n a l C ampu s C om p a c t . C u r r e n t l yt h ef i v ei n s t i t u t i o n si nt h e M i c h i g a n Comp a c ta r eM i c h i g a n S t a t eU n i v e r s i t y , N o r t h e r nM i c h i g a n U n i v e r s i t y , A l b i o nC o l l e g e , Hop e C o l l e g e ,a n dL a n s i n g Commun i ty C o l l e g e . As u s t a i n e dv o l u n t e e re x p e r i e n c ec o u l db ep a r to ft h e g r a d u a t i o nr e q u i r em e n t sf o re v e r ys t u d e n t . I ti sa l s o im p o r t a n tt o �13 wo rk w i t hs t u d e n to r g a n i z a t i o n st op r o v i d es y s t em a t i cand comp r eh en s iv et r a i n i n gand e x p e r i e n c ei nb o a r d sm a n s h i p . T h e p r i n c i p l e so fp a r l i am e n t a r yp r o c e d u r e ,t h es k i l l so f con s en su s b u i l d i n g , and t h et e c h n i q u e so f wo rk ing w i t hs t a f fa r ec r i t i c a lt ot h e s u c c e s so fc i t i z e nb o a r d sl a t e ri nl i f e ,and c i t i z e nb o a r d sa r e b e com ing i n c r e a s i n g l yim p o r t a n tt ot h ef u n c t i o no fo u rd emo c r a cy . Th er i c hand v a r i o u sf i e l d so f know l edg ei nwh i ch C a l v i n ' sp r o f e s s o r s a r ee x p e r tc o u l db ev e r yh e l p f u lt ononp r o f i t s . P r o f e s s o r sc o u l d s e r v ea sc o n s u l t a n t s ,h o l dc o n t i n u i n ge d u c a t i o ns ~ s f o r p r a c t i t i o n e r s and t h i r ds e c t o ro r g a n i z a t i o n s , and s h a r et h e i r e x p e r t i s ei no t h e r ,l e s sf o rm a lw ay s . I fC a l v i nw e r e t oexpo s ee v e r ys t u d e n tt ot h ec o n c e p t so fp h i l a n t h r o p y and v o l u n t e e r i sm ,m a k e s u r et h a tev e r ys t u d e n t ,ha d as i g n i f i c a n t v o l u n t e e re x p e r i e n c e ,t r a i n e de v e r y o n ei nb o a r d sm a n s h i p , and m o b i l i z e f a c u l t ye x p e r t i s et ot a c k l et h ep rob l em so fl o c a ln o n p r o f i t s ,C a l v i n wou ld b e an a t i o n a ll e a d e ram o n g sm a l ll i b e r a la r t sc o l l e g e si nt h i s f i e l d . I fC a l v i n we r et od ot h i s ,t h eC o l l e g e wou ld b e do ing a g r e a t t h i n gf o ro u rs o c i e t y . Ev e ry y e a rC a l v i nc o u l dt u r no u r hund r ed so f g r a d u a t e sw h ow i l ls u p p o r tt h ec a u s e st h a tw ec a r ea b o u t . Bu tC a l v i n wou ld a l s ob e do i n gi t s e l fa s e r v i c e . T h eC o l l ege i sa l s oa t h i r d s e c t o ri n s t i t u t i o n ,d e p e n d e n t upon v o l u n te e r s and p h i l a n t h r o p i s t sf o r i t ss u r v i v a l . Bo t hs o c i e t yand C a l v i nn ee d do e r s and g i v e r s . B y t r a i n i n gs t u d e n t si np h i l a n t h r o p yand vo luntee rism ,t h e r e f o r e ,C a lv i n c an t r u l y"dow e l l by d o i n gg o o d . " �14 What should all of us as a society be doing? course, is giving our time and money. a national standard The easy answer, of But how much of each? we should all become "fivers." There is As part of its "daring goals for a caring society", INDEPENDENT SECTOR has set a benchmark for generosity: five hours per week and five percent of your income. Where? Your school. human service agency. Your church. Your city. Your arts organization. Your club. Your local All need your time and your money. Why? If all the givers stop giving, we could never replace the money by taxation. If all the volunteers stopped volunteering, all of the taxes we could muster would fail to restore what they provide. Volunteers and givers are America's hidden resources, as precious as oil or gold. sustaining it. They have built American civilization, and they are What difference can one person make? Plenty. Research has shown, for example, that just one caring adult can be the difference between success and failure for young children. A single volunteer cannot change all of the world, but can change a small part of it. �15 IV I find Erma Bombeck to be a bit much sometimes, but several years ago she wrote a very moving account of what the world would be like without volunteers. She said: "the schools were strangely quiet, with no field trips, no volunteer aides on the playground or in the classrooms ... as were the colleges where scholarships and financial support were no more. died. The flowers on church altars withered and Children in day nurseries lifted their arms but there was no one to hold them and love. Alcoholics cried out . j ? despair, but no one answered, and the poor had no recourse for health care or legal aid. But the saddest part of the journey was the symphony hall which was dark and would remain that way. So were the museums that had been built and stocked by the volunteers with the treasures of our times. The hospital was quiet as I passed it. flowers, and voices. laughter. Rooms were void of books, The children's wing held no clowns ... no The reception desk was vacant. like a tomb. The home for the aged was The blind listened for a voice that never came. infirm were imprisoned by wheels on a chair that never moved. The Food grew cold on trays that would never reach the mouths of the hungry. All of the social agencies had closed their doors, unable to implement their programs of scouting, recreation, drug control, Big Sisters, Big Brothers, ¥W, YM, the retarded, the crippled, the lonely, and the abandoned. The health agencies had a sign in the window, 'the search for cures for cancer, muscular dystrophy, birth defects, multiple sclerosis, emphysema, sickle cell anemia, kidney disorders, heart diseases, etc., have been cancelled due to lack of interest. '" �16 All that stands between us and the chilling world envisioned by Erma Bombeck is that line of people who care enough to give their money and their time, their talents, and their hearts. that line. Give whatever you can. And we should all join What you get back is immeasurable. It is easy to sometimes deplore the role of the individual in changing large societal problems. But I would remind you that only people are important and that only people can make a difference. I often remember a few lines that I learned in school right here in Grand Rapids: "I am only one but I am one; I can I t do ('".erything, but I can do something; what I can do I ought to do; and what I ought t o do, by the grace of God I will do." If each of us will do what we c an and ought to do in the various roles of life, we will be doing our bit to better the human condition in our time in the world. can anyone seek? JJOfrglll7N I wish you all Godspeed. What better goal � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1989-01-25_RMawby_SPE Title A name given to the resource Russell Mawby speech, Philanthropy and Volunteerism- America's Hidden Resource Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given January 25, 1989 for the W. K. Kellogg Foundation at Calvin College. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan 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 1989-01-25 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/40d74f5ae70e9c36e95a2c11d9ebb769.pdf 49b266a027bd4179d8fd1b6576952ee0 PDF Text Text al -1- "Philanthropy on the Firing Line" Remarks by Dr. Russell G. Mawby Chairman of the Board W. K. Kellogg Foundation and Chairman of the Board Council on Foundations Tuesday, September 21, 1982 Annual Meeting Spokane Inland Empire Foundation Spokane, Washington 1. I am delighted to be here today for the Annual Meeting of the Spokane Inland Empire Foundation. I want to add my own congratulations to Dr. Jim Mueller as your newly elected Foundation President. I am pleased to be here in two related capacities: ONE, as Chief Executive Officer of a Foundation which has been active for nearly five decades in supporting projects 1n the Pacific Northwest and the Inland Empire; and TWO, as Chairman of the Board of the national Council on Foundations -- an association which looks to community-based foundations, and regional groups of grantmakers, for leadership in responding to �al -2- key social problems. It is equally true that foundations, such as your own, provide the grassroots direction, and "clout", which determine whether the professional development, legislative and other initiatives of the national Council reflect the needs of the field and are successful. Jeanne Ager suggested that I talk briefly about current foundation legislative concerns, and a bit on the importance of cooperation between community, private, and corporate philanthropy. We all know there is particular urgency in such cooperation today because of the scope of state and federal funding cutbacks for human service programs. two topics. I'll focus my comments on these First, just a few words about the Foundation I represent. II. In preparation for today, I went back to our files to refresh myself on the scope and types of Kellogg Foundation programming in the Pacific Northwest. Kellogg is a private, grantmaking Foundation which supports demonstration projects �al -3- within the three broad fields of health, education, and agriculture. Our grants in the Northwest have totaled about $30 million, including $12 million for projects in the State of Washington. The Kellogg Foundation has supported projects to help Washington hospitals develop cooperative health care services, and it has provided computer equipment and other resources to many of the state's colleges and universities so they could affiliate with a national library network which permits rapid sharing and retrieval of scholarly publications throughout the United States. Other major grants have gone to Indian tribes in Northern Washington to help them develop management training and education programs for their people, to establish university graduate programs in a variety of new educational and health care specialties, and to support agricultural rural leadership and community development initiatives in the state. In fact, the success of such rural leadership efforts in Washington has provided me with several opportunities to visit Spokane, Pullman, and rural agricultural areas of Washington in the past two years. �al -4- All this is just to note that there has been a long relationship and affinity between the Kellogg Foundation, the Pacific Northwest, and an awareness of its potential, and its probl ems. III. Of course, when talking about social problems today, it's impossible to ignore (and some would say overemphasize) the impact of recent federal and state funding cutbacks. very serious subject. It is a At the same time, I have to caution myself to avoid both the solemnity and sophistry that too often ln Washington enshrouds and distorts related issues. The federal bureaucrats love to confuse us by references to "zero bracket deductions", "social safety nets" (some with holes, and others without), "entitlements", "windows of vulnerability" (some open and others closed), "block grants", "R. I . F . s " (or Reductions In Force), and "transfer payments" . Those of us in th e foundation world have long recognized the Treasury Department and its Internal Revenue Service as the true masters of bureaucratic and biased double-talk. In fact, they refined it to the level of "high art" in portions of the �al -5- I.R.S. code which relate to philanthropy. There we find "disqualified persons!', "excess business holdings", and a host of other terms and restrictions that, I believe, have intentionally negative inferences. I will return to these regulatory restrictions a bit later. However, as these examples indicate, words and their implied meaning are important. amusing. At times, they are also quite My work gives me an opportunity to travel some. A few years ago I was in Brazil, ln the Northeast part, and I was spending time with a state minister of agriculture to learn about their problems with food production. excellent; his English was difficult. His Portuguese was After our long discussion, he gave me a great report that they had very carefully translated -from Portuguese into English -- regarding agriculture in that part of the country, their problems and plans for the future. On the airplane I was reading this report and got down to the section on large animals. The large agricultural animals important in that part of Brazil were cattle, horses, and �al -6- donkeys. It was a sort of belabored English translation, with the verbs backwards. But it was very understandable. However, the translator wanted to be a little more sophisticated and official sounding, so he shifted from cattle, horses, and donkeys to bovines, equinines, and "asinines." We've had the same problem with the bureaucrats in Washington over the past decade. They have too often, perhaps out of a sense of self-worth and self-righteousness, distorted the English language to confuse issues and cultivate their concepts of social engineering. And as I said, that has been particularly so in the wording of I.R.S. regulations and restrictions on philanthropy. IV. We can be thankful, however, that the atmosphere of distrust, conflict, and skepticism between the governmental, private, and business sectors seems to be changing, due in part to several Reagan Administration initiatives. Orator-statesman Henry Clay said over a century ago that: "Government is a trust, and the �al -7- officers of the government are trustees; and both the trust and the trustees are caretakers for the benefit of the people." There is a noticeable similarity between that cred6 and the real philosophy behind many, if not all, charitable foundations. My point is that the federal government's view, and that of the nation's foundations, has recently developed into a more symbiotic relationship than possible a decade ago -- when the 1969 Tax Act seemed, for practical purposes, to be sounding the death knell for private foundations. By working individually, and together -- for example through area associations like the .. Council of Michigan Foundations in my own state and your Pacific Northwest Grantmakers Forum, as well as through the national Council on Foundations -- we have achieved significant legislative success in correcting several of the most damaging aspects of the 1969 Act. I refer to 1976 when Congress reduced the private foundation pay-out requirement from an escalating 6 percent to 5 percent or all of income. We know now that if the original escalating �al -8- 6 percent pay-out requirement -- which was tied to inflation -had remained in effect, it would have devastated the assets of almost all foundations. In 1978, foundations also were successful In getting the exise tax levied against them reduced from 4 percent to 2 percent. And then last year, the pay-out requirement for private foundations was again changed by Congress; set at a flat 5 percent. This new law also frees foundations to take advantage of investments which are most productive. Further, it will increase the total amount of foundation grants, after a short transition period, by expanding the asset base on which the 5 percent annual pay-out requirement is applied. It is, In sum, good for both foundations and their grantees. There continue to be other legal impediments to effective foundation philanthropy -- some which could be removed solely by governmental administrative action; others which would require legislative remedies. It's my own particular hope that the next year will see foundations work together with their �regional associations, the Council on Foundations, and with top-level leaders in the Reagan Administration to remove those administrative impediments within the Treasury Department and I.R.S. Code. There are five of these types of impediments. Let me just mention the one which I consider most important, and on which I hope that you, your area association, and the Council on Foundations will place the greatest emphasis in the months ahead. As here in Spokane and the Inland Empire, many communities throughout the country have established community foundations, as a means of ensuring continuing support for local or regional charitable needs. Typically, such a community foundation's endowment comes from a continuing flow of both large and small contributions from members of the public. The foundation's charitable program is, in turn, directed by a board of community representatives. Thus, community foundations are generally characterized by substantial and continuing public involvement and support. Recognizing this fact, the Treasury regulations �al -10- provide that a community foundation can qualify as a "public ch arity" provided it is responsive to the community and is not "controlled" by a limited group. However, the criteria established by existing regulations not only consider a variety of factors indicative of a community foundation's public character, but also require that the foundation meet a rigid "10% of support" test. This support test -- which requires that a community foundation receive 10% or more of its annual support In the form of contributions from the public -- has the inevitable and undesirabl e effect of penalizing a community foundation for its earlier succe ss in attracting contributions. As the value of the community foundation's endowment -- and thus, of endowment income increases, it becomes more and more difficult for the foundation to attract sufficient annual contributions to meet the 10% test. This problem could be avoided Qy eliminating the 10% test and determining the foundation' s public charity status �al -11- solely on the basis of the other factors identified by the Internal Revenue Service regulations. There is one other legislative problem that I want to mention -- not because it will have been our own priority on the legislative front in the short term -- but because recent and anticipated events in Washington may see this problem rise to the forefront strictly on the basis of legislative momentum. This issue is one I alluded to earlier as an example of such biased, bureaucratic double-talk as "excess business holdings" and "disqualified persons." In essence, Section 4943 of the Internal Revenue Code limits the holdings of a private foundation and its "disqualified persons" (i.e., generally the donor, members of the donor's family, and foundation managers) in any "business enterprise" to 20% of the voting power of the enterprise. Any holdings acquired by gift or bequest above the 20% level must be disposed of by the foundation within a five-year period. \fuat this, in effect, does is discourage the creation of new foundations by �al -12- entrepreneurs or families. For under current law, their donation of company stock to a foundation could, within a five-year period, result ~n a forced, "distressed" sale of the stock, and even the entire company, and possibly to another corporation which has little regard for the company's business values, or its ties to the community or region where the company is headquartered. There has been a dramatic drop in the creation of new foundations since the 1969 Tax Act, and I believe that much of this drop is attributable to this "excess business ho l.d i.n g s " provision, as well as to the inequitable provision of the law which sets a lower level of taxable deduction for gifts to foundations than to all other charities. There are indications Congress may address the problem of excess business holdings this fall by holding legislative hearings on the subject. We hope that all of you -- who represent the philanthropic leadership in the Pacific Northwest -- will be willing to work with others throughout the United States to �al -13- resolve these two legislative issues which affect the future of both community and private foundations. From past legislative successes, mentioned earlier, we know that it is the individual foundations and their area associations, working with their U.S. Senators and Representatives, that determine whether a legislative program is successful. Reliance on this type of "grass roots" legislative initiative has, and must continue to be, the essence of all of our efforts. v. Such cooperation at the local and regional level is also crucial if the private sector is to deal effectively with critical social needs at a time of diminished federal and state support. It has been projected that direct and indirect federal spending cuts for human service programs will total about $127 billion over the next four years -- or more than twelve times the amount of all foundation grantmaking. It is clear, then, that private philanthropy and corporations cannot fill this immense funding gap. �al -14- But I am also encouraged to see that the dramatic scope and depth of these Federal cutbacks, as well as President Reagan's call for increased private-sector involvement in addressing social problems, is resulting ~n a new spirit and a new level of cooperation between private, community, and corporate foundations, and between foundations and the public, governmental sector. I know of no better example than right here in the Inland Empire. At times we all have to hold back our public relations people, by the lapels, when they start to wax a bit too eloquently about the private sector, the unique role of private philanthropy, and what our foundations are achieving for society. (Of course, some might say you have to do the same thing with annual meeting speakers!) But as I have talked with many of you, and reviewed literature about the Spokane Inland Empire Foundation, it became obvious to me that your foundation truly is own printed words -- It in your n e w , small, but very visible and innovative. 1t �al -15- You are innovative, and on a national level. in the catalytic role which you provide as sponsoring organization for the Christian Aid Network which combines church resources to meet emergency needs of Spokane County residents. You are "very visible and innovative" in the types of other co-funding arrangements with area grantmakers, including the voluntary action center under the information and referral network of the United Way. You are a model for other community foundations across the country in the way you've worked to establish a United Way endowment fund as part of the Spokane Inland Empire Community Foundation. It is your type of community foundation attitude and achievement -- one more concerned with helping people and finding solutions than worrying about "turf", separation of private/public responsibilities, and who gets the public credit -which must be made the focus for philanthropy generally. �al -16- VI. For we know that the freedom and flexibility, as well as tax privilege, accorded private philanthropy ought to exact a price and a special public responsibility. Foundation grantmaking must continue to represent an important, valuable alternative avenue for human betterment. We must encourage and improve public accountability and public reporting by all charitable organizations. We must work to expand Congressional under- standing and support of philanthropy. And we must look at more than just tax laws, regulations, and definitions. As a nation, we must decide if we really want to encourage volunteerism, a movement which has given a special quality to American life. I am encouraged by the Reagan Administration's willingness to address issues of voluntary giving and service in our society. And I am encouraged by the innovative, far-sighted examples of cooperative grantmaking which are reflected In all of you and by the Spokane Inland �al -17- Empire Foundation. For there is pressing need for more of such pragmatic solutions which are truly, as Henry Clay expressed it, II for the benefi t of the people." 9/17/82 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1982-09-21_RMawby_SPE Title A name given to the resource Russell Mawby speech, Philanthropy on the Firing Lane Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given September 21, 1982 for the W. K. Kellogg Foundation and the Council on Foundations at the Annual Meeting of the Spokane Inland Empire Foundation. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society 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 1982-09-21 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/aa8fb685fcd56d91d2052cb482856eb5.pdf bf33ff7995ebc42acfd06fdd8b009de8 PDF Text Text "Philanthropy's Role for the Future of the Common Good" Remarks by Dr. Russell G. Mawby Chairman, W. K. Kellogg Foundation 1990 Annual Conference of the Donors Forum of Ohio Cincinnati, Ohio October 26, 1990 I I am delighted to be here with you for this Conference for your Donors Forum. My thanks to Lance and Lynn for this privilege. Through the years I have come to know several of you through our mutual interests sessions participation r n regional and national meetings and at of our Council of Michigan Foundations. I welc ome the this opportunity now to become acquainted with more of you. I compliment your Carolyn privilege on the of committee under the excellence of your participating in the co-chairmanship of Har y Conference sessions agenda. yesterday I Lou and had the afternoon and enjoying the delightful evening and the splendid hospitality of your host committee at the Union Terminal. I was pleased at the membership meeting this morning to be able to join the "aye" votes since the W. K. Kellogg Foundation is a member of the Donors Forum. Mrs. Shirley D. Bowser of Williamsport is We became a member because a member of our Foundation Board of Trustees and, as such, comes each month to our Trustee meetin g in Ba t tle Creek. She person ally is anxious to be come Lrrvo l v e d ) .1' th e activities of the Donors Forum and very much regrets that she i s not with us today. Sh e also chairs the Governing Board of Ohio State Unive rsity �- 2 - and responsibilities there keep her away from this meeting. Your state of Ohio has a great tradition of philanthropy and volunteerism -- indeed a leader in the field. are making Lance s and on Report I significant committee, finances of I compliment the Donors 'Forum on the progress you your 'ambitious the President developments a and but realistic this morning full-time membership committee, resources. staffing, and a increasingly independent foundations, makers. But Cf-IF has important as community also become an an a some future. of those program concerned with comparable organization Through the years CMF organization foundations, increasingly the active committee In Michigan we have become for summarized which we call the Council of Michigan Foundations. has plans for and private corporate influential not or grant only In philanthropy but in the entire nonprofit sector. One of the issues which your Forum is addressing very responsibly is the question of resources for carrying on the Forum's activities -- dues and grants. As you appreciation for part. address this issue, I urge you to have a full the "big picture" of which this organization is only a Organizations like the Donors Forum and Cr-IF represent only the sec tor of philan thropy of ten described as "organized philan thropy," which we appreciate is just a part of the total pattern of giving in this country. In deliberating this ques tion of support by your membership, to consider at least two criteria: benef its received from your membership your support as a contribution to volunteerism in Ohio, in this first, the criteria in the organization; I ur ge you relating to and second, the broader field of philanthropy and region, and nationally. At the W. K. �- 3 - Kellogg Foundation, we regard three organizations at the national level of major significance Foundations, in Ind epend ent the field Sector, of and philanthropy: the Foundation Center. The Council on Each of these serves a very important and distinctive role. At the st ate level, we support now are also members of Council of Foundations. national, we provide th e th e Council of r-lichigan Foundations and Donors Forum of Ohio and the r-linn esota Fo r all of these organizations, both state and subst antial anuua I support and, in a dd i t io n , we underst and that such organiz ati ons v ery often require a periodic infusion of maj or res our ces to help them move to new le vels of service a nd ex cellen ce. I predict that the Donors Forum will memb er-s ervin g o rga n i z a t io n . in the public policy to the arena, total relating to issues of will assume nonprofit a s ector leadership of s oc i ety role un derst anding/app re ciati on/participati on v olunte erism in this than a s e ct or importan ce to And it will become a leadership component in cre asing and impr oving phil anthropy and volunteerism. Forum more It will become a v ery impo rtant influen ce philanthropy and volunteerism. relatin g increasingly b ecome whi ch in with In addition, the e nhan c i n g through c ontrib ute s con c ern ed pub lic philanthropy to t he quality and a nd ch ar a ct er of life at the community level. Thus, a s you addre ss the que st i on of th e big pi cture, l ooking n ot on l y r e s ourc e s, at benefits I urge y ou dire ctly to cons ide r received but a pp re c ia t i ng also the r ol e and marv el ous c on t r i but i on of the Forum to the l arger nonprofit world. �- 4 As an interested observer, I compliment you of the Donors Forum for your progress to date. you should be As members and participants in making things happen, pleased with your accomplishments and excited for the assigned topic for Common Good." In future. II Sharing th ose thou ghts today: "Philanthropy's le ads us Role for naturally the to Future the of the thinking about what is happening in contemporary society as it relates to the future of concerns the not common good, unlike the I was agenda of tempted topics to begin with a being addressed list of at this I feel it would be presumptuous and inappropriate for me to conference. propose a long cafeteria list of issues in the arena of the common good. You are knowledgeable about the concerns in our country, your state, and parti cularly in your home communities. Rather, I have chosen, observations about implications for rn things broad overview, going on philanthropy are in rather to our share very society, apparent. briefly six which the for I hope you will forgive my frequent reference to Michigan and Battle Creek and activities of the W. K. Kellogg Foundation -- these are the examples I know best. You will see your community and yourself in the illustrations I sug gest. Observation 1 conc erns th e seeming inabilitv of our political or oc e s s e s an d institutions to deal with significant issues in substantial ways. �- 5 - This is mos t vivid at the national level where Congress is struggling ineffectively with such concerns as fiscal and financial responsibility, trade imbalance, farm programs, foreign affairs, child care, support of the arts, energy policy, and environmental quality. In Lansing, our state politicians are equally ineffective on matters of school finance, our state budget, Workmen's Compensation, and a host of other concerns. I suspect you may feel the same about doings in Columbus. At the local level, you can make your own analysis of effectiveness r n dealing with human services, environmental concerns, and all the rest. Technology has changed the nature of politics and politicians dramatically. New techniques of sophisticated, instantaneous polling and the of influence seems mass media treatment to have forced elected officials of every to become less society and more the followers of herd instinct. lead only when consensus has been reached, parade is going and then rush to its issue and There personality the "leaders" of 1S a tendency to to wait to see which way t he head. Other changes which have influenced the political process to society's disadvantage have been the proliferation of the number and the dramatic increase in skill of special interest groups of every variety and the concept of entitlement which ha s handcuffed political response to changing needs. Today, there are few in elected office who could be described statesmen with vision, commitment, and a concern for the whole. as Patterns of political power also have changed dramatically, with greater diffusion and less loyalty to party and purpose. �- 6 - The net effect of all of these changes has been the lessened ability of government at all levels to be a source and catalyst for social change. This, then, suggests initiatives an enhanced potential role of private to demonstrate new answers to societal needs, sector to initiative ventures, to provide the vision and comprehensive approach which politics fails to provide. Observation 2 concerns the seeming return (shift back) to local responsibility and control in addressing societal needs. For a span of about of the century to SIX the decades -- from the "progressive era" at th e turn late 1960s, and particularly beginning with "New Deal" in the dec ade of the '30s -- , the federal government took an ever increasing part in meeting the needs 'af the American people. early 1970s, Increasingly, that trend states and has first slowed, localities are then being seemed called Since the to upon reverse. to deliver services and provide benefits to people at the community level. This fact pressure poses on problems the tax for system, all states and especially, to localities. raise This puts to cover revenues increased state and local expenditures. A desirabk consequence is dealt with closer usually lie not to home, in dollars that more problems are being identifi ed and and, alone but involvement of people who care. initiatives are obvious: as we a l l there in kn ow so well, the in creased the ans wers commitment and Again, opportunities for private sector is a desperate need to become more �- 7 - efficient and more effective in using limited resources and in mobilizing local leadership. Observation 3 collaborations. concerns the increasing rhetoric about public/private We hear it from the President, members of congress, our governors, and many of us. Such collaboration of private philanthropy with public institutions and programs is going on in all of our communities, to the advantage of all. The best observations tend to be at the community level -- in education, child care and living for child abuse the elderly, prevention, substance abuse, intergenerational initiatives, independent the cultural and performing arts, and a host of other examples. A concern that I would share with you is that, unless we are careful in such collaborative efforts, they will, in a sense, be "one-way." Public officials are anxious to mobilize and direct private resources to "their chosen objectives." philanthropy available r elates 1n f or to the They are not always addressing such philanthropic treatment of deliberations still underway. charitable contributions, tak en are usually erosive, a~~ious concerns purposes. charitable as The to be helpful to private increasing current the resources evidence contributions in the of this bud get While rhetoric on behalf of philanthr orY, an d v o Lun t ee r i sm is usually effusi ve, invas ive, a c tio ns r es tric tive, and discour a ging. In our various legislative skirmish es at the national l evel since 1969, we usually count success in terms of limited losses rather than real gains. �- 8 I th i nk o ur c ont inuin g app ro a ch s hould be t o b e c oop erativ e wi t h publi c i n stitutions and org anizati on s, bu t to be cauti ous an d n ot b e c oerced. Ob servation 4 concerns t he dichot omy be tween the nature of the problems whi ch conc e rn us a n d the solution s we devise. The prob l ems of con cern t o s ociety ten d to be c omp l ex , mu ltidis ciplin ary, ov e r archi ng, pen etratin g, a nd perm eating. Each of us can make o ur own list -- inflation, K-12 and higher education, home care for the elderly, gro undwater, en v ir onment al qualit y, job ge nera ti on, pe ac e. To the contrary, the s olutions tend to be narrow, most oft en devised t o address su ch i ssues disc i plin e- or p ro f e ss i on-orien t e d a nd b i as e d, sim plisti c, and inadequate t o th e t ask. A major c on t ri bu t i on of phil anthropy 1n a dd re s s i n g s oci etal ne ed s c an be to e n c ou rag e and demonstr ate pr og ram s which are c omprehensiv e, collaborative, a nd provide continuity. Obs er vati on 5 co nc e r n s th e pe r s i sten t r eluc t an ce to fa c e fa cts an d to de al with reality. Thi s 1S a s omewhat human c ha r act e ri sti c -- a re s is tance t o c ha nge, when we a re comf ortabl e with that which we kn ow. Sometim e s , even when t he evid en c e i s overwhe l min g , both individ ual s an d their institutions ar e reluctant t o respond. It is a most areas of human co n c e rn , we know better than we do." truism that "in Think only of �- 9- t h ea r e a s wh i ch m a y b eo fs p e c i a li n t e r e s tt oyou : s u b s t a n c ea b u s e ,K l 2 e d u c a t i o n , and h e a l t hc a r e . Fo r ex amp l e ,i fw e t h i n ko fc h i l dd ev e lopm en ti nt h ee a r l yy e a r s ,w ek now t h a tag ef i v ei st o ol a t ef o rs o c i e t a lc o n c e r n and i n t e r v e n t i o n ,y e t mo s t young st e r s and m o st commun it i e sl a c k comp r eh en siv ee a r l yc h i l d h o o d and p r e s c h o o l p rog r am s o f h i g h q u a l i t y . T h e e v i d e n c e i sc l e a rt h a tt h e e l em e n t a r y y e a r s a r e mo s t im p o r t a n t and t h a td r o p o u t c an r e a l l y be p r e d i c t e db yg r a d e ss i xo rs e v e n . Y e t , w e p e r s i s t i na cc r e d i t i n go u r s c h o o l sa t th e h i g h s cho o l le v e l , s t a r v i n g t h ee l em e n t a r y y e a r s wh en ev e r r e s o u r c e sa r e l im i t e d . Ev e ry t e a c h e rw i l l t e l lyou t h a ti tt a k e st h ef i r s tt h r e e mo n t h so f t h en ew s c h o o ly e a rt oc a t c hu p t owh e r e s t u d e n t sw e r e w h e n s c h o o l end ed In t h e s p r i n g ,y e tw e p e r s i s ti nh a v i n ga t h e summ e r m a n th s ~ o b r e a kI nl e a r n i n gd u r i n g a s c h o o l y e a r mod e l es t a b l i s h e d b y a n a g r a r i a n so c i e t yn e a r l y tw oc e n t u r i e sa g o . In t h em a t t e r o f p e n a l r e f o rm , t h e Gov e rno r o f P e n n s y l v a n i a r e c e n t l y comm en t ed , " I tc o s t s$ 2 4 , 0 0 0ay e a rt ok e ep a p e rson i nt h es t a t ep e n , b u to n l y$ 8 , 0 0 0ay e a r at P enn S t a t e . " We a sas o c i e t y ,t h r o u g ho u ri n s t i t u t i o n sand o r g a n i z a t i o ns ,m us tp u tt o be t t e r us e t h a t wh ic h i sa lr e a dy know n . cat a ly st. P h i l a n t h ro py can b e a ~ �- 10O b se r v a t i o n 6 concerns t h e p e rsi s t e n c e o f " t u r f i sm " i na d d r e s s i n g .§oc ie ta ln e e d s . U s u a l l y p rog r am s o f hum an s e r v i c e a r e b a d l y f r agm en t ed and l a c k c o n t i n u i t y . In B a t t l e C r e e k , f o r ex amp l e , w e h av e 67 i d e n t i f i e d v o l u n t a r y , nonp ro f i tg roup sd i r e c t e d to t h en e ed so fy o u t h . P l u r a l i sm i s good ; com p e t i t i o n c an a l s o b e h e a l t h y , b u t i n f i g h t i n g , a d v e r s a r i a l stances, and comb a t iv eb e h a v i o ra r en o t ! Th e c l e a r e s t ex amp l e an o u r hom e town w a sr .n he a lt hc a r e , wh e r e w eh a d tw o h o s p i t a l s , v irtua ll y acro s s th e s t r e e t f rom e a ch o th er, each su ffering f rom l e s sth an50 pe r c e n to c cupa n c y . In a d d i t i o n ,w eh av et h e us u a lh o s to fo t h e rh e a l t hc a r eo rga n i z a t i o n s-V i s i t i n g Nu r s e S e r v i c e , D ep a r tm en t o f Pu b l i c H e a l t h , Am e r i c an R ed C ro s s , Ho s p i c e , Me a l s on ~ s v o lun t a r y ambu lanc e services and m any more . j v Unh app i ly , wh i le each i s compo s ed o f i n t e l l i g e n t ,a b l e ,d e d i c a t e d , and w e l li n t e n t i o n e di n d i v i d u a l s ,e a ch a lso t e n d s toa d d r e s si s s u e sf rom t h e p e r s p e c t i v eo ft h e i ro rga n i z a t i o n a lo ri n s t i t u t i o n a lo b j e c t i v e s . E a ch i s con c e rn ed w i t h t h e i rown n i c h e , tooo f t e nn o ts e n s i t i v e to t h ea c t i v i t i e s o f o t h e r s and w i t h i n s u f f i c i e n ta tten tion t o th e comp reh ens i v e h e a l t h n e ed s o f th e pe o p l e o f t h e co mmun ity . I n B a t t le C r e ek w e f i n a l l y s u c ce ed ed i ng e t t i n g t h e two ho spi t a l s to m e rg e . e rn t b e N ow w e ar p roc ess o f ge t t i n gt h eo t h e rp lay e r s toj o i nth eteam . h a l l e n g e fo rp h i l ant h r opy to b e an i n f l u enc ei nb r i n g i ng abou t A g a in, a c s e r v i c e s wh i ch a r ec om p r e h e n s i v e ,c o l l a b o r a t i v e , and c o n t i n u o u s . �- 11 - I I I I nc o n c l u s i o n , w h a t w i l l b e p h i l a n t h r o p y ' s r o l ef o rt h ef u t u r eo f t h e common good ? Th e h a r dr e a l i t y-o rt h ee x c i t i n gf a c t-i st h a ta l lo f u s h e r e , i n d i v i d u a l l ya n dc o l l e c t i v e l y ,w i l l m ak e t h a td e t e rm i n a t i o nb y o u rd e c i s i o n sa n da c t i o n s . We m ay b ep a s s i v e and re a c t i v e-o rw e m a y b ec r e a t i v ea n dp a r t i c i p a t o r y . w e ~ i a r e c o n t i n u a l l y c o n c e r n e d w i t h d e a l i n g w i t h p r o b l em s and. addressing s h o r t c om i n g s ,w e n e e d t ok e e p t h e s et r o u b l e s om ec o n c e r n s I n p e r s p ec t i v e . F o re x am p l e ,w e r e a da l o ta b o u tt h ep r o b lem so f t e e n a g e r s t o d a y ,b u t mo s t t e e n a g e r s do w e l l t h e ya r e not on d r u g s , t h e y do not g e tp r e g n a n t , and t h e ydo n o td r o po u t . A t t h es am e t im e ,t h e r ea r ep r e s s i n gc o n c e r n s wh i ch mu s t b e ad d r e s s e d . I t lS t os u c hi s s u e st h a t mu ch o f o u r t h o u g h t and r e s o u r c e sm u s t b e d i r e c t e d . We i n p h i l a n t h r o p y w h e t h e r I n c o r p o r a t e g r a n tm a k i n g , commun i ty f o u n d a t i o n s , o r p r i v a t e f o u n d a t i o n s-m u s t b e r e s p o n s i v et oc h a n g i n g c i r c um s t a n c e sa n do p p o r t u n i t i e s . Mo s t o ft h es i g n i f i c a n tn ew d i r e c t i o n s im p e r a t i v et oo u rs o c i e t a lf u t u r ew i l l n o tb ec h a r t e db y gov e r nm e n t . I n fac t , ma n y e l e c t e do f f i c i a l sa r e a lm o s t d e sp erate fo rb e t t e r ausw e rs, p r o p o s e ds o l u t i o n st op e r p l e x i n gi s s u e s . W e I np h i l a nt h r o p yc a nc o n t i n u eo u r t r a d i t i o no f i n n o v a t i o n ,n u r t u r i n g c r e a t i v e c o l l a b o r a t i v e a p p r o a c h e s t o hum an c o n c e r n s a t t h e commun i ty l e v e l . �- 12 - We can provide leadership to enhan ce the resources of philanthropy and ensure their most effective use. Ohio has a great tradition of social concern. those who have preceded us have been We in philanthropy -- and important partners in this us all! progress. There is Godspeed! 595c:lpt unfinished busines s demanding the best efforts of � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1994-01-06_RMawby_SPE Title A name given to the resource Russell Mawby speech, Philanthropy's Role for the Future of the Common Good Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given January 6, 1994 for the W. K. Kellogg Foundation at the 1990 Annual Conference of the Donors Forum of Ohio. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1994-01-06 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/bdae53087737676847d828bfd1e9ddb9.pdf fed6f78b00f93ff90bef123bda5afb70 PDF Text Text "Philanthropy's Role for the Future of the Conunon Good" Remarks by Dr. Russell G. Mawby Chairman, W. K. Kellogg Foundation 1990 Annual Conference of the Donors Forum of Ohio Cincinnati, Ohio October 26, 1990 I I am delighted to be here with you for this Conference for your Donors Forum. My thanks to Lance and Lynn for this privilege. Through the years I have come interests sessions to know several of you through our mutual participation in regional and national meetings and at the of our Council of Michigan Foundations. I welcome this opportunity now to become acquainted with more of you. I compliment your Carolyn privilege on the of conunittee under the excellence of your participating in the co-chairmanship of Mary Lou and Conference sessions agenda. yesterday I had the afternoon and enjoying the delightful evening and the splendid hospitality of your host conunittee at the Union Terminal. I was pleased at the membership meeting this morning to be able to join the "aye" votes since the W. K. Kellogg Foundation is a member of the Donors Forum. Mrs. Shirley D. Bowser of Williamsport is We became a member because a member of our Foundation Board of Trustees and, as such, comes each month to our Trustee meeting in Battle Creek. She personall y is anx i o u s t o be come Lnv o I ve d i ll t he activities of the Donors Forum and ve r y much r e g r e t s that she i s n ot with us today. She also chairs the Governing Boa r d of Ohio State Uni v ersity �- 2 - and responsibilities there keep her away from this meeting. Your state of Ohio has a great tradition of philanthropy and volunteerism -- indeed a leader in the field. are making and Lance's on Report significant c omm i t t e e , finances of I compliment the Donors ' Fo r um on the progress you your ambitious the Pres iden t membership and resources. realistic this morning full-time developments a but committee, staffing, and a increasingly independent foundations, makers. But CMF has important as community also become an an future. of active those program concerned with comparable organization Through the years CMF organization foundations, the some committee In Michigan we have a become for summarized which we call the Council of Michigan Foundations. has plans for and private c o r po r a t e increasingly influential not or grant only in philanthropy but in the entire nonprofit sector. One of the issues which your Forum is addressing very responsibly is the question of resources for carrying on the Forum's activities -- dues and grants. As you address this issue, I urge you to have a full appreciation for the "big picture" of which this organization is only a part. Organizations like the Donors Forum and CMF represent only the sector of philanthropy often described as "organized philanthropy," which we appreciate is just a part of the total pattern of giving in this country. In deliberating this question of support b y your membership, to consider at least two criteria: first, the criteria benefits received from your membership in the organization; I u r ge yo u relating to and second, your support as a contribution to the broader field of philanthropy and volunteerism in Ohio, in this region, and nationally. At the W. K. �- 3 - Kellogg Foundation, we regard three organizations at of major significance Foundations, in Independent the field Sector, of and the national level philanthropy: the Foundation Center. The Council on Each of these serves a very important and distinctive role. At the state level, we support now are also members of Council of Foundations. national, we provide the the Council of Michigan Foundations and Donors Forum of Ohio and the Minnesota For all of these organizations, both state and substantial annual support and, in addition, we understand that such organizations very often require a periodic infusion of major resour ces to help them move to new levels of service and excellence. I predic t that the Donors Forum will member-serving organization. in the public policy to the arena, total relating to issues of will assume nonprofit a sector leadership of role understanding/appreciation/participation volunteerism in this a sector importance to And it will become a leadership component society increasing and improving philanthropy and volunteerism. Forum than It will become a very important influence philanthropy and volunteerism. relating increasingly become more which in with In addition, the enhancing through contributes concerned public philanthropy to the quality and and character of life at the community level. Thus, the as you address big picture, the question of resources, looking not only at benefits I urge you to con s i de r directly received but appreciating also the role and marvelous contribution of the Forum to the larger nonprofit world. �- 4 As an interested observer, I compliment you of the Donors Forum for your progress you to date. should be As members and participants in making things happen, pleased with your accomplishments and excited for the assigned topic for Common Good." In future. II Sharing those thoughts today: "Philanthropy's leads us Role for naturally the to Future the of the thinking about what is happening in contemporary society as it relates to the future concerns of not conference. the common unlike good, the I was agenda of tempted topics to begin with a being addressed list of at this I feel it would be presumptuous and inappropriate for me to propose a long cafeteria list of issues in the arena of the common good. You are knowledgeable about the concerns in our country, your state, and particularly in your home communities. Rather, I have chosen, observations about implications for in things broad overview, going on philanthropy are in rather to our share very society, apparent. briefly six which the for I hope you will forgive my frequent reference to Michigan and Battle Creek and activities of the W. K. Kellogg Foundation -- these are the examples I know best. You will see your community and yourself in the illustrations I sugge s t . Observation 1 concerns ~~na1itutions the se_eming inability of our poE tical to deal with significant~ues in ~~b~tantial proces~~Q. ways_ �- 5 This is most vivid at the national level where Congress is struggling ineffectively with such c on c e rns as fiscal and financial responsibility, trade imbalance, farm programs, foreign affairs, child care, support of the arts, energy policy, and environmental quality. In Lansing, our state politicians are equally ineffective on matters of school finance, other our state budget, Workmen's Compensation, and a host of suspect I concerns . you may feel the same about doings in Columbus. At the local level, you can make your own analysis of effectiveness in dealing with human servi ces, environmental concerns, and all the rest. Technology has changed the nature of politics and politicians dramatically. New techniques of sophisticated, instantaneous polling and the of influen ce seems mass media treatment to have forced elected officials of every to become less society and more the followers of herd instinct. lead only when consensus has been reached, parade is going and then rush to its issue and personality the "leaders" of There i s a tendency to to wait to see which way the head. Other changes which have influenced the political process to society's disadvantage have been the proliferation of the number and the dramat ic increase in skill of spe cial interest groups of every variety and the concept of entitl ement which ha s hand cuffed politi cal respons e to c ha n g i n g ne eds . Today, there are few in elected office who could be described statesmen with vision, commitment, and a concern for the whole. as Patterns of political power also have changed dramatically, with greater diffusion and less loyalty to party and purpose. �- 6 The net effect of all of these changes has been the lessened ability of government at all levels to be a source and catalyst for social change. This, then, initiatives suggests an enhanced potential role of private to demonstrate new answer!i to societal needs, sector to initiat ive ventures, to provide the vision and comprehensive approach which politics fails to provide. Observation 2 concerns the seeming return responsibility and control in addressing (shift s~a1 back) to local needs. For a span of about six decades -- from the "progressive era" at the turn of the century to the late 1960s, and particularly beginning with "New Deal" in the decade of the '30s --- the federal government took an ever increasing part in meeting the needs of the American people. early 1970s, Increasingly, that trend states and has first slowed, localities are then being seemed called Since the to upon reverse. to deliver services and provide benefits to people at the community level. This fact pressure poses on problems the tax for system, all states and especially, to localities. raise This puts to cover revenues increased state and local expenditures. A Jtesirab.le. consequen ce dealt with usually closer lie not in to is home, dollars that more and, alone involvement of people who care. initiatives are obvious: as there pro blems are be ing we but al l in know the ide ntif i ed so well, increased th e an d a n s wer s commi tmen t and Again, opportunities for private sector is a desperate need to become more �- 7 efficient and more effective in using limited resources and in mobilizing local leadership. Observation 3 collaborations. concerns the increasing rhetoric about public/private We hear it from the President, members of congress, our governors, and many of us. Such collaboration of private philanthropy with public institutions and programs is going on in all of our communities, to the advantage of all. The best observations tend to be at the community level -- in education, chi l d care and living for child abuse the elderly, prevention, substance abuse, intergenerational initiatives, independent the cultural and performing arts, and a host of other examples. A c o n c e r n that I would share with you is that, unless we are careful in such collaborative efforts, they will, in a sense, be "one-way." Public officials are anxious to mobilize and direct private resources to "their chosen objectives." philanthropy available relates in for to the They are not always anxious to be helpful to private addressing such philanthropic treatment of deliberations still underway. charitable contributions, taken are usually erosive, concerns purposes. as The charitable increasing current the resources evidence contributions in the of this budget While rhet ori c on behalf of phi l anthropy, and volunteeri sm is invasiv e, our various legislative skirmishes at us ually e f f us i ve, restri ctive, a c t i ons a nd d i sc o ur a g i ng . In the n ational level since 1969, we usually count success in terms of limited losses rather than real gains. �- 8 I think our continuing approach should be to be cooperative with public institutions and organizations t but to be cautious and not be coerced. Observation 4 concerns the dichotomy between the nature of the proble.ffiQ. which concern us and the solutions we devise. The problems of concern to society tend to be complex t multidisciplinary, overarching t penetrating, and permeating. Each of us can make our own list -- inflation t K-12 and higher education, home care for the elderly, groundwater t environmental qualitYt job generation, peace. To the contrary, the solutions tend to be narrow, most often devised to address such issues discipline- or profession-oriented and biased, simplistic, and inadequate to the task. A major contribution of philanthropy in addressing societal needs can be to encourage demonstrate and programs which are comprehensive t collaborative, and provide continuity. Observation 5 concerns the persistent reluctance to face facts <;lnd-iQ deal with reality. This is a somewhat human characteristic -- a resistance to change, when we are comfortable with that which we know. Sometimes, their even when institutions the evidence is overwhelming, both individuals and are reluctant to respond. It is a mos t areas of human concern, we know better than we do." truism tha t "in Think only of �- 9 the areas which may be of special interest to you: substance abuse, K-12 education, and health care. For example, if we think of child development in the early years, we know that age five is too late for societal concern and intervention, yet most youngsters and most communities pre-school programs of elementary years are high most lack comprehensive quality. important The and early childhood and eviden ce that is drop-out clear that the can really be predicted by grades six or seven. Yet, we persis t starving the teacher will in accrediting elementary our years tell you that i t schools at the whenever resources takes first the high are school level, limited. Every three months of the new school year to catch up to where students were when school ended in the spring, yet we persis t in having a the a summer months three-month break in learning during s chool-year model established by an agrarian Pennsylvania recently society nearly two centuries ago. In the matter commented, of penal reform, the "It costs $24,000 a year Governor of to keep a person in the state pen, but only $8,000 a year at Penn State." We as a society, through our institutions and o r gan i za t io n s , mus t p u t better which use ca talys t. that is a l r e a dy known. Ph i I an thr opy can be a to key �- 10 Observation 6 concerns the persistence of "turf ism" in addressing .6..Q.C..ietal needs.. Usually programs continuity. of In human Battle service Creek, for are badly example, fragmented we have 67 voluntary, nonprofit groups directed to the needs of youth. good; competition can also be healthy, but and lack identified Pluralism is infighting, adversarial stances, and combative behavior are not! The c leares t two example in our home hospitals, virtually across town was the in heal th care, where we had street suffering from less than 50 percent occupancy. from each other, each In addition, we have the usual host of other health care organizations -- Visiting Nurse Service, Department of Public Health, illnerican Red Cross, Hospice, Meals on Wheels, voluntary ambulance services, and many more. Unhappily, while each is composed of intelligent, able, dedicated, and well-intentioned individuals, each also tends to address issues from the perspective of their organizational or institutional objectives. Each is concerned with their own niche, too often not sensitive to the activities of others needs of succeeded and with the people of the community. getting the two hospitals in insufficient attention to In to the comprehensive Battle merge. Creek Now we health we finally are in th e process of getting the other players to join the t eam. Again, a challenge for philanthropy to be an influence in bringing about services which are comprehensive, collaborative, and continuous. �- 11 - III In conclusion, common good? us here, what will be philanthropy's role for the future of the The hard reality -- or the exciting fact -- is that all of individually and collectively, our decisions and actions. will make that determination by We may be passive and reactive -- or we may be creative and participatory . While we are continually addressing shortcomings, perspective. concerned we need to with keep dealing these with problems troublesome concerns and in For example, we read a lot about the problems of teenagers loday, but most teenagers do well they are not on drugs, they do not get pregnant, and they do not drop out. At the same It is to time, such there are issues that pressing concerns which must be addressed. much of our thought and resources must be directed. We in philanthropy foundations, or whether private in foundations circumstances and opportunities. corporate -- must be grantmaking, responsive community to changing Most of the significant new directions imperative to our societal future will not be charted by government. fact, many elected offici als are a l mo s t d esperat e f or bett e r In ans we r s . proposed solutions to perplexing issues. We in philanthropy can creative level. collaborative continue our approaches to tradition of human innovation, concerns at the nurturing community �- 12 - We can provide leadership to enhance the resources of philanthropy and ensure their most effective use. Ohio has a great tradition of social concern. those who have preceded us have been We in philanthropy -- and important partners in this us all! progress. There is Godspeed! 595c:1pt unfinished business demanding the best efforts of � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1990-10-26_RMawby_SPE Title A name given to the resource Russell Mawby speech, Philanthropy's Role for the Future of the Common Good Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 26, 1990 for the W. K. Kellogg Foundation at the 1990 Annual Conference of the Donors Forum of Ohio. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1990-10-26 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/733453a35b112a82713c4609512eefeb.pdf e5fe64ce249807e2970ebce9c555f973 PDF Text Text / ( PUBLIC SERVICE Address by Russell G. Mawby Chairman and Chief Executive Officer W. K. Kellogg Foundation at the lOath Annual Meeting of the National Association of State Universities and Land-Grant Colleges Plenary Session J. W. Marriott Hotel Washington, D.C. November la, 1987 I The oldest tradition of the members of this association is the spirit of public service. When the Universities of Georgia and North Carolina were created two hundred years ago as our country was being formed, when George Washington advanced his plan for a national university, when Thomas Jefferson sat at Monticello watching through his spyglass the growth of the University of Virginia, the central intent of all the founders was to set higher learning within a public context. In their vIew, collegiate study should be guided by the pr inciples of the �Constitution, by democracy and independence, by ability and ambition, not by religion or heredity. The new nation needed an abundant supply of leaders to serve its varIOUS needs. to all who could benefit from it. Access to education should be open The curriculum should include practical and contemporary subjects as well as theoretical and classical ones. Research, or the creation of new knowledge, was not a clearly articulated role for these institutions, though the records show frequent references to exper imentation and demonstration. Such were the aspirations of our pioneers. These ambitious goals were too broad for the new little state colleges to achieve . Sixty years after the first cluster of them was founded and again thirty years after that, Congress created two waves of land-grant institutions, each one intended to bring the benefits of higher education to a sector of the population hitherto denied it, a new part of the public. For these eighteenth and nineteenth century pioneers, public service meant essentially the instruction on campus of young, white, free men 16 2 �to 22 years of age. The enlargement of the clientele even within that age group was not to come until much later and after much strife. It took a hundred years for research to become a formal part of public higher education. This association was founded in 1887 by the same tiny group of leaders who were fighting to persuade Congress to suppport scientific agricultural research in the colleges. Even as your Association was being founded, the eyes of the general state universities were first beginning to be dazzled by the accomplishments In scholarly study at the German universities. But In our country research did not take its place as an established public university function until well into the twentieth century. Public serVIce, as a clear-cut separate principle, distinguishing it from the serVIce of the public interest through collegiate programs of teaching and research, entered the American university about a quarter century after research did. Seaman Knapp, one of your Association's six charter members, wrote the Hatch Act supporting research which was passed In 1887. In 1914, Knapp's pioneering work in agricultural extension was 3 �established nationally by the Smith-Lever Act. Meanwhile the movement for general university extension, which began at Cambridge University In England In 1873, swept through the American public colleges in the early part of the twentieth century; the National University Extension Association was founded in 1915, one year after the Smith-Lever Act established agricultural extension. II The term "public service" has come to evoke many images; its breadth is better understood by citing familiar examples than by defining a core idea. When we mention public service, we think of the Cooperative Extension Service, general extension, lifelong learning, community development, continuing education, distance teaching, and other aspects of our vision of a learning society. President Van Hise of the University of Wisconsin established the spirit of university public service early In this century In his often-quoted comment that the boundaries of Wisconsin's campus were the borders of the state. 4 �Public service sprouted in test plots and on model f a r ms that ringed the small towns of rural America. In town halls, public serVIce takes the form of music played by visiting soloists or musical groups from the university or programs on myriad topics drawn from the full range of the university's disciplines. Public service IS altruistic, as students and facu l ty who volunteer for everything from literacy coaching to the United Way fund drive will tell you. Its instruction is also found in the marketplace, as legions of managers, entrepreneurs, and labor leaders can attest. It lives on campus in semInars, symposia, workshops, and residential conferences, but it travels far off campus and until late at night with extension lecturers. (The term "extension" is used In the generic sense, encompassIng all of the outreach or extension activities of the university, including the work of the Cooperative Extension Service of the land-grant institutions.) Public serVIce is old enough to be a tradition, and contemporary enough to bounce off satellites. It looks to the past as it fosters local history clubs and moves out to the frontier 5 �of the future as the university cooperates with industry and government to translate theoretical knowledge into practical benefits. Public service credits the experiential learning of adults so that they can establish the formal base of their education. It offers study opportunities to professionals so that they can stay at the forefront of their practice and can know how to accommodate to changes in their career patterns. It dispenses information In a stream of publications, radio and television broadcasts, correspondence course lessons, facsimile reproductions, audio and video cassettes, and reports from computerized data-banks. Public service offers direct help to individuals, communities, and the whole society. It gives a seal of approval to the products of farms and factories, it accredits other institutions, it helps public officials master their managerial problems, it offers consultation to non-profit institutions and associations, it helps government bureaus know how to conduct their business, it sponsors clubs and holds competitions for 6 �young people, it provides exhibits at county fairs, and, during Farmers' Week, it sometimes turns the whole campus into a massive exhibition and classroom. All of these public serVIce activities draw upon and are true to the teaching and research mission of their sponsors. III It would be possible to go on at some length evocatively naming university activities we would all agree to be public service because they express creative ways of bringing the rewards of higher education into the life patterns of all segments of our extraordinarily diverse population. As the public universities have grown and matured, the triumvirate of their mission -- teaching, research, and pUblic service -- has become generally accepted, at least In rhetoric. identifiable tendencies have occurred. In this process, two clearly First, teaching has become narrowly defined, referring only to that which occurs in a classroom or laboratory setting, usually on campus, with students enrolled in courses 7 �for credit leading to credentials. The vast array of other teaching carried out by university faculty in less formal settings and structures is lumped ignominiously into public service. Non-traditional patterns of teaching, often with non-traditional students in non-traditional settings, is thus relegated to a position of lesser status. Second, the research mission of the university, though the latest entrant on the scene in some respects, has become omnipotent. Professors who neither teach nor directly address attention to public concerns are exalted. Publication IS essential to faculty success. Basic research is preeminent, while those research efforts described as "applied" are viewed with less acclaim. Thus, In the academic life of public institutions today, research represents the ultimate exerCIse, with teaching -- especially at the undergraduate level -- seen as a mandated duty, and public serVIce an obligation too often accepted with reluctance. In analyzing further the public service dimension of public higher education, an even broader theme must concern us today. Public universities perform several large categories of activities which do not 8 �seem to be centrally concerned with either teaching or research. If the pUblic university has only three functions, as the program of our meeting implies, then these other activities must be public service even though, up to now, few people may have thought of them under that rubric. Here are five examples of what I mean: The first 1S the preservation of knowledge, a goal which universities seek in myriad ways but most notably 1n libraries, museums, galleries, and special collections. It might be said that preservation 1S merely a support to teaching and research but a moment's thought reveals that such is not the case. be preserved. A university preserves knowledge because it 1S there to Its "utility," whatever that is, may not be evident for decades and much of what is carefully saved will never again be seen by a purposeful eye. But we must over -save so that we save enough. And so it can be argued that the careful storage of facts and artifacts 1S part of the service which a university provides to its public. A second kind of activity is the provision of aesthetic experience . As has often been noted, universities have become the American parallels 9 �of Renaissance princes, Germanic royal courts, and modern European governments. The rich profusion of music, painting, sculpture, ballet, drama, and all the other arts which pours forth on a university campus can make its neighborhood a delightful place to live. The quality of artistry is often so high that it commands the attention of renowned critics. More than that, concert bureaus, radio, and television carry campus-based arts out so widely that Van Rise's desire is realized more fUlly In this respect than In almost any other. It can be argued that aesthetic provision IS part of the university's teaching function. That is undoubtedly true for some people -- but are the arts basically didactic? Do artists write, perform, and paint because they want to teach or because they want to fulfill their talent? Do people listen, watch, or read because they want to learn or because they want to enjoy? I hope that in both cases, the second answer is the major one. If it is, the provision of aesthetic experience must be considered as a public service. 10 �A third cluster of university activities worth examining are those related to the direct consumer services which universities provide to their communities. They maintain hospitals, clinics, testing laboratories, publishing companies, hotels, restaurants, book stores, and many another kind of institution or serV1ce. In some measure, these facilities and services are thought necessary to support a university's instruction and research but it 1S fair to wonder how valid that argument is. For example, do we need university laboratory schools in which to conduct research and train teachers when public and independent private schools all around us offer a more natural setting? Is a university school really maintained because it is an amenity for the university community, particularly the faculty? The same questions could be asked of the other direct consumer services and institutions of the university. provided. Note that I am not saying that such services should not be All I say, echoing Cardinal Newman, 1S "call them by their right name." The right name of many of them 1S public service. 11 �A fourth contribution of universities is the custodianship of young people of collegiate age. In other parts of the world less wealthy than ours, there is an economy of scarcity. for students exist and there IS Only a limited number of places vigorous competition for them. The chosen few must work very hard to graduate but almost all of them do so - - and then they are set for life. We reject such a system. We want every door to be open to every young person who can possibly profit by entering it. While we no longer be lieve in completely open admission to college, we are prepared to admi t most young people who want to enroll, so that they will have a chance to "find themselves" and so that their further maturation will occur under relatively safe circumstances. Some people even cynically argue that families will support (financially and politically) a university which cares for their children at relatively low cost. In the late 1940s, student bodies included many young men and women who had been to war and had grown up before they came to college. Old -timers still talk about those wondrous days when students really 12 �wanted an education and insisted on getting it. We have many such students today, but we also have many who are enrolled with little sense of purpose. I could not estimate what proportion of our current students are basically custodial cases but, In airplanes and student unions and other places, I have sat beside too many of them -- bright, fresh, attractive youngsters enrolled in a hodge-podge of trivial undemanding courses and never quickening into a lively interest when asked about any of the subjects they are "taking." How many of these are enrolled because they have no better place to be? What percentage of our graduate and professional enrollees have stayed on because they did not know what else to do with themselves after they had a baccalaureate degree? care of such people teaching or IS it public service? Is the All I say is "call it by its right name." The fifth kind of activity is the university's role as entertainer for the masses, particularly the masses who watch intercollegiate athletic events. It seems unlikely that anybody would argue that our vast expenditures of time and money In such sports can properly be 13 �allocated to either teaching or research. They must therefore be counted as part of our public service. In addition to teaching and research, other major forms of university service than these five may exist; if so, I hope you will mention them in our discussion. As for me, five is enough, particularly since I now propose to go beyond the analytical impartiality I hope I have shown up to this point. I plan to make some suggestions. IV Let me introduce them by reminding you that policies concerning public service are often as hard to state and maintain as are policies concerning teaching and research. Universities do not merely respond to social demand or request; they use their advanced knowledge to try to perfect society or, at any rate, to challenge it directly. We look to our universities to be out front, setting a visionary agenda for society -- providing leadership In addressing significant societal concerns. Thomas Jefferson said that In founding his university "I was discharging the odious function of pouring medicine down the throat of a patient 14 �insensible of needing it." When Seaman Knapp sent agents out into the field, they sometimes found armed posses of farmers waiting at the county line to turn them back. Being the thought leaders for society IS not necessarily an easy or popular task. Decisions about public service -- what to do or not do, when to begin and when to end, whether to persevere or concede -- must, like all other university decisions, be made In each specific case in terms of a ll the relevant facts and values. But after 75 years of full-scale experience, the major lesson we have learned about university-based public service IS that it is b ~~~__~onc e i ve d as dynamic and creative teaching and research carried out in the full dimensions of the human life-span and the broad range of human association both on and off campus. This fact is not surprIsIng because in this country public service originated essentially with agricultural extension. Our pioneering founders wanted to extend in myriad ways, the knowledge of the university to new audiences. They quickly discovered, however, that activities undertaken for the purpose of public service greatly influence a 15 �university's whole pattern of teaching and research. Early in this century, when county agents went out to farms to carry the message of scientific agriculture, they found problems for which there were no existing solutions; In responding to such needs, both experiment stations and resident programs of teaching In agriculture were transformed. Such fields of professional education as social work, nursing, librarianship, elementary and secondary teaching, school administration, and business management were first developed or greatly enhanced by teaching in the field. Many bodies of content or forms of teaching are first tested beyond the periphery of the campus. Some prove to be good enough to be spread widely through the university's practice; others can be conveniently forgotten. v If we were to judge the levels of quality of various forms of university public service, I think we would do so in terms of the extent to which they incorporate teaching or research. In the early days of Cooperative Extension, this principle was embodied in the practical rule 16 �that a county agent might teach farmers how to cull their flocks of chickens, but he should not do the cUlling himself; similarly the home advisers should teach the principles of diet, not merely pass out recipes. The professor of management teaches businessmen the principles of his art but does not run their businesses for them -- at least not on university time. Public policy forums are based so far as possible on facts, not opinions. The forty-year-old must be taught in a different way than the twenty-year-old and the seventy-year-old learns in still another fashion; to the extent that we grasp and respond to these differences through the results of research, we shall fulfill our purpose to have true extension, not merely off-campus imitations. How would we apply the tests of relevance of teaching and research to the five other forms of public service? The mass entertainment that universities provide, particularly by exhibitions of their coach-dominated sports, seems to be a clear illustration of how public service needs to be related to teaching and research. We try very hard these days to stress those relationships. We defend our sports exhibitions by talking about character-building, about 17 �openlng up the opportunities for a college education to disadvantaged young people, about the financing of all-student-body sports programs from television revenues, and about the development of the academic field of sports medicine. Some of the reforms instituted by athletic associations are related to the establishment of academic standards; they seem pathetically low but we are told they are the best that can now be achieved. They will probably not be enough. Faculties, administrators, and accrediting associations still have much to do before they can feel at peace with themselves and with the discerning leaders of society. The consequence of big-time athleticism which bothers me most has to do not with its role as a public service but with its impact on campus instruction. The ancient Greeks believed that the education of the free man was deeply concerned with the perfection of the body, a conception that has been central to educational thought ever since. Livingstone, the modern classicist, put the idea this way: Sir Richard "The virtue or excellence of the body is health and fitness and strength, the firm and sensitive hand, the clear eye . . . . . The trinity of body, mind, and 18 �character IS man; man's aIm, besides earning his living, is to make the most of all three, to have as good a mind, body and character as possible; and a liberal education, a free man's education, IS to help him to [produce] as perfect and complete a human being as may be." The training of the body does not seem central to modern discussions of either athletics or the college curriculum. Today anybody who advocates education for the perfection of the body tends to be scorned as just another apologist for high pressure athleticism. I hope that health and physical education depar tments will someday live up more fUlly to the literal promise of their name and that their professors will be central figures In all discussions of liberal education. The need for the custodianship of young people by universities is heightened by the scarcity of excellent teaching, though the root causes may lie elsewhere. Surely we want to reduce this custodi anship as much as we can though we will never do so entirely. We have always had students who were not very much interested in learning - - perhaps including Rosencranz and Guildenstern -- and presumably some of them will 19 �always be with us. More than that, we want an open campus environment where initial aimlessness can be fused into purpose because exciting intellectual opportunities are available. We believe that the acculturation which the campus provides is important for the maturation of young people. license. To have freedom of choice we are prepared to risk But if I read the signs correctly, the writers of national reports, the authors of some current best-sellers, the eminent slgners of petitions, and , most important, our f aculty curriculum committees are agreed that fairly drastic steps need to be taken to strengthen instructional programs. If students had more experience of life before they enrolled, like the veterans of the late 'forties, they would solve any problems of slackness by the demands they would make on the f aculty. However, short of war or some other vast campaign of national service (which we ought to seriously consider as a part of the socialization process for future generations), we will probably have students of about the same age as at present. If so, we must take the initiative to see 20 �that as few of them as possible are simply spending critically formative years in our custodial care. The direct consumer services which universities provide, sometimes with a lavish hand, usually cannot be separated very far from a teaching or research mission. A kind of ebb and flow seems to occur. New facilities or services for the pUblic are created because they are needed for teaching and research . They fulfill that purpose fUlly for a time but after a while forces begin to operate which make them hard to maintain. Commercial purveyors of the same services complain and compete, the demands of the clientele require changes which do not fit the best instructional or research patterns, costs mUltiply, schisms are created between people oriented to serVIce and those committed to the original purposes: these and other conflicts finally lead to closing, sale, or transfer of function or property. Meanwhile a new facility or service for another purpose is launched and observers at its dedication wonder how long it will take to run the familiar course. 21 �On a few campuses the provision of aesthetic experience seems close to being a prIme function, parallel to instruction and research, but in truth it is almost always related to both . In the musical realm, for example, concerts are given chiefly by students and by full- or part-time faculty, productions are learning exercises or expositions of the fruits of a professor's scholarship, performances by v isiting artists are preceded and followed by interpretive analyses, and broadcast performances are chosen and introduced by scholars. As with mUSIC, so wi th poetry-reading, drama, ballet, painting, sculpture, and all other expressions of art and high culture; aesthetic appreciation is dominant but it IS reinforced by the desire to learn or to teach. In preserving knowledge, universities provide a public serVIce which, while it IS usually associated with teaching and research, can stand alone as a prime function if a university wishes to consider it one. Outside the university, museums and independent special libraries build their collections and then make them available for rese arch and teaching. To an encouraging degree, museums and libraries are coming to 22 �be seen as valuable teaching institutions in themselves. To whatever extent finances permit, universities can do the same thing, selecting, storing, and displaying books and other objects In terms of a judgment of their present and future value as aspects of culture. In pursuit of this end, they can plan and link their collections together by computers and other means so that duplications can be eliminated and much greater cumulative resources can be maintained to enrich the future. I am prepared to accept this function as being co-equal with research and teaching, reinforcing both but being worthy of independent support. To do so is to hark back to the ancient formulation that the three purposes of a university are to seek, to convey, and to preserve knowledge. And now, back to the basic forms of public service: teaching and research. In fulfillment of the university's public service mission, the teaching function of the university must be broadened and deepened, to fUlly incorporate the varied ways in which teaching must be performed in response to changing demographics and contemporary needs. Regular class enrollment will continue to be important, but only as a part of a vastly 23 �larger whole which includes such lifelong educational services as conferences, seminars, lecture and concert series, telecommunication through many media, field-staffs reaching out to places sometimes far distant from the home campus, and the prov ision of learning opportunities for many constituencies, including agriculture, industry, commerce, labor, families, voluntary associations, and solitary individuals. This change from youth-dominated education to a lifespan education conception will require countless changes In policy and practice within universities, the most important of which will be to give it legitimacy within the practices of faculty recruitment, promotion, and reward. Universities quite properly are classically critical of other social institutions which fail to remain contemporary in structure and in adoption of modern technology in performing their services, even when sweeping changes may be a consequence. In reviewing their teaching activities, universities should be introspective with equal rigor. current failure to recogn Ize excel lence in teaching, whe r e ve r and In whatever form it occurs, is inexcusable . 24 The �Similarly, the research efforts of the public university must be carried out with an ultimate concern for their relevance to societal concerns. This in no way threatens the essentiality of so-called basic research, for which the ultimate benefits and consequences may not be envisioned. But it does suggest that basic research alone does not adequately fulfill the public's legitimate expectations ln consequence of their massive support. There must be accountability beyond peer review. The results of research must be integrated into the university's teaching mission, available to all -- both on and off campus -- who can use it. To fail to do so is to fail to fulfill the complete university role. The genius of the public university lies not in its teaching or its research, but ln the creative integration of the two to serve various publics. Ultimately, society's needs will be served by the public institutions it creates and sustains -- or, as in the past, new systems will be established to replace those which disappoint. The amazlng proliferation of independent, non-university-based, publicly supported research institutes and the explosion of non-university-based programs of 25 �continuing education for the professions and other special interests illustrate this response to public need. To the extent that such initiatives can perform these functions equally well, independent of the intellectual base which the university provides, these trends may be socially desirable. To the extent they erode the role of and support for pUblic universities and are simply a consequence of institutional failure, they should provide cause for concern. VI Until now I have remained true to my assignment: to explore public service as one of the proclaimed three functions of the public university: teaching, research, and public service. The whole thrust of my talk is to suggest that these three are inseparably allied. But, as I suspect we all recognize, they are analytically different from one another. The effort to make them fit together in a logically consistent triad raises many more questions than it answers. the difficulty 1S My own resolution of to push the analysis to a deeper level and try to identify the two different categories into which the three purposes fall. 26 �All of my foregoing analysis suggests that the basic functions of the university, the work it most essentially does, are teaching, research, and (some would say) the preservation of knowledge. Other major activities of the university - - extension, mass entertainment, custodianship, or the provision of aesthetic enjoyment or of consumer serVIces ga In legitimacy only to the degree that they are linked with teaching and research. Some people believe that the preservation of knowledge should a lso be restricted to materials which can be related, now or In the future, to the two basic functions. Thus, public service IS not a function but a principle which animates and guides the basic work of a university. Programmatically, it meant one thing at the founding of your first institutions; it means something quite different now. It is the desire directly to serve the social order which created, needs, and nourishes the public univers ity. only such principle. guiding influences: It is not the One can readily think of at least three o ther the tradition of the university as an institution; 27 �the development of the disciplines as bodies of knowledge; and the desire to serve the specific students enrolled both on and off campus. All four princip les are evident In a university's structure an d are powerfully felt In its operation. Constant tension exists among them, since each, if carried to its extreme, contradicts or denies the others. The complete traditionalist remains loyal to long-established standards, disdaining both new knowledge and the des ire to accommoda t e immediate student needs; he looks with distaste at public service unless it can be shown to ha ve been fa vor ed by Abelard. An equal provincialism can be found among those who focus entirely upon the disciplines, upon the immediate needs of students or, for that matter, upon pUblic serVIce. A challenge fo r university leaders is to balance the operation of the principles reasonably well. While all universities now engage in pUblic service, it has been most truly fulfilled In the state un i versities which is why they proclaim it to be part of their central triad of purposes. The desire to respond directly to society and, In turn, to incorporate the ideas thus gained 28 �into the central fabric and processes of the institution has been a powerfully generative force. to their world-wide emi nence . It has helped bring the state universities It has led to the creation of new categories of institutions of higher le arning, such as the regional state colleges and universit ies and the community colleges. the private universities. It has challenged It powerfully influences all new universities overseas and it IS tr ansforming the ancient European instit utions wher e the idea of higher le arning began . At this Centennial meeting, we have cause for celebration, SInce public service IS the spirit which animates some of the best things we do. We also have both a challenge and a gu i de for the future. When our major emphasis In public service was made up of those activities evoked by the word "extension," we f ound t hat our deepest sense of reward came when university scholars analyzed some part of society to see how it could best be helped to Improve the quality of its life through t he use of the university's resources of knowledge and instruction. We did no t do everything people asked of us but, by collaborative planning, gu i ded 29 �them to the realization that the problems of individuals and of society could not be sol ved by immediately available remedies but required deeper analysis and the use of more profound procedures. As we enlarge our conception of public serVIce, I hope that we shall follow t he same idea. We should not simply oblige people by doing what they ask us to do. triumphs of the future, like our triumphs of the Our present and the past, can be achieved only if we hold fast to the idea that the public services of a university should be creatively rel ated to its basic functions of teaching and research. In looking broadly at societal concerns today, there IS an almost desperate need for our state universities to employ their marvelous resources more creatively in serving public interests. The agenda IS virtually endless -- economic development and job generation, biotechnology, environmental quality, health care, competitiveness, the elderly, youth, energy, peace, welfare reform, rural and urban decay, waste disposal, the cultural arts -- the l i s t goes on. The success of our society in addressing such issues will influence the quality and 30 �character of life for both current and future generations. Is it too much to hope, for example, that our public universities will provide leadership in mounting comprehensive and coordinated ef f o r t s to deal with such pervasIve prob lems as the plight of our nation's yo uth from infancy through adolescence, using the best that IS known from all relevant fields of study? The superb knowledge resources of our state univer sities must be more effectively mobilized to de al with such compl ex concerns, thereby empowering people, through their institutions and organi zations, to more effectively serve their own best interests. In world overVIew today, the financial strength and capacity of the United States is weakening. As never before, there are limitations on both public and private sources of support. Those institutions of our society which are essentially inward-looking will be increasingly threatened. To deserve the continuing public confidence and support which have been enjoyed In the past, our public universities must demonstrate their 31 �capacity to be ever more socially useful to a society under stress. In so doing they will serve the people who sustain them and will be true to the visions of their founders in setting higher learning within a public context. RGM:lpg 11/12/87 ll28c 32 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1987-11-10_RMawby_SPE Title A name given to the resource Russell Mawby speech, Public Service Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given November 10, 1987 for the W. K. Kellogg Foundation at the 100th Annual Meeting of the National Association of State Universities and Land-Grant Colleges. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1987-11-10 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/899cba62d539fed887aeaf24caef8a25.pdf ec107b4977a907e68d8a8baf7b8ff0bf PDF Text Text October 6, 1988 Clemson University " Pub l i c Service and the Land -Grant Univ rsi t y " Presentation at Clemson 's Centennial I Celebration Symposium �- - �---The thoughts experience and I deep will share wi th you gr ow out ---- conviction. First, I have of personal an unbounded appreciation for and admiration of our land-grant colleges and universities. Described as America's first distinctive contri- bution to higher education, these institutions have been major players ln shaping America's destiny. They represent one embodiment of the philosophy expressed often by W. K. Kellogg, "Education offers the greatest opportunity for really improving one generation over another." President Van Hise of the ~ University of Wisconsin established the spirit of university public A service early in this century in his often-quoted comment that the boundaries of Wisconsin's campus were the borders of the state. 4 �('I- Second, I am a beneficiary of the land-grant philosophy. grew up on a farm in Kent County, Michigan. -- Keats K. Vining, County Agricultural I Our county agents Agent, and Eleanor Densmoore, Home Demonstration Agent -- enriched the life of the Mawby family in many ways. Largely through their influence, I became the fir st membe r of the Mawby f ami ly to earn a baccalaureate degree. the present, From earliest days as a both my personal 4-H club member to life and my profess ional life have been intermingled with the land-grant world. Third, I have a particular admiration and appreciation for you who are Extens ion profes s ionals . Extension and my wife, Ruth, was My early career was in a county home demonstration agent. While some academic extension function of land-grant university's intellectuals the university, would this teaching mission is denigrate dimension in fact of the the the most challenging, the most demanding, and the most rewarding form of much tougher to teach a class of skeptical farmers or seasoned homemakers than to face a classroom full of captive freshman seeking credit in a required course. difference you have made, are making, I salute you -- for the and will make, li.ves of (,('\11ntless individuals, families, and communities. in the �- '? I u. .-&--_-..) / -e I �~ \ 1 , T (I / > , "" c . . . . , J ,( f ' ; )' 2 . /b-r-· 1J' ) . . C ' ~ 4 ~ .... ~ ~ ~ ~~ ~ G - ~ ( ; - _ �In commenting briefly on ~ evolution of our land-grant universities, I will not provide a detailed history but rather will make a few observations. A. It is useful to begin our review of the evolutionary process by reminding ourselves of the language in the act which was signed into law by President Lincoln on July 2, 1862. Each state which accepted the benefits of this first land-grant act was obligated to provide: "At least one college where the leading object shall be, without excluding other scientific and �c l a s s i c a ls t u d i e sa n di n c l u d i n gm i l i t a r y t a c t i c s ,t ot e a c hs u c hb r a n c h e so f l e a r n i n ga sa r er e l a t e dt oa g r i c u l t u r ea n dt h em e c h a n i c a l a r t s• . • i no r d e rt o p r om o t et h el i b e r a land p r a c t i c a le d u c a t i o no ft h ei n d u s t r i a lc l a s s e si nt h e s e v e r a lp u r s u i t sa n dp r o f e s s i o n si nl i f e • . • " B . W h i l e e a c ho ft h el a n d g r a n tu n i v e r s i t i e ss t a r t e da sm o d e s t , s im p l e i n s t i t u t i o n s ,t h e yh a v e now b e com ec om p l e xu n i v e r s i t i e so fm a j o r s t a t u r ea n d h i g hq u a l i t y . 7 ' C . ~ .... . * . \~ I ne a r l i e rd a y s ,a g r i c u l t u r ea n de n g i n e e r i n gw e r e d om i n a n t ,w i t h a lm o s t" e x c l u s i v er i g h t s "t ot h er e s o u r c e so ft h eu n i v e r s i t y . B o t hd e v e l o p e d p r o g r am so ft e a c h i n g ,r e s e a r c h ,a n dp u b l i cs e r v i c e / o u t r e a c h /E x t e n s i o n . Th e p r i o r i t i e sf o rt h eu n i v e r s i t yt e n d e dt ob et e a c h i n g ,t h e n ~ t h e n E x t e n s i o n . Now , a g r i c u l t u r eLS o n l ya m o d e s t p a r to ft h et o t a lu n i v e r s i t y . I n g e n e r a l ,t h ep r i o r i t i e so ft h eu n i v e r s i tY , h a v es h i f t e dt op u tr e s e a r c hf i r s t , t h e nt e a c h i n g ,a n dt h e nE x t e n s i o n w i t h p u b l i cs e rVL c ea n do u t r e a c ha c t i v i - t i e sc h a r a c t e r i s t i co fa g r i c u l t u r ea n do n l yl im i t e do t h e rp a r t so ft h eu nL v e r s i t y ,n o tc h a r a c t e r i s t i co ft h eu n i v e r s i t ya tl a r g e . ( . , . . T h u s ,m o s t l a n d g r a n tu n i v e r s i t i e st o d a ya r el o s i n gt h ed i s t i n c t i v e n e s s ? ~ o ft h eb a l a n c eo rb l e n do ft e a c h i n g ,r e s e a r c h ,a n dE x t e n s i o nw h i c h c h a r a c t e r i z e st h el a n d g r a n tt r a d i t i o n . D . ~ ~ ~ ~ ~ ~~ A s l a n d g r a n tu n i v e r s i t i e sh a v eg rown i ns c a l ea n di nc om p l e x i t y , c o l l e g e so fa g r i c u l t u r eh a v et e n d e dt ob e com ec a p s u l a t e di n t e l l e c t u a l l y . T o t o ol a r g ea ne x t e n t ,t h ef a c u l t yi na g r i c u l t u r eh a v ed e v e l o p e da ni n s u l a r m e n t a l i t y , l i v i n ga p a r tf r omr a t h e rt h a nb l e n d i n gw i t h t h em a i n s t r e am o ft h e i n t e l l e c t u a ll i f eo ft h ei n s t i t u t i o n . �E . W h e r e a s i ne a r l i e rd a y s ,t h o s ei np o s i t i o n so fl e a d e r s h i pi nc o l - l e g e so fa g r i c u l t u r et o o ka b r o a d and e n c om p a s s i n gs t a n c e ,t h er o l ea s s um e db y a g r i c u l t u r a ll e a d e r si nt h el a n d g r a n tu n i v e r s i t i e sh a sb e com ep r o g r e s s i v e l y mo r e n a r r ow . T o i l l u s t r a t e ,a tt h et u r no ft h ec e n t u r y ,d e a n so fag r i c u l t u r ea n d t h e i ra s s o c i a t e sb e c am ec o n c e r n e dw i t h b r o a di s s u e sim p a c t i n gu p o nt h eq u a l i t y o fl i f eo ff a rmf am i l i e sa n dr u r a lc omm u n i t i e s . T h u s , t h e yw e r e r e s p o n s i b l e .... f o rt h ec r e a t i o no fd e p a r tm e n t so fr u r a leduc a t i o nw i t h i n t h ec o l l e g eo fa g r i c u l t u r e ,t oa d d r e s st h ei n a d e q u a c i e so ft h eo n e r o om s c h o o l ;t h e yc r e a t e dd e p a r tm e n t so f ~ s o c io logy, t od e a lw i t h p r o b l em so ft h eb r o a d e rc omm u n i t y ; t h e yc r e a t e dd e p a r tm e n t so fh o m e e c o n om i c s ,t oa d d r e s st h eq u a l i t yo ft h ehom e -' and f am i l yl i v i n gc i r c um s t a n c e s on t h ef a rm ;t h e yc r e a t e db o y s ' and g i r l s 'c l u b w o r k (now4 -H )t or e l a t ef o rm a le d u c a t i o nt of a rml i v i n ga n da sa t e c h n i q u et o i n j e c ti n n o v a t i o n s . Now , t h eem p h a s i s~ c o l l e g e so fa g r i c u l t u r e~ upon a g r i c u l t u r ep e rs e , w i t h ah e a v yp r o d u c t i o no r i e n t a t i o nb u tw i t h som e em p h a s i su p o nm an ag em en t and m a r k e t i n g . C o n c e r nf o rb r o a d e ri s s u e so ff a rml i v i n g ,r u r a le d u c a t i o n ,r u r a l c omm u n i t yl i f e ,i n c l u d i n gh e a l t hc a r ea n da l lt h er e s t ,h a sb e e ns h i f t e de l s e i s s u e s t i v e l ya d d r e s s e d . I nt h ec o l l t i o n ,b u t t h el a r g e ri s s u e s0 a n da b r o a d . c u It i e si ni n t e g r a t i n gt h es p e c i a l t i e sa n dr e l a t i n gth emt o c h a n g i n gs o c i a / e c o n om i c / p o l i t i c a lc i r c um s t a n c e sa thom e �~~ Oy . . . ~ ~ G-< -- e - ~ LG -____ ~ ~ ( , . v Q ( L c:O ~ ~~ ~ ~ ~ . . . . . . J ' ~ \ ~~ ~ . l ;~ ~ i* - " " " ' - l -G -~~ r ; . 0 ~. . . _\ ?J ~ ~ e . . . { ?S, ~ ~ ~ . . . . . . . f i . : . ~~ S )Q . . ' \ ' - A - I- ~ f . "v rv ~ 3 - 2 .~ tL . . . .~ ~ "T o'Q. • ~~ - I _ ~ ~ c :L -. . . . ~ of ,;. • 0 , .t t . . . . • ~J , .~ ~ ~ ~ " ' ' ' ' ~ ~~ �~ ........h ~ J .........-a~ tJ.- ~ \ ~ ~ ~ fs r : ~ ( . .4 d ~ ~ \ 6 - t L -L ~ , c . _ ' \ t �f I I / . 4 G L T ( ~ 2. (w f )/ \ v : c ,. I ( • �- ) L " ) C400 P• ~ _ ( ., " �. J j ~ I, r ~ ' ( ) l , J I ) l , j _ _ _ _ .1 ~ c , ~ A ; '' ~ C ' t J r ~~ . t , J )-t5L~ J ( - \ -~ I \~ , �,- I • , .• \ I <::V k ( ......... . ~ ) ~ ) ) �) Boldness in launching new initiatives in continuing education, augmenting agriculture's traditional commitment to lifespan learning. Agricultural education, encompassing vocational agriculture at the secondary level, postsecondary degree options, and programs In Cooperative Extension, provides the largest and most complete �i l l u s t r a t i o no fl i f e s p a nl e a r n i n gi nth ewo r ld . You r un end ing c h a l l e n g e i stok e ep i ts o . Wh i l e you c an t a k eg r e a ts a t i s f a c t i o ni n a c comp l i shm en t st od a t e ,If i n ds u r p r i s i n gi n c o n s i s t e n c i e s . Fo r ex amp l e , th el a n d g r a n tu n i v e r s i t i e sh av e no tb e en a t th ef o r e f r o n tIn th ed ev e lopm en to fe x t e r n a ld e g r e e s . Th i ss e em sp a r t i c u l a r l yt r u ei n f~ a g r i c u l t u r e M any a g r i c u l t u r a ls t u d e n t sd rop ou to fc o l l e g edu r ing th e cou r s eo ft h e i rund e rg r adu a t ec a r e e r ,o rn ev e rb eg in ad eg r e ep rog r am o f s tudyb e f o r ee n t e r i n g th ef am i l yf a rme n t e r p r i s eo ro th e rw i s e mov ing i n t oa g r i b u s i n e s s . You rc o l l e g eo fa g r i c u l t u r ei sp rob ab ly t h eon ly c o l l e g ei nt h i su n i v e r s i t ywh i ch h a sf a c u l t ym emb e r s r e s i d e n ti nev e ry coun tyo f th es t a t e . Y e t , t y p i c a l l y ,and i nf a c tw i th o n l yon eo r tw o e x c e p t i o n st omy know l edg e ,c o l l e g e so fa g r i c u l t u r eh av e don e no th ing In th ec r e a t i o no fe x t e r n a ld eg r e ep rog r am st oen ab l ep r a c t i t i o n e r st o l~ comp l e t e th er equ i r em en t sf o rb a c c a l a u r e a t eo r adv an c ed d e g r e e s . ~ ) ~~ - S im i l a r l y ,c o l l e g e so fa g r i c u l t u r es e emr e l u c t a n tt omov e fo rw a rdw i th th econ c ep to fe x p e r i e n t i a ll e a r n i n g ,i nwh i ch a c ad em i cc r e d i ti s aw a rd ed f o rd emon s t r a t ed comp e t en c e and p e r fo rm an c e . W i th th et r a d i t i o n o f" l e a r n i n gby do ing" and a p p l i c a t i o no fr e s e a r c hknow l edg ei n p r a c t i c a ls i t u a t i o n s ,i ts e em sn a t u r a lf o ra g r i c u l t u r et ob ea c a t a l y s t , r a t h e rth ana s p e c t a t o r ,i nt h i se x c i t i n gn ewd ev e lopm en ti nc o n t i n u i n g e d u c a t i o n . F u r t h e r , Ina g r i c u l t u r et h e r ei sl a c k i n ga s y s t em a t i cand comp r eh en s iv e app ro a ch t oth e c o n t i n u i n gp r o f es s i ona l - ~ o fa g r i c u l t u r a l p r o f e s s i o n a l s . Wh e r e t h i sh a sb e com ei n s t i t u t i o n a l i z e di no t h e r i ssp a smod i c and r andomi nth ef i e l do fa g r i c u l t u r e . �Thu s , wh i l ea g r i c u l t u r ei sInon es en s eth ep i o n e e ri nl i f e l o n gl e a r n i n g and h a sb e en a p a c e s e t t e r ,i tnows e em s tob el agg ingb eh ind th et im e s a se x c i t i n gn ewd ev e lopm en t so c cu ri nc o n t i n u i n ge d u c a t i o n . Th e Coop e r a t iv e Ex t en s ion S e r v i c ei sa m a jo r compon en to f th e u n i v e r s i t y ' scomm i tm en tt ol i f e l o n ged u { a t i o n . Th er e co rdo f Ex t en s ion i ns e r v i n gf a rmand n e ed si ~ n e ed so fa g r i c u l t u r e commun i t i e sa sw e l l . on ly i ns e r v i n gth e f am i l i e s ,young p eop l e , and r u r a l (L im i t e dex amp l e so fs im i l a rsu c c e s si ns e rv Ing ~ u r b a nc l i e n t e l ec a n C r i t i c s , how ev e r , wou ld a r g u et h a t ch ang ing d emog r aphi c s ,t e chno logy ,and s o c i e t a lcon c e rn sm ak e th e Ex t en s ion ~ Su ch c r i t i c i sm sa r eu s u a l l yb a s ed upon a v e ryn a r row d e f i n i t i o no ft h eEx t en s ion m i s s ion , con f in edp r im a r i l y to p r o d u c t i o na g r i c u l t u r e . Th e Ex t en s ion p fr em a rk ab l es e r v i c eand s u c c e s s , no to n l yi na g r i c u l t u r e . commun I ty ,~ an r u r a l o ff am i lyl i v i n g , you th p rog r amm ing a sw e l l . B e s t knowno fa l li sth e4 -H C lu p rog r am , a un iqu e ly e f f e c t i v ee d u c a t i o n a l ~ ~ ~~ ~ p rog r am f o ryou th and a g r iCU l t u r e . W i t m a rv e l -~ r em a rk ab l ec o n t r i b u t i o no fou rc o l l e g e so f n a t i o n a l con c e rnf o rAm e r i c a ' s you th ,I t h a tou rl a n d g r a n tu n i v e r s i t i e sh av e no t r e spond ed ~ a comp r eh en s iv ew ay , b a s ed on t h e i rh i s t o r i c and d emon s t r a t ed e f f e c t i v e n e s si ns e r v i n gy o u t h ' sn e ed s . �1 '1 '"Mo ' lo . . . . . _ , . . . . . . . . . . . .w « J. . . . ' . ) . .Q , 3 » " ~ N a t ionw id e , u n i v e r s i t i e smu s t r i g o r o u s l yr ev i ewand m i s s ion s t a t em e n t ,s t r u c t u r e ,and t e c h n i q u e s. o ft h e i rEx t en s ion S e r v i c e s . In _ L ~ •, . . . . . . R • • . .. : ~ d o i n gs o ,c a r e f u lt h o u g h ts h o u l db eg i v e nt oi d e n t i f i c a t i o no f c l i e n tg roup s and th ea p p r o p r i a t ee d u c a t i o n a lm e thodo logy tob e s ts e r v e t h e i rn e ed s . Fo r ex amp l e , on ec l e a rpu rpo s eo f th eEx t en s ion S e r v i c e ~ t os e r v ea sa t e chno logyt r a n s f e rag en tt ocomm e r c i a lf a rm s . Bysom e d e f i n i t i o n s ,. the rea r eo n l y 250 ,000 t o300 ,000 comm e r c ia lf a rmo p e r a t o r s ~ . . . . .sc .- ~~ Un i t ed S t a t e sc u r r e n t l y . Su ch f a rm e r sdo no tg e n e r a l l y lookto .,..."... t h e i rcoun tye x t e n s i o no f f i c ef o rt e c h n i c a li n f o rm a t i o n ,bu tr a t h e rgo d i r e c t l yt os p e c i a l i s t sa t ~ ~ s i t yo ri ncomm e r c e . S in c e mo s t comm e r c i a lf a rmo p e r a t i o n sa l r e a d ya r em ak ing e x t e n s i v eu s e o f compu t e rt e chno logy ,d i r e c t compu t e r commun i c a t ion s shou ldb e c o n s i d e r e di ns e r v i n gt h ei n f o rm a t i o nn e ed so fsu cha s e l e c taud i en c e . Qu i t ed i f f e r e n te d u c a t i o n a lt e chno logyw i l lb e mo r ea p p r o p r i a t ei n s e r v i n gth en e ed so fsm a l l s c a l eo p e r a t i o n s and f o rm ed ium s i z ed e n t e r p r i s e s ,mo s t o fwh i ch h av ep a r t t im eo p e r a t o r sw i t h mo r e o f f f a rm th anon f a rm in com e . B eyond t h a t ,e a chu n i v e r s i t ymu s t d e t e rm in e wh e r e th eEx t en s ion S e r v i c e f i t si n t oth ecomp r eh en s iv eo u t r e a c h / p u b l i cs e r v i c em i s s ion o f th e i n s t i t u t i o n . Th et im eh a s com e wh enm a t t e r so fb r e a d t ho fp rog r am s cop e ,a c c e s st ou n i v e r s i t y -w i d e know l edg er e s o u r c e s ,o r g a n i z a t i o n a l s t r u c t u r eand l i n k a g e s ,and f i n a n c i a ls u p p o r tb a s e mu s t b e add r e s s ed comp r eh en s iv e ly . I ft h em i s s i o no fEx t en s ion i st ob eb r o a d l y con c e iv ed ,a sm any wou ld a r g u e ,u t i l i z i n gknow l edg er e s o u r c e sf rom �throughout the university, the administrative arrangement of Lxtension with the constraints of the college of agriculture must be questioned. Failure to responsibly deal with such ·issues will only lead to further erosion and decline. �t h emt oth er e a l i z a t i o nt h a tth ep rob l em so fi n d i v i d u a l sand o fs o c i e t y cou ld no tb e so lv edby imm ed i a t e lya v a i l a b l er em ed i e sbu tr e q u i r e dd e ep e r a n a l y s i sand th eu s eo fmo r e p ro found p r o c e d u r e s . A sw ee n l a r g eou r con c ep t iono fp u b l i cs e rV I c e , Ihop et h a tw es h a l lfo l lowth es am ei d e a . We shou ldno ts imp lyo b l i g ep eop l e by do ing wh a t th eya sk u st odo . Ou r t r iumph so ft h ef u t u r e ,l i k eou rt r iumph so ft h ep r e s e n t and t h ep a s t , c an b ea ch i ev edo n l yi fw e ho ld f a s tt ot h ei d e at h a tth ep u b l i cs e r v i c e s o fa u n i v e r s i t yshou ldb ec r e a t i v e l yr e l a t e dt oi t sb a s i cf u n c t i o n so f t e a c h i n gand r e s e a r c h . ~ Inlookingbroadly at societalconcerns today,thereisan almost d e s p e r a t en e ed f o rou r ~ ~ u n i v e r s i t i e st oemp loy t h e i rm a rv e lou s r e s o u r c e smo r e c r e a t i v e l yi ns e r v i n gp u b l i ci n t e r e s t s . Th e ag end a IS v i r t u a l l ye n d l e s s-e conom i cd ev e lopm en t and jobg e n e r a t i o n , b i o t e c h n o l o g y , env i ronm en t a lq u a l i t y ,h e a l t hc a r e ,c om p e t i t i v e n e s s , th e e l d e r l y , you th , en e rgy ,p e a c e ,w e l f a r er e fo rm ,r u r a land u rb an d e c ay , w a s t ed i s p o s a l ,t h ec u l t u r a la r t s-t h el i s tgo e s on . Th es u c c e s so f ou rs o c i e t yI na d d r e s s i n g su chi s s u e sw i l l i n f l u e n c et h eq u a l i t yand 30 �c h a r a c t e ro fl i f ef o rbo th c u r r e n t and f u t u r eg e n e r a t i o n s . I si ttoo m u c ht ohop e ,f o rex amp l e ,t h a tou rp u b l i cu n i v e r s i t i e sw i l lp rov id e l e a d e r s h i pi nmoun t ing comp r eh en siv eand coo rd in atede f f o r t st od ea lw i th su chp e rv a s I v ep rob lem sa st h ep l i g h to fou rn a t i o n ' syou thf rom i n f an cy th rougha d o l e s c e n c e ,u s ing t h eb e s tt h a ti sknownf roma l lr e l e v a n t f i e l d so fs tudy ? Th e sup e rbknow l edg er e s o u r c e so f ou rs t a t e u n i v e r s i t i e smu s t b e mo r ee f f e c t i v e l ymob i l i z ed t od e a lw i th su ch comp l ex c o n c e r n s , th e r ebyempow e r ing p e o p l e , th rought h e i ri n s t i t u t i o n sand o rg an iz a t i o n s , tomo r e e f f e c t i v e l ys e r v et h e i rownb e st i n t e r e s t s . Inwo r ld ov e rv i ew tod ay , th ef i n a n c i a ls t r e n g t hand c a p a c i t yo f th e Un i t ed S t a t e s ISw e ak en ing . A sn ev e rb e fo re ,t h e r ea r el im i t a t i o n son bo th p u b l i c and p r iv a t es o u r c e so f supp o r t . Tho s ei n s t i t u t i o n so fou r ~ y s o c i e t ywh i ch a r e ,e s s e n t i a l l ~ b ei n c r e a s i n g l y t h r e a t e n e d . T od e s e rv e th ec o n t i n u i n gp u b l i c con f id en c e and suppo r twh i ch h av e b e en en joy ed Inth ep a st ,ou rp u b l i cu n i v e r s i t i e smu s t d emon s t r a t et h e i r 31 �- c a p a c i t yt ob e ev e rmo r e s o c i a l l yu s e f u l toa s o c i e t yund e rs t r e s s . In sodo ing th eyw i l ls e r v et h ep eop l e who s u s t a i nth em andw i l l b et r u et o th eV IS Ion so ft h e i rfound e r sI ns e t t i n gh i g h e rl e a r n i n gw i t h i n ap u b l i c c o n t e x t . } • ~ RGM :lpg rt. Qh 6 .J) ~ ~ 1 1 / 1 2 / 8 7 1 1 2 8 c ~ . . ~ ~~ ~~~ 32 • • ". . ~ ~~ . 1 / -. Po. �I I I And , now , a c l o s i n g t h o u g h t i na d d r e s s i n g a g r i c u l t u r e ' s sy s t em o f d e v e lopm en t a l i n s t i t u t i o n s , D r. J am e s T . Bonn en o b s e r v e s , "M an ,n o ts c i e n c e ,t r a n s f o rm e dU.S .a g r i c u l t u r e. M e n and w om en , a c t i n gt h r o u g ht h ei n s t i t u t i o n swh i ch t h e yc r e a t e d , d e v e l o p e d s c i e n t i f i c know l edg e , ch ang ed hum an va l u e s and a s p i r a t i o n s ,m o d i f i e d o l d i n s t i t u t i o n sand c r e a t e dn ew ones a s t h e ys aw t h en e e d , and s t e p by s t e pt r a n s f o rm e dt h ep rodu c t i v i t yand w e l f a r eo fU .S. fa rm ers ." t nthef u t u r e : Mu ch o fw ha t it b e com e sw i l l b e t h o s e who c om p r i s e r n t h e s et r o u b l e d i c u l t u r eand r u r a l co mmun i t i e s i na p roc e s so f . , / '. . the r e~ g r e a t e r/ n e ed t h a neve rf o rt h e k i n d s o f ~ c o l l e a g u e s a n d 's ira tion you and you r /M ay you b e a d e q u a t e t o you r t a s k and c h a l l e n g e . r - RGM /k j352 c ~ "". . . . � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1988-10-06_RMawby_SPE Title A name given to the resource Russell Mawby speech, Public Service and the Land-Grant University Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 6, 1988 for the W. K. Kellogg Foundation during the presentation at Clemson's Centennial Celebration Symposium. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1988-10-06 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/e5d8def2128fd0ba45d1526ca1cdfa29.pdf 8c34c2b9fc696f5073ccfa8e40f690ef PDF Text Text -, / ~.,s) h ~ _- --h>- k-..L -zr: 20 --y- ~-.lW\. ) C!..-L ~,L. \;tA-t ~ r 3 ~ - ) _ _ tL.. .~- o ~- ~ 2-~ fL- ~"'J-I'...- H ~. ~ - , ) / CJ) �I I . AT emp t a t ion ,i np r e p a r i n gt h e s er em a r k s ,t ot u r nt h ec a l e n d a rah e ad a n o t h e r100 y e a r s ,f rom197¢ t ot h eyea r2 ~, andcommen tf romt h a t v an t ag ep o i n t on t h er e s ea r c hand edu c a t i o n a lf r am ewo rko ft h el a n d g r a n ti n s t i t u t i o n s .W e r eI t odo s o ,Iwou ld t a k et h er o l eo fan a r c h a e o l o g i s t ,pok ing amongth er u i n st odo cum en tt h em ann e r i nwh i ch and f o rwh a tr e a s o n sthe C o l l eges o fAg ri c u l t u r ep a s s e din t oo b l i v i o n ~ .._ ~~. -.~ ~2- ~~ -.. ~~ m i dw ay t h r o u gh t h e i rs e con dc e n t u r y A soe r i n gi d e a ,b u t one f o r u ) wh i ch cou ldb u i l da conv i n c i n 8c a s e . Afa s c i n a t i n gte chniQ .ue , emp loy ed .by T r i s t r am B e r e s f o r d , an En c ; l i sh f a rm e rwho l o o kedo n l y to~ y e a r 2015 i nde s c r i b i n gt h et r a n s f o rm a t i o n o fB r i t i s ha g r i c u l t u r e . O fd a ir y ine " f o rex a mp l e ,h es a i d : "Nowh e r ed i dt h ecom p lexo fs o c i a land e conom i cf o r c e sb e a rmor e s e v e r e l yt h an onth ed a iry ing i n d u s t r y . Th ec r i t i c a lf a c t o rh e r e w a s t h ep u r e l yhum an n eedt ok e ep up w i t ht h eJ o n e s e s . F ew e r and f ew e rw an t ed t om i lk cow ss ev end ays a w e ek i nan ag eo fi n c reas ing l e i s u r e . F am i ly fa rm e r sw e r ep rep aredt o ,f o rSUb j e c ti v er e a s o n s , b u to n l y so l o n ga sl i f eand s t r e n g t hl a s t e d .T h e i rc h i l d r e nc e r t a i n l yw e r en o t , andthef l i g h tf romth ev a l l e y so fWal e sw a s r e s p o n s i b l ef o ra c r o po fa ( ' ;r ic u l t u r n .l econom i s t swh i ch w a s Q.u ite af e a t u r eo ft h e' 5 0 sand'60 s•.I tse em st h a tt h eg ir ls w e r et h e f i r s tt ol e a v ehom e . Th e boy sn o tu n n a t u r a l l y fo l low ed . Th eo l d p e o p l er em a in edb e h i n d . Th en e x tg en e ra tion w e r eg l a dt os e l l t h ef am i lyf a rmwh en i nc o u r s eo ft im ei tc am et oth em . Tho s e who w e r el e f ton t h eh o l d i ng sf a i l edt of i n dw iv e s andt h er a c e o fdom e s t i cm i lk pr o d u c e r sdw ind l ed . "A tt h eo t h e r endo ft h es c a l et h eb i go p e r a t o r sw e r e fi g h t i n ga l o s i n gb a tt l ew i t h cos ts . Cow sre f u s e dt ob em i lk ed by r e mo t e c o n t r o lev enwh en sYmme t r i c a lJe r s e yudd e r sh adb e enb r e don t o F rie s ian s t o c k . Th ei d e ao fm i lk i ng t h ecow sw i thou th i r e d la bou rw a s un th i n kab l e . Af e wtr i ed and foun dt h a ti t d idn o t ag r e ew i ththem . T he shor t a g eo fsk ill e dm i lke r s ,l i k et h e J ~~ o fout d oo r nhcphcr -ds, bcc runo acu tc . J. ~ c o n tru c to r -o I 'L ou riuhcd for 0. timeund th eb e e fo ut Lc tkep tt h i n { ? ;G g o ing ,b u ti nt h eend i t w a s d i s cover e dt h a tth e r ewe r e econom ic adv a n t a Ge si nt h efe e d -lo t on on es i d eand t h eca ttle r an c h on t h eo t h e r . So d a i r yi n gsuccumb edto t h eP l a n tM i lk In du s t r y, i c hc o n v e r t sg rass mo r ee f f i c i e n t l yt h a nt h ecow , andwh os e wh p rod u c t i o ns c h e d u l ecan b eg e a r edto t h ef o u r d ay w e ek . T h e w i t c hw a s g r a d u a l , and t h e r ei sl i t t l eev id en ceth a t th e pub l ic s o b j e c t e dt ot h ech ange f romt h ebi o l o g i c a lt othe bac te rio lo g ica l ly �pu r er indu s t r ia l sU bs titu te . A f t er a l l, byt h a t tim e , ou r d i e t con s is ted o fs t and a r df ood p rodu c t s, and m an y youngp eop l e d i s l i k e dt h ei d e aa s we l la st h eta s t eo fcow 's m i l k . I th a d a tu r a lt od ri n ki t . " cea sedto be n , ~) /;.-: : / · A • .. "....'.-,,~ - , -\'-..~ , J\ ~ ' " LA - ~) . ......-u 3 v ' c . ."'"-'_ / J ex:: --I > ~ V~ "v �IV , Fo rP e r sp e c t i v e ,u s e f u lt ot u r np a ck t ot h ep e r i o di nh i s t o r ya c e n t u r y ago , wh en wh a t i spe r h aps ou rc o u n t r y ' s on ly o r i g i n a li d e ai nh i g h e r e d u c a t i o n-t h el a n d g ra n t sy s tem-w a s c o n c e i v ed : 1850(1862 )- a conce rn f o rf a r m ing and f a rmpeop le ,t om ak e t h e adv an t a g e so fh iGhe r ~ av a il a b le t ot h e son s and d a u g h t e r so ff a r me r s ~~ t h e wo rk ing c l a s s e s ,t od i r e ct t h e at t e n t ion o f suchi n s t i t u t i o n stot h ep ro b l em so fe a r n i n ga l i v i ng a s we l las l i v ingali f e . '18 8 7-th e n ,t h erea l i za t i o nw ed idn ' t know enou gh , sor e s e a r c h , 18 98-a conce rn f o rth e qu a l i t yo ffam i lyl i f e ,so1 l . 0m ee co nom i c s 1900- a conce rnt h a tt r a d i t i o n a ls ch o o l i n gw a sn 't p r e p a r i n g y o u n g s t e r sf o rt h ek i n ds o fl i v e st h e ywou ld le ad,soB os andG i rl sCl u bwo rk , now4 -H -t h e es tab li shm e n t by C o l l ege so fAg r i c u l t u r eo fd e p a r t m en t s o fru r a l edu cat i o n ando fr u r a ls o c i o l o gy , con c e rn e dw i th t h ew e l l b e i ng o fru ra lf o l k s 1914- tom ak eth e reSOD r c e so ft h ecom pu s ava i lab l et oa l l , Ex ten s ion ! �A l l t h e s ed ev e lopm en t s ,i n n o v a t i o n so ft h eh i g h e s to r d e r and ~ g r e a t e s ts o c i a land e conom i cs i g n i f i c a n c e ,a p r o d u c to ff a rml e a d e r s h i p ,r e p r e s e n t e da con c e rn f o rmo r e t h a nj u s tf a rmpr o d u c ti o nand m an ag em e r r t ~ a con c e rn f o rt h ef 'a r rne r,h i sf am i lyandh i sc omm u ni t y a sw e l l . v . Change has been a cha r a c t e r i s t i co ft h ec e n t u r y . An Ame r i c a nP r e side n t on c es a id " ' : ' -"Th e dogm a so ft h eQu i e tp a s ta r e in ad eQu a t et o~ s t o rmy :p r e s en t . . . A so u rc a s ei sn ew , somu s t w et h i n kan ew anda c tan ew . " T he P r e s i d e n t wa s Ab r ah amL i n c o l n ,t h et im ew a s 1862 . q n c eGov ern o r Me C 'n n e ;g jg ped the e4 :Ag Ii c a l Lme, ~ ef iB : l " l :ge s bj" 9 s t .a : a3 : i -eb i ' i ' t g=b h : l : sC t> eg e AmQng .t h em :• 1 . Ou r sw a s t h e nan a g r a r i a ns o c i e t y ,j u s ton t h et h r e s h o l do ft h e p r o c e s so fi n d u s t r i a l i z a t i o n u r b a n i z a t i o nwh i ch h a s som a rk ed ly ch ang edt h es t a t u so fa g r i c u l t u r ei nt h eso c i a e conom i ccomp l ex . 2 . Wh e r e a s ac e n t u r yago ,t h eC o l l e g eo fA g r i c u l t u r ei nmo s t l a n d g r a n ti n s t i t u t i o n sw a s a dom in an tu n i t ,t o d a yi so n l y a mod e s t p a r to fa comp r eh en s iv e ,s o p h i s t i c a t e di n s t i t u t i o no fh i g h e r e d u c a t i o n . V e ry o f t e na r a t h e ri n s u l a rs ~ , n o ti n t e g r a l l y r e l a t e dt ot .h el a r g e ra c ad em ic and s c i e n t i f i ccommun i ty . 3 . 100y e a r s ago ,j u s tl a l i l l ch ingi n t oa c e n t u r yo ft e c h n o l o g i c a l d ev e lopm en t wh i ch h a sp rodu c ed t h eh i g h e s ts t a n d a r do fl i v i n gi n t h eh i s t o r yo fm an . Now , how ev e r , ou rs o c i e t yi se v i d e n c i n gan i n c r e a s i n gcon c e rn f o rt h eQ u a l i t yo fL i f e( n o tj u s tt h eQ u a n t i t y ) a v a i . l a b l et oe a ch i n d i v i d u a l . �-114 . A sa g r i c u l t u r a ls c i e n c eh a sp r o g r e s s e d ,b e en a s p e c i a l i z a t i o n and f r a gm en t a t ion. . . inth es t r u c t u r eo fc o l l e g e s and d ep a r tm e n t s , i nt h ef a b r i co fr e s e a r c h ,i nt h eindu s tr yo ff a rm ing ,i nt h em a z e o ff a rmo r g a n i z a t i o n s andt h ei n s t i t u t i o n swh i ch s e r v ea g r ic u l . tu r e , e n t u r yago ,h adP r o fe s s o r so fAg r i c u J t u r e ; now , who look sa t Ac t h et o t a l ? Th ec l i c h e . . . "F a rm e r sh ave p rob l em s ,c o l l e g e sh av e s~. . i sn o tw i thout s u b s t a n c e . i : \ �- -- - V I . Tu rn ing nowt ot h ef u t u r e ,comm en tb r i e f l yon t h r e et i d e so fcon c e rn wh i ch a r er u n n i n gandwh i ch s e emt oh av es i g n i f i c a n c ef o rt h er e s e a r c h and e d u c a t i o n a lf r am ewo rk ~ l a n dg r a n ta si tr e l a t e st oag r i c u l t ur e : A . Comme r c i a lA g r i c u l t u r e -you c an do cum en tb e t t e rt h a nI t h e s t a r t l i n gch ang e s wh i ch h av et a k e n I l ~ i ncomm e r c i a la g r i c u l t u r e i nt h el a s td e c ad e . P ro jec tions f o rt h ef u t u r emu s tb eb a s e d on t h ea s sump t iont h a tth e ch ang e so ft h en e x td e c ad ew i l lc au s et h e p a s t 10y e a r st oapp e a rt r a n q u i li nr e t r o s p e c t ;mu s t r e c o g n i z eth a t n e a r l ya l lp a s tp r e d i c t i o n so ft h ef u t u r eh av eb e en w rong onth e /c o n s e r v a t i v es i d e . 1 . T h ef a n t a s t i cr a t eo ft e c h n o l o g i c a ld ev e lopm en ti sf a s t con sum ing t h ep r e s e n ts t o c ko f~ - s s c i e n t i f i c l ~ . I ng e n e r a l ,t h ed ev e lopm ent a lr e s e a r c hs t r u c t u r ei na g r i c u l t u r e . s e em s o v e r b a l a n c e di nt h ed i r e c t i o no fa p p l i e dr e s e a r c h . Fo r ' - t h elongr u nv i t a l i t yo fa p p l i e da g r i c u l t u r a lr e s e a r c h ,t h e inv e s tm en ti ns o c a l l e db a s i co rp u r er e s e a r c hby u n i v e r s i t i e s n e ed st ob e exp and ed . [ �7 .2 . Such r e s e a r c hs h o u l dbe app ro a ch edw i t hl o o s e l y s t r u c t u r e d s ~~~~ s, f r o mt h r o u ghou tt h eu n i v e r s i t y , r emov ingt h ec o n s t r a i n i n gi n f l u e n c eo ft h es p e c i a l i z e d c omm o di t yandd i s c i p l i n epa tte rn wh i ch c h a r a c t e r i z e smo s t ag r i c u l t u r a lr e s e a r c ht o d a y . I th a sb e en o b s e r v e dt h a tt h e mo s t impo r ta n to r 8 a n i za t i o n a lf a c tl e a r n e di na p p l i e dp h y s i c s and c h em i s t r yr e s e a r c hdu rLn g anda f t e rWo r ld W a r I Icon c e rn ed t h eg r e a tadd ition t or e s e a r ch p r o d u c t i v i t yt h a ta c c r u e s inl a r g e r e s e a r c hg roup so fal o o s e k n i ti n t e r d i s c i p l i n a r yn a t u r econ t a i n i n gt h ecom p : : ' e t e sp e c t rumf rom _pu r es c i e n t i s t ,t h r o ugh m a th em a t i c i an s and st a t i s t i c i a n s ,t oa p p l i e dr e s e a r c h e r s . Too o f t e na g r i c u l t u r a lr e s e a r c h e r sh av eb e com ei s o l a t e df romt h e i r b a s i cs c i e n t i f i cd i s ci p l i n e sanda r en o ti ntou chw i t ho t h e r d i s c i p l i n e sr e l a t e dt ot h ep rob l ema th and . Pe r h a p st h eg r av es tcon ce r no ft h en e a rf u t u r ew i l l b et h ep rob l emo fa t t r a c t i n Gt oa g r i c u l t u r et h eb r i g h t e s tyoung m ind s i nt h er e l e v a n ts c i e n c e s . A g r i c u lt u r ef o rv a r i o u sr e a s o n s h a s~ s mu ch o fits a ttra c t ivene ssf o ryoung s c h o l a r sandt h e opp o r t u n i t yt ocon tinu et obe a p a r to fth e i rb a s i cd i s ci p l i n e w i l lb ee s s e n t i a li na t t r a c t i n g su chp rom i s ing i n d i v i d u a l st o add r es st h e i r p a r t i c u l a ra t t e nt i o nt oag r i c u l t u r e . ( 3 . Inapp l i e dr e s e a r c h ,c o n s i d e r a t i o nshou ldb e giv ent ot h e m i s s i o n ~ o rs y s t em s ap p r o a c h . Th ei s o l a t e d ,f r agm en t ed r e s e a r c ha p p l i c a t i o ne f f o r t so ft h et y p i c a lp r o j e c tp a t t e r na r e i n a d e q u a t e andi n a p p r o p r i a t et omod e rn p rob l em s . A sa s imp l e ex am p l e , ut i l i z at i o no fcompu te rt e c h n o l o g y f a rmr e c o r d s ,DH IA , �4 . ~ N ew l i n k a g e s mus tb ef o r gedbe tween u n i v e r s i t yre s e a r c h e r s andt h e ag r i c u l tu ra l indu s t r y-fa rm ingandtho seindus t r i e s I w hi c hs e r v ef a rm in g and wh ichmov e fa rm p rodu c t s toconsump ti o n . . J (? ;v1u cho fth ea p p l i ca t i o n-andappliedr e s e a r c h-w i l l mo r e p r i a t el ybe don ei nfa r mand indu s t r y ,ra t h e rt h a nt h e app ro re l a t i v e l ys t e r i l e and s t a t i cse t t i n go ft h euniv e r eL ty, 5 . Re s o u r c e sf romtheto t a l un iv ers i t ymu s t b e mobi l i z e dt o dea lw i t hp robl e m so f ag ricu lt u r ef o rwh i c h th eC o l l ege o f AGr i c u l t u r ea s gener a llycon ce i v e do rs t r u c tu r edis n o t a l ld p ro b a b ly sh o u l dn o tb e-pr e pa redto . cope . E xamples: a . L abo r - the chang i n gn a tu r eo ft h elabo r in pu t inf a rm ing f a rm e r s and fa rmleade r sa r e be ing comp e ll e dt ot a k eaw hol e n ewlook a tf a rmla b o r ,d ep artingf romthe· " f am i ly fa r m " no t i o n o f the pas tw henland , lab o r ,c a p ita l and m a n ag em en tw e r ev e st e d i non ep e r son o rf am il yandbecom i n g ap a r to fan indu st r i a l i z e d soci e tyi nwhi c hthep a tt e r nfo rf a rml a b o rm u s t b ec o n s i s t e n t ht h ef r am ewo rk o fr u l es e st a b l i s h edbyth ei n dus t r i a l wo r k w it f o r c e . b . F isc a l m a nag em en t-t h e co mme r c i a lf a r mo ft h en e a rf u t u r e (1980)w i l lb e a 0500 ,000 - $1 ,000,000e n t e rp rise . S o p h i s t i c a t ed f is c a l andt a xman agem en t w i ll b ee s s e n ti a lt oa p ro f i t a b l e o p e r a ti o n( In m any op er a tion stod a y ,w ise coun se l o fatax a c co u n ta n to ra t to r n ey m ay be mo r e cr i t ic a lt h a na chang ei n p rodu c tion t e chno l ogy) . c, ~. ~ . ~ L aw -t h el e g a ls truc tu r eo fth e fa r me n t e r p r ise ( f am i ly co rpor a tion v s .p a r t n e r sh i p) ;p rob l em so f ba r g a i n i n g , ~~ In sL i tu ti o n a lp r o bl em s( the o rG an i z a t i o n sandin s tit u t ions wh i ch s e rve ag r i cu lt u r e )-m any e ,c :ric 1.' . 1 t u ra lo r g an i za tions , f r o mthe g en er a lf a rmo r ga n iza t i ontoth e multip l i c i t yo f t yr e l a ted ~ s , n reles st h an f u l lye f f e c t i v e , commodi som ea r eev en d isfun c ti o n a l. �~ - \ )~ 1 _ E conom i cg rO i · r t ha .ndag ricu ltu re 'sp l a ce";' l i th ini t ,s h i f t i nG p o p u l a ti o nandlabo r fo r ce pat t e rn s , ~~ o f l ~ sl s, i n t e r r e l a t i onshi p so ft h e\ ' 10 r l dcomm un it y -the se and o t h e rd ev e lo pm en t s 0 .11 hav es iV1ifico . !1cefo rf ' a rmp eo p le . P ro fesso rT . T. ltz ,r enown ed e co nomi s ta t the U n i v e r s i t yo fC h icago , ho . s 0 se ~ F a rmp eope and t h e i r lead e rs a ren o t in g e n e r a l conv e rsan t w i tht h eid eas ,the ph ilo so ph ica l b a s i s andh is t o ric a lp r o cesse stha ta r ep a r t and p a r ce lo fth eu rb an i . z a t ion andi n d uo tria liz a tio no f, , 'h ich m od e rnag r i c u l t u r eis anin t e c ; ra lp a r t. T he s c i e n ti f icandtec lmo l o g ic a l kno \ '11ed c ; e unde r ly i nG m ode r n ~ l is\ l e ll und e rs toodby fa rmp eop le , bu tthe ch ang in c ; so c i a l and econom ic f r ome l1 o r l ;: i so t i ll la r g el yinth e rea lm o f m y t h. D r.J~ 1 ' . ~~ , a g r icu lt u ra l econom tsbo .t H ich i c ;ans ta te U n iv e rs i tyandrec en t ' m em b e ro f theP r cs i d en t'n C oun c i lo fE conom i cAdv i sors ,h a s oum tna r 1ze< . lt h es i t u a t i o n inth is' l ay : " I nm y op in ion , fou r ::Je t so f fac t sdom i n a t eany r e a l j . s t i c d e s c r i p tion o fth e scen einag r ic u l t u r etod ay : @ I . "1 . Th e PQ , 'ie r .s ~ . o fth is so c ie ty has be e ntr a . l1s fo rm e dand a lim v l e rG h1p o fa r a i c u l t u r eh ase i t h e rn o taw ak en ed th e po li tic t s ov rn my tho lo c ; i e s is unab l e ,ev en toth isfac to r,trappedbyi unw i l l i n G ,toad ap t0 c ;o .n iz a tion , po l i ci e sandta c t i c sto b e e f f e c t i v ei nth e ne \ '1p o l i t i c a lr e a . l i ty . P ---= = : _ - -- - "2. T he ~ .l a g ricu ltu r a l~ l s tru c tu r e hasre ach eda s t a t e r. an :l. zo t-lon . en ta tion , and i t slead e r s h ip i s o f cxb rem eo soen g ros s e dinin te rn ec i n ew a r f a r etha tt h an e ~ c lem e n t s o f comm e rc ia la g r i cu l t u r eox et h e ms e l v e s con t r t b ut i ng c r e a t l yt o g ene r a le r o s ion o ft h epo l . It i ca lpow e r '1'1h ichtOG e the rthey ex e r t. "3 . The un<1er l yi n g" l e oo fin t e rd ep end en tcommerc ia l ,G ov e rnm en ta l, I a lv..nd educa tiona lo rg an iza ti o n sinthese rv ice o fag r i po li tic cu l t u re a r c ch an r ; ing2 .nd no l o ng e ra r ea se ff e c ti v eas on c e th ey"T e r ein "J ~ a nd s o l v i ng t h ep r -obL em so fru r a ll i f e . T he o r ga n i za t i ona lsys temi nag r i cu ltu r ei s : b ecom ings o c i a l l y c lis f u nc L onu l . , "4 . Hi t hfe";'l c x c ep t ion n ,i nany d irec tion youloo k , the re a r eris inG lev e ls o f con f l i c t ,te n s i on , andm ount i n g ev i d en ce o fw ha t can .on ly be. desc ribedas a sp e c tac u l cxfa i lu r eO 'l ed c r s h i p. T h e gen e ra t iono fin e l !v t ua t , c ";Tl10 now m anth en eo r l : : : a n i z a t i o no do no t un c1e rG tandt h e i rd epend en ce on e uponanot h e r, no rd .o t h e y pe rc e i v e the chung i n Cs it u a tion o ft h e i rs i c te r in s ti t .u tion s' iTe ll enoug h ea b l et ore la teth em s e lv e sinc .m ann e rtha t avo id s tob unnec es s a r ycon f 'L i .c 'c , T h ey a r ethu8ledi l l t om . U tu, D ll ys e l f deo tru c tivc p a t t e r n so fb eh av io r." Th e ~~ t o\ l h l c hsu ch a s i tu a ti o nex ist sisi na sense anind ic tm en to f .tio nino .g r ic u l t uxeinthe s J~ ande no bv i o u s cha . l .L eng etod ay and edu co tom o r r o v l . \ �F rom arecen t is s u eo fM ich ig an F a rm e r : I " .....m any ag r i cu l t ur a lo r g a n iz a tions a r ei ns a d sh ape , hav i ngfa i l e dt ok e ep up w i t hs o c i a lc h ang e . ~s d e cl i n eb eg an abo u t 1925 . P r i o r tot h a t , ag rit l IT a lo rg ani z a t ion hadb een soe f f e c t i ve i t h ad cul b e en a mode lf o ro t h e r s-t h e USDA,theAGr i c u l tu r a l en t St a tion , andtheland g r a n t co lleges f o r E xpe rim re sea rc h ;t h eE x ten s ion S er v i c efo r edu c a ti o n ; and r m er si n novat i n g and u s ing n ewi n f o r m a tion qu ick ly . fa "Th en c am ea m a jo r re v o l u t i o ni nso c ie ty . Th ec e n t u r y o fte c hnol o g i c a ld e v e lopm en t beG a nt og iv e w ayt oth ee r a o fhuman dev e lopm en t and o fe f f e c t iv e m anpo w e ru se . A g ri cu l t ur eha s con t i nued t op rod u ce pe rm a n e n t l yd am ag ed p e o p l e--f il l i ng c i t yw e lfa rero l l sw it hex f a rm e r sand f a rmlabo re r s . "A g r i c u l tu re has b e en on t h ew rong s i d ei nth e re v o l u t i o n , andh a s eme r g edw it ha s o r r yim ag e . Ag r i c u l t u r em u s t , con sequen t l y , upd at ei t so rga n i z a t i o n s andit sim a g e , so t h a tf a rm e r sb e com e --and l o o k s o c i a l l yr e s p o n s i b l e andu s e f u l . " Th es o c i a lsc i e nc es --soc io logy ,p o l i t i c a ls c i e n c e ,p sy cho logy h av e mu chto o ff e ri nr e l a t i o nt osu chp rob l em si f mob i li z e d . �\1 - - _ ~ r. J 0 - 1 ( �. ~. / Un ive r s i tyed u c a t i o n inag r i c u l tu re shou l dbe an i n t e g r a lp a r to f t h eto t a l un ive r s i t y , no t in s u l a r ,p r ov inc ial ,p eda n t i ca si s ,toooften nowthecase. Sir Eric Ashby suggests thattechnology i t s e l fs h o u ld be t h ep h ilo sophic a land o rga n i z a t i o n a l ce n t e ro fa l l , r ' u n i v e r sit yedu ca tion . H ea rGu e s p er s uas ive ly t h a tt h eg r ea tch a sm ~ / I J ~ J r .{1 i \ w ' nowdiv id ing educa ted m en. . . . t h e gul f be tw e en s c i e n ce andthe hum an i t ie s. . . . i sa r t i f i c i a land c anb ee l i m in a t ed f romedu ca ti o n by o rga n iz i n gc u r r i cu lum and ph il o s o p h ya r ound t e c h n o l o gy . r som et e chno logy is ne cess a r y fo r ani n d i v i d ua lt o C ommandove s u r v i v ein m od er nso c i e t y andA shby ar g u e s I ~ ~ com bi n e s t h econce r n s and app roach es o fb o t h sc i en c e and t h ehum a n iti e s . I nT echnu logy and t h eA c ad e m ics, h e say s : I �"T e chno logyi si n s e p a r a b l ef romm en and commun i t i e s . I n t h i sr e s p e c tt e chno logyd i f f e r sf romp u r es c i e n c e . I ti st h e e s s en c eo ft h es c i e n t i f i cm e thod t h a tt h ehwn an e l em en tmu s t b ee l im i n a t e d . S c ience do e sn o td i s p e n s ew i t hv a l u e sb u t i tdo e se l im i n a t et h ev a r i a b i l i t yo fhwn an r e s p o n s et ov a l u e s. • ~ I td e s c r i b e s ,m e a su res, and c l a s s i f i e si nsu cha w ayt h a t v a r ia t i o ndu et ohum an j u d cm e n ti se l im i n a t ed . Unl i k es c i e n c e , te chno lo GY con c e rn st h eapp l i c a t i o no fs c i en c et ot h en e ed s o fm an and s o c i e t y . Th e re f o r et e chno logyi si n s e p a r a b l e f romhum an i sm . Th et e c h n o l o g i s ti sup t oh i sn e ck in h uman p rob l em s wh e th e rh el i k e si t o rno t. . . Th es o c i a lcon s equ en c e so fh i swo rk a r et h e r e f o r ean i n t e g r a lpa r to fh i s p r o f e s s i o n . " Thi sconcop t .un .Lapp roach h as . ~ . f o ra1 ! , ri c u l t u r e .A s s t u d e n t sd em and r e l e v an c ei nth eu n i v e r s i t y , ag r i c u l t u r e w i t h as o l i dr e c o r do fa ch i ev em en t and e x p e r i e n c eon wh i ch t ob u i l d shou ldb eo u tf r o n ti f i t w i l ld e a lw i t h su chp rob l em so ffood supp lyandhum an n u t r i t i o n ,q u a l i t yi nhum an l i f e-r u r a land u r b a n , andt h eenv i ronm en t . 7 . Th eg en iu s. o ft h eE x t e n s i o n Ld e ai sa sv a l i dtod aya swh en f i r s t con c e iv ed . U n f o r t u n a t e l y ,b u r e a u c r a t i ct e n d e n c i e s ,i n s t i t u t i o n a l i n e r t i a and i n t e r n e c i n epow e rs t r u g g l e sh av eb l u n t e dt h e a b i l i t yo ft h eE x t e n s i o n sy s t emt or e spondt och ang eand a c commod a t et h en ew c i r c um s t a n c e s( Teo a seems t ~~~' - ll~f j can t . ~ H i :sSQu ,p . i 'I'~ '- ~~ '. ) D e sp i ted if f i c u l t ie s, Ex t en s ion i swo rk ing o u ti t sp rob l em sw i t hp e r s i s t e n c eando f t e n g r e a ts k i l l . Wh e r e a s Ex t en s ion r e p r e s e n t sa v i a b l em e ch an i sm f o re d u c a t i o n w i t hc e r t a i nc l i e n t e l eg r o u p s , app ro a ch e st ov a r i o u s aud i en c e s ~ t ob er e f i n e d . S p e c i f i c a l l y ,t h eU n i v e r s i t y mu s t con c e rni t s e l f w i t h t h ec o n t i n u i n ge d u c a t i o nn e ed so fp r o f e s s i o n a l si na g r i c u l t u r e . On c e w e r eo u tf r o n ti nt h i sr e s p e c t ;nowb y p a s s e dby o t h e rp r o f e s s i o n a l �B . Ru r a l Am e r i c a -t h eev id en c eo ft h eRu r a lL ag i nAm e r i c ai sso conv in c ing , and h a sb e en so mu ch ~ l on ,t h a tI11 n o t d e t a i lt h es i t u a t i o n h e r e-in co m e ; p u b l i c se r -v ' i c es, i n c l u d i n g e d u c a t i o n .h ea .Lt h , ~l , p r o t c ct i o n ;hou sin r , ;c u l t u r a loppo r» t u n i t i e s .U n i v e r s i t i e s , how ev e r ,h av en o t r e spond edt ot h i s ev id en c e-no ta st h e yh av et ot h eu r -b an c r i s L s . I nf a c t .ev en u n i v e r s i t i e si nr u r a ls t a t e sw i t h at r a d i t i o no fag r i c u l t u r a l· a nd r u r a lcomm i tm en t .s e emp r eo c cup i edw i t ht h eu rb an and c o n f i n et h e i r r u r a lo r i e n t a t i o n e s s e n t i a l l yt ot h et e chno logyo ff a rmp rod u c t i o n , i nt h eapp a r en tn a iv eb e l i e ft h a tmo r e b u s h e l sp e ra c r ew i l lb r i n g t h em i l l en iwn . I ft h en e ed so fr u r a lAm e r i c aa r et ob es e r v e dby t h eU n i v e r s i t y , t h et o t a lu n i v e r s i t ymu s tb ei n v o l v e d f o rt h ee x p e r t i s eo ft h e e n t i r ei n s t i t u t i o ni sr eQu i r ed . Bu tt h el e a d e r s h i pmu s t com ef rom som ewh e r e-andwh e r e mo r e n a t u r a l l yt h a nt h o s ei na g r i c u l t u r e ,i f su chl e a d e r sc an r e c a p t u r et h ehwn a n is tic c h a r a c t e ro ft h e i rf o r e b e a r s . O t ; . .~ t . ~ ~~~ 1 �C . T o t a lS o ci e tytw i n t e d-b u t~ t ol a b e li nt h i sw ay , s i n c ea l li n t e r - ~ l sugg e s ttwoi s s u e so fb ro ad con c e rnt ot o t a : s o c i e t ywh i ch b e a rc e n t r a l l yon ou r fo cu sh e r e tod ay . 1 . Food Sunn l y : I nt h e?a s t-andc u r r e n t l y-foodf o rp eop l e l~~ s \ w i th ag r i c u l t u r e . Dep end ingon t h ep o s t u r ea g r i c u l t u r e t a k e si nr e spond ingt ofoodn e ed sc u r r e n tandf u t u r e ,t h i sm a y o r m ay ·no tb et r u ei nt h ey ea r s ah e ad . Ab i o c h em i s ta tC a lT e ch ha s ob s e rv ed : "W e h av et h et o o l sandt h et e chno logyt of e e dev e ryon e i nt h ewo r ld w i t h ou r pr e s e n tr e s o u r c e s . And y e t it h a s be en e st i ma t edt h a t80 pe r c e n to fth ewo r ld l ~ ", , 1 , . , . """ ,. . . . , . ...: ~ ." o 7 l " \ " " ' . , . . . ll" " ' ~" ~ .""Y'l . �) , # - "On eh e a r s anynumb e ro fexp l a n a t i o n sf o rth i si r o n i c s itua tion --on eo fth el a r ge ro b s ta c l e si sth es imp l e fa c tt h a tw es t i l lt h i n ko f foodi nt e rm so ft h e n i ne t e e n t hc e n t u r y . I J I / I "1 \ slo ng as w ep ers is ti nth ink ing o f foodi nt e rm s o fb u s h e l so f wh eat ,w ew i l ln ev e r have enou c ;h t o 130 a round . A s soon a sw el e a r nt oc o n s i d e r fooda s a conv eyo ro fe ss e n ti a l nu tr i en ts andl o o kf o rt h e ch cnp cst and UCG t w ayto I ~ t h e s enut r i ent s -w ew i l l f i n dw eh ave enough f o ra l l . " 2 . E n v i ronm e n t : I n"No t SoR i ch a s You Th ink "G eo rg eS t ew a r to b s e r v e s : "When so m ef u t u r eh i s t o r i an s its downt osumma rize w h a tt h e p res e n t gen era tion o fAme r i c an s ha s acco mpli s hed ,h i s c l i m ac t i c sent e n c ec o u l dre ad: 'O fth ew a t e r s ,t h e ym ad ea s p oo l; o ft h ea ir, a de p o s i to r yo fp o iso ns ,ando ft h e ces good e a r t hit s e l f ,a dum p .. . I " F rom t h eed i t o ri a li nth e D e c emb e r19 , 1969is s u eo fS c ience, w er e a d : " ... t u r n i n c; ~ l G rad u a t e sl o o s eon t h ewo r ld w i t h o u t sens i t i z i n gthemto t h el a r g e r ~ l p r o b lem so rto t h e se r i ou sf l aw si nm any na r r ow l yspec ia liz eds t r a t e g i e sf o r m ax im iz ingfood y ie l d s and p ro fits m u s t end ." Ag r i c u l t u r e ,f o rva r i o u s re a son s-som es e l f p r e c i p i t a t e d i si d e n t i f i e d as a v i l l a i ni nt h ewa ron p o l l u t i o n. . . . i r o n i c ,b u tt r u e . B u i l d i n g on h i s t o r i cb a s eo fb r i d g i n gf romt h ea c ad em i ct ot h er e a lw o r l d , f romt h efund am en t a lt oth ea p p l i e d ,m o b i l i z i n gt h eknow l edg er e s o u r c e s o ft h eu n i v e r s i t y andt h ee f f e c t i v e n e s so ft h eEx te n s i o n sy s t em , ~ ~ c u l t u r ec anb ei nt h ef o r e f r o n tin add re ss ing s o c i e t i e scon c e rnf o r env i ronm e n t a lqua l i t y ,i f w ew i ll . V I I . I nC lo si n g ,athough tf r om JohnG a rdn e r who i nh i s book "S e l fR en ew a l " o b s e r v es : "Wh eno rga n i z a t i o n s and s ~ s a re young ,t h e ya r ef l e x i b l e , f l u i d ,n o ty e tp a r a l y z e dby r i g i ds p e c i a l i z a t i o nandw i l l i n gt o ,t r ya n y t h i n g on c e . A sth eo r g a n iz a t iono rs o c i e t ye , c ;es, v ita l i t yd im i n i s h e s,f l e x i b i l i t yg i v es w ayto r i g i d i t y ,c r e a t i v i t yf ad e sand t h e re i sl o s so fc a p a c i t yt om e e t c h a l l e n g e sf r o m un exp e ct e dd ir e c t j o n s . " �A si n d i v i d u a l s ,a s ss~ s. a st n o s er e s p o n s i b l ef o ri n s t i t u t i o n s wn i ch s e r v et h i n g sf a rm . aG r i c u l t u r a l .r u r a l .w e mu s t r e d e d i c a t eo u r s e l v e st ot h econ t inu inGp r o c e s so fs andtomo r row .l e s t .b yt h ey e a r2 l~ r en ew a l .r e s p o n s i v e n e s st ot o d a y ," ~. . . . ac e n t u r yh en c e• • . • 6u ch i n s t i t u - t i o n sa s Co l l eG e so fA g r i c u l t u r eb e , ,j o i n i n gt h e r esu cho t h e rr e l i c so f~ l ~ '; t ot h es h e l v e so fh i s t o r y , " : ' , ' . a g r i c u l t u r a lp a s ta st h ew h i p p l e t ree .,::, , ' d r a f th o r s e s .t r i c y c l et r a c t o r s .w i n dm i l l s . DDT , P lymou th R o c kc h i c k e n s .' • • : . . . .' . andt h ed a i r yc ow . I!" , '!. ' ... . . . . . . . ' , . ,' , ", :. . :.. , ' ' I" .. , . . . . . . ~ " ,' . , . , 1 : . I , ':. ' 1 .,1 " " ' i l '. ". ' ,' I• ~ • ' " : .: " .; ~ . I . . " I.I . ,. . . '. ' . : , \' . . . l,. .' I ' ". I . ' " .'1 ,". , , ", ', :. . ' .. . '.,. . . . . .. •" ., I , ,.,': . .. . .... ., I '\ . .: j' : � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1971-01-29_RMawby_SPE Title A name given to the resource Russell Mawby speech, Role of Agriculture and Rural Development Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given January 29, 1971 at Purdue for the Department of Agricultural and Economic Sciences. 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 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 1971-01-29 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/86e1f2f8ad11faedbf8bc8b848b8f912.pdf a48effaf04182665a1d292a8b2755133 PDF Text Text NOTES FROM RGM'S PRESENTATION TO ROTARY CLUB OF BATTLE CREEK AT STOUFFER BATTLE CREEK HOTEL - lOSe~G~~TIONS FOR BATTLE CREEK ROTARY SPEECH A True to the vision of what Mr. Kellogg wanted his Foundation to do. A Have kept Mr. Kellogg "alive" with his picture and writings. A Moving headquarters downtown. A Remaining in Battle Creek. A KYIP A Excellence in Education. A Math/Science Center A KNFP A Hiring of a diverse work force. A Development of youth employment opportunities in Battle Creek. A CCHMS. A Encouragement of WKKF staff to become involved in their community. A Support of Neighborhoods, Inc. A Have not imposed on the community. A Expert-In-Residence Program. A Recruiting bright, talented individuals to the community. A Matching Grant Program. A Total grantmaking in Battle Creek: $127,199,793. A Focus local grantmaking on Calhoun County and the region. A Assistance with Battle Creek Community Foundation. A Over 70% of the work done on building the new headquarters was from "local" contractors. A Effort related to Underground Railroad. A Hiring nationals of the countries in which we do programming to staff those offices. A Programming in southern Africa. A Recruited a Board of Trustees of "Civic statespeople" with Midwestern values. A Waldemar Nielsen's description of WKKF. A T.R. A Founding of CMF. A Founding of MNF. '69 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1994-10-31_RMawby_SPE Title A name given to the resource Russell Mawby speech, Rotary Club of Battle Creek Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 31, 1994 for the W. K. Kellogg Foundation to the Rotary Club of Battle Creek. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1994-10-31 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/77ccd50938c5c79c9957f6fe4285c4f3.pdf 873566c65f6a871282251be2f6924e44 PDF Text Text "RURAL REFLECTIONS" Remarks by Dr . Russell G. Mawby Chairman a nd Chief Exec ut i ve Of f icer w. K. Kellogg Foundati on at the 49t h Annual Mee t i ng of t he Rural Sociologica l Soc i e t y Salt La ke City , Utah Augus t 28, 1986 1. Thank you for t he pr i vi l ege of be i ng he r e and f or t he recognition you are givi ng to me. I, just as would you, f eel undeserving in bei ng named to r e ce i ve thi s awa r d fo r Distinguished Service t o Rural Life. I confess to not understanding the mys t e rious proces s by which such honors are bestowed, but I a cc ept t h i s tribute on behalf of mysel f and my coll eag ue s at t he ~~ . K . Kell ogg Founda t i on. The Foun dation, for more t han fi fty years, has been dedi ca t ed t o assi st ing rural peopl e in addres s i ng thei r needs as a pa r t of the broa der mis sion of t he Foundation . Thus , we acc e pt thi s awar d as a tribute to our ef fo rt s to as sis t you and other s who share this goal and vision. I appreciate al s o t he opportunity of meet ing here with s o ma ny who sha r e a co ncer n with r ural li f e . I a m delighted to be wi th s o many good friends f r om bot h the distant and the recent past , and to meet new friend s who share our concerns f or rural socie t y a nd f r om whom I learn so much and gain s uc h inspiration. I t is grea t to be with you: �2 II . When Dr . Wava Hane y, who chairs your awa r ds committee, co nt a c t ed me about t h i s occasion , she invited me to add r ess t he members of the Society a t t hi s luncheon meeting . At t hat time , i t seemed a good idea and a wonder ful opportunity . But now, as t he moment has arr ived , I exper ience the us ual s en s e of awe a nd inadequacy of thi s co unt r y boy when invited to addr e s s a gr oup of experts f a r more lear ned than I . Each of you is an ex per t on t he t opi c of r ural l i f e , or a segment of i t -- so we c ould l i te ral l y selec t our speak er at random a nd be a s we l l s e rved. Wha t I pr opos e to do in these few precious moments is to s imply share s ome thoughts - - s ome ref l ections -- on rura l Amer i ca, whi ch I hope wi l l be usef ul t o you . In reviewing the pr ogr am for t his Annua l Mee t i ng , I am impr es s e d even amaze d - - wi t h the range and variety of topi cs t o whi ch you ar e addressing your atten tion . f ollowing: Onl y a sampl i ng woul d i nc lude the Social Ana l ys i s and Nat ur a l Res our ce Age nci es ; Swamps a nd Al ligators: Rur a l Sociology and t he Farm Cri s i s ; Boomtowns; Public Attitudes Towar d Agr icul t ur e ; Fa c t or s a nd Progr ams Influencing Ac t i vity and Li f es t yl e s of t he Rur al Elderl y; Role of the Socia l Sciences i n Agri cul t ur a l College Curricula i n 1990; Women i n Agri cul t ure and Rur al Li f e ; Nonmetropol itan Popula tion Tr ends ; Class Structure i n Ame r i can Agr i cu l t ure ; Tr ends i n Famil y Structure ; The 1990 Cens us and Rur al America ; Rur al and Agric ul t ural Ini t i a t ives of t he J oi nt Economic Commi ttee ; Community Development �3 Teaching, Research, and Pr a ct ice ; Small Fa r ms a nd Pover t y ; Impacts of t he Farm Cri s i s on Fa r mer s and Fa r m Fa mi l i es ; Women i n Devel opment ; Rural Heal t h I nt e r e s t Group ; Rur al Crime a nd Deviance; Impa c t of Public Pol i c y on Rura l Ar ea s ; The Nature of Rural Poverty and Government Response ; a nd Regi onal Centers for Rur a l Developmen t . Tha t is only a sampling of the great cafet eria of intellectual options a vai l abl e t o you in the ses s i ons this week. I have had opportunity al s o to s can -- and wi ll read in de t a i l t he J oi nt Economi c Commi t t ee r epor t, New Di mensi ons i n Rural Policy: Building Upon Our Her itage , t o which many of you contributed s i gni f i cant l y . This would appear t o be a compr ehensive statement which i ncorporates 65 studie s on the rura l ec onomy and society . Fr om these a nd other sources , i t i s ap pa r e nt t h a t t here i s a wealth of i nformation and thought rega rding is sue s confronting rural Amer i ca . Becaus e you are experts in the s e matters , there i s no ne ed for me to de live r ye t anot her l i t a ny on rur al pe opl e and r ur al communiti e s t heir past, their trials, t hei r f ut ur e . things catch my attention: variety in rural America. But i n all of t hi s , two f i r s t , there i s amaz i ng diversity a nd Toda y , those rural communi t i e s dependent upon commerical farming are pa r t i cul a rly a f f ect ed by the current farm crisis. The tax ba s e has eroded , incomes are down, there are neither public fund s through taxation nor phi l ant hr opic fund s through volunta r y giving to s us t a i n quali t y schoo l s, l ocal governments, or prot ective an d human services. �4 I n other rural communities, f a r mi ng i s a margi nal economi c ent er pri s e , not unimp ortan t in t erms of qua l i ty of l i f e and lif e s tyl e , but not pr ovi di ng an economic base f or l i veli hood . Some of t hes e communities a r e de pendent upon primary enterpris e s mining, oil, or f or e s t r y . Many a r e dependent upon s pec i a l act i vities for economic via bili t y , such as touri sm or a mil itary i nstallation . Mo s t a r e ex peri enc ing out-migra t ion of t he young and in- migration of retirees. You know the de t a i ls best of a ll, but t he underlying les s on i s s i mpl y that rural interests a r e ama zingly diverse and non- cohe s i ve. Thus , i t i s often di ff i c ult t o c oal e sc e dive r se regions a nd diver gent views . Rur a l New Engl a nd is qu ite different fr om r ur al I owa , and both are diff er ent from r ural Al a ska . Second , drawing up on t he amaz i ng a r r ay of de scr ipt ive a nd analytic de tai l available t o us , we must search fo r a comprehens ive and encompassing whole. Somehow , the bits a nd piec es must be br ought togethe r and must be interpreted in ways us e ful t o t hos e dealing with the issues of t he moment and t he f ut ure, usef ul to t hose making dec isions ab out rural iss ues an d l i vi ng t heir l i ves i n rural set tings. We need al s o to be r emi nd ed t ha t i n t he f i nal sense only peo ple ar e import ant . We should continue to focus upon t he importance of the i ndi vi dua l, t he f ami l y , and t he communi t y . pe rson is a cher i shed indi vidua l , not just a statis tic. Each Out of the array of statistical a nd analytic informati on, a nd conc eptual a nd theoretica l materials, we need s omehow t o be hel pful i n charting pathways t o a bet ter t omorr ow. �5 A parallel observation from the health prof essions may be useful. As I reflect on the hea l t h s c ene in cont empor ar y America , I mar vel at t he benefits of superb s peciali zati on - - ma rvel ous technology, superbly prepared practitioners, an amazi ng capacity to pe r f or m medi cal miracles . But, with a ll of this t her e seems to be a tendency to l os e the central f ocus on the pa t ient a s a human be i ng -- wi t h hopes a nd dreams, home a nd loved ones , successes a nd f a i l ur e s , foi bl es and f ears , and una nswe r ed ques t i ons. The compassion of the caring prof essions may be overwhel med by the technology and i ntellectual power av ailabl e to them. As we deal wi t h t he complex and intriguing i s s ues of rur a l society from farm policy to menta l health to rural roads and br i dges - let us ke ep always in mind our ul t i mate conc e r n with peopl e. To f ail to do so would be inappropriate to our prof e s s ional calling. II I . The historic commitmen t of t he W. K. Kellogg Found ati on is t o "the application of knowledge to the probl ems of pe opl e . " We s a y simplistical ly that " in most ar eas of human concern, we know better t han we do . " We know more about wha t good educat ion could and shoul d be than is gene r a l ly exper i enced; we know more about what hea lth care services coul d and should be than are generally available; and we have the techni cal know-how t o fe ed multi ples of the wor l d ' s current populations, while mi lli ons starve and go hungry. All of this i s not t o depreciate at a l l the importance of �6 continuing r e s earch of eve r y kind, from t he mos t ba s i c and es ot e r i c to the most a pplied. In f a c t , most pro j ec ts t o which the Founda t i on supplies assistance woul d be de s cri bed a s action or a ppl ied re search, compr ised of demons t r a t ions or experiment s which mobi l iz e knowl edge a nd know-how f r om a vari ety of di s c i pli nes or ' speci a l t y f i el ds and eval uate t he i r eff ec t i veness in var ious ap pr oa che s a ddr e s s i ng human needs . An une nding cha llenge in our s oc i e ty i s t o put t o use in bene f i c i a l ways the r ich intellectual r e source s avai lable to us fr om r es ea r ch and ot her schol a r ly a ct i vi t i es . St eppi ng ba ck and taking a br oad vi ew of the rural s cene in our nati on and beyond , r e c ogni zi ng t he rea l i t i es of the moment in the context of the her itage of the pa s t an d t he options of t he f ut ur e , a nd considering cour s es of ac t i on t ha t mi gh t be doabl e a nd construc tive i n t e rms of bet t e r i ng the human circumstance s of the rural s cene , I would share with you very bri efly the f ol l owi ng no tions wh i ch seem pr omi s i ng . 1 . We need a clear ar tic ul a t i on of pol icy al t e r na t i ves at t he local , s t a te, a nd national levels wh i ch could c ontribute to vitality in the countryside. Bas i c t o s uc h pol icy considera tions i s the ultimate question , doe s "rural" rea l l y ma t ter ? Shoul d we be concerned a t al l a bou t the dete r i or a t i on of t he count ryside t he di s a ppeara nce of cr os s r oads communi t ies, t he s t r uggl es of coun t i e s and count y- s ea t town s to s t a y alive, t he di l emma of peo pl e de s i r i ng t o l i ve i n rural se t ti ngs ? I s a vital r ur al Amer i ca a desirabl e or nece s s ar y �7 cou nterpoint to a vibrant urba n Ameri ca ? I s t he r e clea r , objective, a nd pe r s ua s i ve ev i dence t hat Amer i ca ' s f ut ur e wi l l be t he lesser i f the vi tal i t y of the countr ys i de dimi nishe s and Ameri ca's life i s i ncr ea s i ng l y concentra t ed i n urba n centers ? My sense of history and societal as pirations , my limited unde r s tanding of the human co ndition, and t he basic thrust of my value s and biases suggest tha t we do need to be c oncer ned with nurturing rural , sma ll t own, non-metropolit an America as an important pa r t of our t ot a l nationa l f a bric. If so, we need expert s like you to provide a clear de s cr i pt i on of pol i cy al t er na t i ves , their components and their conse quences , so t ha t deci sion makers can a c t responsib ly a nd responsive l y i n these changi ng t i mes . As a l a yman , I se e your professional pos t ur e as general l y r etrospective, not an uni mpor t a nt cont r ibut i on . But we desperatel y need your experti s e t o help sha pe the future - - t o ass i st in influencing what mi gh t be , what co ul d be , and what should be. 2. In an er a of restrict ed publi c budgets an d shrinking fe de r al programs, r ur a l areas ne ed new multi -organizational models f or the del i ver y of health car e, ed ucation, and ot her human s e rvi ce s . The s e initiatives should cro s s poli tica l a nd �organizationa l boun darie s and crea te inter-institut i ona l and inter-governmen tal pa r t ne rsh i ps among publi c agenc i es , universities ( i ncl udi ng the Coope r a t i ve Ext ens i on Ser v i c e ), community co lleges , vocational-technical cente r s , human servic e agenci e s , and voluntar y organi za t ions. Such model s shoul d be developed a nd operat ed f or i mplementation of cost-effective pr ocedur e s to pr ovide be t t e r an d more effective s e r vi c es in r ur al c ommuni ties . Pa r t ne r sh i ps and cooperation established among the se organi za tions shoul d also f a c ili t a t e joint ef f or t s i n economic de velopment - - j ob generati on . Maki ng availa bl e a de c ent job s e ems sti l l to be ba sic t o serving human ne eds. 3 . Lea de r sh i p development program s for r ural area s are important . The r e is a need for more active and eff e c t i ve publ i c affairs partic ipants in rural communi t i e s , with a ppr opri a te s uppor t i ve l i nkages t o universities , community col leges , or l oca l Coope r a t i ve Extensi on Services . Lea de r s f r om a broad cross sect i on of organi zations and institutions from the same communitie s should be trained , gi ven ex perience i n l oca l pr oblem s olving , and encouraged t o join s upportive networ ks . Special attention sh oul d be given to t he eff ectiveness of ci t i zen boards, whi ch c ont r i but e s o cr i tical l y to t he cha r ac t e r an d qua li t y of community life . �9 Special projects i n leadership de velopmen t shoul d foc us on rural and smal l community governmental of f i c i a l s to help t hem become mor e ef f ec t i ve and to encour age innovative experiments in human service del i ve r y . 4. Spec i a l assistance sh oul d be provided to elec t ed and ap poin ted officials i n county a nd l ocal governmen t . Mos t are employed ful l t i me el s ewhe re and a s s ume public office a s a par t - time civic dut y . Their c ommun i t i e s f ace complex a nd common problems associated wi t h wat er and sewage mana gement, solid waste dis pos a l, trans portati on, ene r gy us e , l a nd use management , fi r e and pol i c e protection , ed ucation , cul t ural activities, a nd t he deli ver y of human s e r vi c es . The knowledge resources of univer s i ties, community colleges, and othe r public age nci es should be made avail abl e t o l oca l governments in creative ways t o addr e ss their ne ed s. 5. Fi na lly , the intellectua l ba s e: f ur t her and more comprehensive ap proa che s to rural i s sue s need t o be nurtured. Scholars f r om a br oad range of field s of study - - r ur al s oci ol ogy and sociology , poli tica l science , economic s , a nt hropol ogy , law , hea l t h , educa t i on, en gi neer i ng, business, economic devel opment -- should be encouraged to work toge t her in a ddressing rural i s s ues a nd des i gni ng strategies for ameliorative action. As with urban devel opment cent er s and �10 i nstitutes in the 1960s and 1970 s, the e f f orts of sch ol ars wi t h interests in economic development and j ob cr ea t i on , service s del i very , human re s ource development, and natural r es our c es ca n pr ovide vis ibility a nd academic legi t i ma cy f or wor k in rural so ciety. TV. A cl osing thought : Who speaks f or rur a l Amer i ca ? At the moment , t he voice of rural America seems rel a tively weak and br oadl y di s persed . The r e i s no resounding ch orus being heard i n the ha lls of Congre s s or stat e l eg is la t ur e s , i n t he execut i ve of f i c es of Wa shington or sta t e ca pi tal s, the boa r d r ooms of the corpor ate wor ld, or the i vor y towers of a cad eme. Few i n polit i cal circles hang their f utur e s on rural i nt eres t s; l a nd-grant uni ve r s i t y leaders , onc e t he s pokespersons on s uch s ociet al issue s , se em preoccupied wi t h i ns t i t ut iona l conce r ns ; de a ns of a gricul t ure, whos e predeces s ors created progr ams i n home ec onomi c s and fami ly l i vi ng, rural education , rural s ociology , and mor e, are i mme r sed i n agricultura l technology ; f a r m or ga ni za t i ons a r e f r agmented by commodity interes ts; a nd aca demi c i a ns too oft en seem c ont ent wi t h end i ng their intellectual pur sui t s with de s cri pt i on , analys i s , and conc eptual co n j ecture , being unwi l ling or s ee ing it a s inappr opria t e t o move f orwa rd i n s ugges t i ng , counseling, and catalyz i ng c ons t ruc t i ve cours es of a ct ion . Resea r ch - - t he generat i on of new knowledge - - is exalted , as it should be. Teachi ng and ex t en sion -- �11 tho s ein i t i a t i v e s by w h ich v a l u es a r et r an smi t t e d andco u rse so f a c t i o na r eg e n e r a ted-- a r ere leg a tedt ol e s slo f t ys ta tus ,t h e y shou ld b eex a l t ed as w e l l. My exp e r i e n c e woul dsugg e st t h a ti ti se a s ie rt os t u dyanis su et h an t odosom e th ingabou ti t .P lea s eh ea r m ec lea r ly-- w eneed m o re r e s e a r c h ,w en eed b e t t e ri n f o r m a t ion ,w e need thoug h tfu l an a ly s is and con j e c t u r e ,w e need c r e a t i v et h i n k ingabou t w h a tmigh tb e . Bu t w en e eda lso t og e t onw i th i t . Iu rg e you-- I wou ld exho r tyou i f t h a tw e re m ys t y l e-t o ~ no t onl ys t u d e n t so f, b u t adv o ca te sf o r , r u r a l so c ie ty ,r u r a lp eop le s ,t h e i rf a m ilie s and communi t i e s ,t h ei r h e ri t a g eandth e ir f u t u re . Y oua r ew e llq u a l i f iedt odo s o . You r p ro fe ss ion -r u r a ls o c i o l o g y-- is t h e mo s t i n t e l l e c t ua l ly ,h asthe g rea tes tc a p a c i t yt oc a r e , andh a s ex c it i n g en comp a ss ing p o t e n t i a l toen r ichru r a l life . Who sp e ak sf o rr u r a l ? Who sp e ak supfo r ru r a l ? I hop e you d o . 7 7 4 c � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1986-08-28_RMawby_SPE Title A name given to the resource Russell Mawby speech, Rural Reflections Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given August 28, 1986 for the W. K. Kellogg Foundation at the 49th Annual Meeting of the Rural Sociological Society. 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 1986-08-28 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/c0d555c2bb5d67a4715b0ecb0c233fe2.pdf 17ada68dcbbd4ff816222af99ad990f9 PDF Text Text Rx FOR RURAL HEALTH Remarks by Dr. Russell G. Mawby Pre s ident, W. K. Kellogg Foundation at the Michigan Conference on Rural Health Michigan State University May 24, 1973 I Thi s is Educati on Day of Michigan Week. Under the auspices of t h e Greater Mi ch i gan Foundation, Michigan Week has become a cherished t r adition in our State. I am privileged to b e State Chairman of Educ at.Lon D::\V this y ear . As a part of this spe cial day, act ivitie s are being conducted througnout the State , i n s chool s, in communities, and in regions. At the etatp. level each year, one special a c tiv i t y is held as a part of Education D8.y. a ct i vity is our Conference on Rural Health. I t l.s For 1973 thiF· special appropriate indeed that we are meet i ng here on t he campus of the pioneer lancl.-grant. urri.ver s Lty--the people' s university--in the pioneer Center for Continuing Education. Today, more than ever before, l ifelong learning is a rea l ity for each of us, As individuals concerned with health in rural Michigan , we are enga ged together in a LearnLng Pl'OC2SS so that we might more effectively fulf ill our respective rol es. II The title of my rema rks--"Rx for Rural Health"--is deceptively simple, You know better than I that there is no simple prescription for health, r-ur a.l or urban . �2 A f ew weeks ago Mr. Pe.t tu.Ll.o and I visitf:;d a community hospitaJ. in a count y seat t own of a rural county in southern Michigan, As a part of our schedule there, we ","ere vi siting with two young physiC'i8.:tls--brig:tt, competent , ccnrc Lent.Lous _ In the coui-ae of our conver s ation they indicated that nei thel' of -sh'O'Ttl W8-:: t.akLng more patients, other 13 doctors in the county. 110):" to their knowledge were any of the I explained to them that I had moved onto a small f'ar m "Pith my family and asked ~.hat would happen if I ca l led t h ei r of f ice to make arr angement.s f'or a f'amLLy physician. They indicated that the response vrou.Ld 2E simply" "We're awfully sorry but we are filled up . If anything happens to any of' the youngsters, come to the emergency room of the hospital and they will do vha t t.hey can." This little anecdote of a t r u e exper i e nce summarizes many of the things which co nc er n us about the health car e delivery system in this country. We are concerned with issues whi ch ar e described i n phras es l ike accessibility, conti nu i t y , comprehensiv enes s , and quality of care; delivery systems; financing ar r a ngement s ; a communi t y and pr ev ent i v e dimension to our health system; oper at ional ef f ectiv enes s . The W. K. Kellogg Foundati on for over four decades has been actively concerned with health in Michigan, with a spec.ial emphasis on rural people and r ural communi t ie s . This involvement goes "back to the early 1930's and the f i r s t days of the Foundation's activit i es in seven counties of so uthcentr al Michigan. This was known as the Mich i gan Communit y Health Progr am (MCHP) . I'll not chroni cle this great story here, but it certainly was a pioneering and f orwa rd st ep for rural health. As a part of that early development we were also i nvolved with the Michigan Health Council, which was e s t ab l i sh ed about 30 yea rs ago . Mr . Gr a ham Davis of �3 the Founda t i on staff was one of the founders of the Council, and the Counc il began it s activit i es with a prime concern for rural health. The Foundation's prima ry f ;.e l Cis of interests ar e health: education, and a g:c i t:'u.lt ur e , v h i ch y 01J.. .immed.ia t.e Ly see are inter-rele.ted. ha s b een d e s .:: d b ed a s a "sh .i r-t s Leeve Mldwea t er 'n fund." Ou r Fou ndat.Lon Ff' like that. f'oi- '·re 1 Lke to 0..-=8.1 v;:i th r-eaL pr ob.Lems in pr-ac t Lca.L fmc . realistic wayE. In our pluralistic society , the role of private philanthropy ( s uch as the Kellogg Foundation) in contributing to societal progres s is the encouragement o f innovat ion. Philanthropic re s ourc e s are really very small i n relation to gov e r nme nt a l expend itures and t o societal needs. For example, t h e Kellogg Foundation this year will make program grants of ab out $21 million i n t h r e e ar e s s of int er e st and on t'our cont.Inent,s . Department of Public Hea lth has 8. 0l.U' By compar Lson , the Mi c h i ga n budget this y ear of about $7J million. However , though philanthropic resources are small in relation to tot al expendf,tures for hea 1 t h, found ation gl'ant s represent th p. risk e:ap i tal i n health pro gr'ammf.ng and have been r-e spons Lb.i.e for many i nnovations in health technology, educ ation, and del ivery. 43 In its years in pr ogramming s upport :i n Michigan, t h e Kel l ogg Foundation has made grant s totaling $26.5 nri.Ll.Lon for health programs i n our St e,t e. Currently, we ha v e commitments of $6 million to 47 health projects throughout Mi c h i g a n . As example s o f projects whi ch have particular relevance to r-ur-aL health concerns, I migh t mention the f'o Ll.o-..ri.ng : * A cont i nui ng educ ation program for nurses in the Saginaw Valley, c onduc t e d by Michigan State University �4 *A programo ft h eM ichi g an H e a l th Cou n c il fo rc a r e e r si nt h ea l l i e dh e a l t h *A program of theM i ch ig an t or e c r u i tyoung p eopl e ~ D ep a r tm en to fP u b l ic H e a l th andt h e tw oc o l l e g e so fm ed i c in ea tMi c h ig an S t a te Un ive r s i tyind ev lC 'Jop ing ac o o p e r a t i v ep ro g r am t oimp rov ed e l i v e r yo fpUb l i ch e a l t h s e r v i c e si nt h r e eo fM i c h i g a n ' s l o c a lhea l thd ep ar tm e n t s (B a r ry -E a ton Io n i a ,Tu sc o l a -L a p e e r -H u r o n -S a n i l a c , an dE r an ch H i l l s d a l e -St .Jo s eph )andt oexp andth er o l eo fpUb l i c he a ltb i np r o f e s s i o n a le d u c a t i o n 01 m ed i c a l s t u d e n t s *A programa tG r and R ap ids S t .M a ry 'sHo sp i ta lt od ev e lop a Y es idp.ncy t e a c h i ng p rog r am inf am i lyp r a c t i c eandan e x p e r im e n t a lamb v l a t o r y h e a l t hc a r eprog r am *An unde rg r adu a t ep rog r am i nd i e t e t i c sa tE a s t e r nM i ch ig an *Ass i s t a n ce t ot h eU n i v e r s i t yo fM i ch ig an U n i v e r s i t y i nes tab lish inga s t a t ew i d e sy s t emo fco rona r y ca re u n i t si nM i chig anhosp . i t . al . s ,vit hi n s t i t u t i o n a l g r a n t st o30 commun i tyh o s p i t a l sth roughou tth eS t a t e , su cha s C r y s t a lF a l l s ,I roDMoun t a in , Mun i s ing , h . ~ E sc a n aha ,S a u l t S t 8 .M a r i e , F rank fo rt, Ch eboyg an ,C h a r l e v o i x ,P e t o s k e y , Ion ia , SOL ' .t hH av en ,V i ck sbu rg ,C a r son C i t y ,C a ro , Taw a s , and S andu sky *Anu rs ing hom em an ag em en t edu cat i o np rog r ama tL ake S u p e r i o rS ta te Col l e g e I I I T o commen tb r i e f l yon i n n o v a t i on s whichm ay co r r trfbu t . et oLmp roved h e a l t h ca re i nr u r a lcommun i t ie s, i ti sne c e s s a r yt or e f e rb a ck t othep robL em s wh i ch �con c e r nus · iS S l l e s su ch a sa cc e s san d av a i l a b i l i t yo fc a r e , con t i n u it yand co r a p i e he n s iv enes so f "c a r e ,p roduct i v i t yo fv a r i ou se lem en t so ft h eay stem , cos tand f i n a n c i n g ,q u a l i t y . W i th th e s ec e n t r a li s s u e si nm ind , f romou r v an t ag e poi n t w es e e such p r o m i s ing o p p o r tun i t ie sa sthef o l l o w ing: eo rga n i z a t i o no fambu l a t o r yh e a l t hs e r v i c e saw ay f roman end les s 1. R s e r i e so f sp e c i a l t y -or i e n t e dc lini c st oa mo r e com p rehen sive c e n te red h ea l t hs e r v ice un it u t i l i z i n gsu ch q u a li f i e dp e r fam ily Bonne la sn u r s e pr a c ti tione rs andphy s i c i a n s ass i . s tan t s fo rh e a l t h m a J r r t . enan cef ' un c t .L o r i s, p r e v en t i v e he a l t hpr o g r a m s , andlon g t e rm su per v i s : ' . cno fc h r o n ic cond1 .' t i .on s, I nt h isreg a r d ,per h ap s thon g h t sho u l db e gL v en tot h eimp l e m e n t a t ion o fthe co n c ep to f ve r ti . c a l ca re ,l ! : i . th anam b itt o u sL mp .Lem en t . a t .Lon o ft h ep ri .n cLp . l. es o fp r e ve n t i v em ed .L cL n e an d pr o v i si o no fq u a l i t yhea l t hca re i nth e l e ast c o s t m anne rand ~ ta . 2 . D eve l o p m en to fi n sti t u tion -based ( h o s n i t a l )o u t r e a c hp rogr am s ,su ch a shom eca r e ,p r im a r yc a r ec lini c si nunde r-se rved ar e a s ,and a p p r o p r i a t eli nk ag es o rr e l a t i o n s h i p sw it hot h e rc a r ep rov id ers, su ch a snu rs i n ghom es. 3 . D evo . lopme n to fra tion a lpa tt . er n sfo rh an d li n gt r u e em e r g ency m ed ic a l p rob l emE ,w i t ht h ed i v i s i o no fl a o o ram ong i n s t i t u t i o n sa long ra t . fo n a.L lines and w i t han i n t e g r a t ed t r a n spo r ta t i o n an dro nmmn ica t i o n r .r .y s tem . 4 . ~ t o fe f f e ct i v ep rog r am so f . i n pa t i e n tedu ca t i o nf o ri l l n e s s m an ag em en t, .v i t hanimp rov em e r r to ft h ep a t i e n tIs und e r -s t . and rngo f h i sp rob l em and t h ep ro c edu r e st h a tv i I Ib ep e r f 'o rmed , andw : i th an emph a sL a upon t h . ; :pa t i en tIsa p p r o p r i a t ere s p o n s i b i l i t yf o rh i s ind i v i dua lr eh abL l .L ta ' tion an d . co r r tLn u . i .n g he a l t hm ai n t e n ance . �6 5 . Fu r t he r de v e l opm en t and sys tem iz a ti o no ft h ere la tion sh ip o fe d u c a t i o n and s e r v icei nt h eh ea lt hf i e ld s. Not o n l ymu s t t h e r eb ed ram a t ic ch an g e si nthe educ a t i o n a lp r o ces s e san dre la tion sh ips by wh ich p eop l eb e com eq ua li f ied andp r e p a r ed f o rh e a l t hca r e e r s ,the re mu s t a l s ob e imp r o v em ent i nre la t io n sh i p sb e tween e d u c a t i o n a l i n s t i tu ti o n s andh e a l t hs e r v i ce i n s t i tu tio n s an ds e t ting s. Som e h ow ~ mu s tb r i n gt or e a l i t yt h emu ch cU s cu s s ed con c ep to fa h e a l t h d 0 1 i v e r yn e two rk a si t r e l a t e st ob o t he d u c a t i o nandh e a l t h a~ del i v e r y. 6. Enhancemen to fp r es e r v i ce andi n se r v iceedu c a t i o ni nt h ew o rk s e t t i n g f o rh e a l th p e r son n el .T h i s se t t i n gi sn o to n l ya p p r o p r i a te b u t es se n t i a lf o r ce rt a i na s pec t so fedu cat i on and t r a i n i n g. A s ane x amp l e ,h o s p i t a l sa r e'b e c o r n d . n gmo r e cons cLou so ft h e i reduca t .Lona . I : co l e3nd i nm any i n s t a n c e sa r eb e g i n n i n gt oe s t a b l i s hi nR t i t u t i o n v i d e e d u c a t i o nandt a ~ p rog r am s . Su ch p rog r am s en comp a s s emp loy e e o r i e n t a t i o n ,o n t h e , j o bt r a i n i n g ,. s u p e r v i s o r yd ev eIopme r r t1 c a r e e r m o o i l i ty ,c l i n i c a li n s t r u c t i o n ,i n s e r v i c ee d u c a t i o n "p a t : i e n t edu c a ti o n ,an d co mmuni t y edu c a t i o n . 7. Exper im e n ta tion r e g a r d i ng t h e hosp it a lr o l ei nth ep r o vis i on o f p r im a r yc a r e ,t h ecompon en to f comp r eh e r i sLv ec a r ep e r h a p sl e a s t -w e l l s e r v e dcu r r en t . Iy, T h ep u b l i c ,i ns e a r c hfo r su chc a r e ,h a s tu r ned t ot h ecommun i tyh o s p i t a l ,v i at h eem e J .g en cyroom . Bu tt h eem e r g e n c y roomi sn o tt h ep r o p e rs e t t i n gfo rq u a l i t yp r imB l 'y c a r e ,f o rem e r g en cy i -oomc a r etend st ob e epi . aod l c andv e ry e x p e n s i v e . B e t t e r an s w e rs a r ea v a i l a b l e ,a r eb e i n gd em o n s t r a t e di nsom ei s o l a t e di n s t a n c e s , and shou . l .dbE ; mo re c h a r a c t e r i s t i c0 ft h eo e l i v e r y ey st em , �7 8 . ~ h r e sou r c e sa r es c a r c ei nr e L a t . Ion t on e ed s ,t h eu s u a l s i t u a t i o ni nr u r a liv I i ch ig s .n ,e v e rb e t t e rm an ag em en t i sr e q u i r e d a sp ri .o r i t ie sa r ee s t a b l i s h e danda l l o c a t i o n sm ad e , Al o n g stand ing o r i e n t a t i o no ft h i . sFound a t ion h a sb e en t oimp rov ed m an ag em en t and a dm i n i s t r a t i o n ,i nt h eh e a l t hf i e l d sa sw e l la s i no t h e r ~. o fFound a t ion end e avo r, ~ h av eb e en p a r t i c u l a r l y Lm p ressed w i t hb en e f i t sa ch . lev edt h :;.nough ah e . rLngo fs e r v i c e sby h o s p it . a .L sand t h ea p p l i c a t i o no fm an ag em en t e n g i n e e r i n gt e c h n i q u e s i nt h eh e a l t hc a r ed e l i v e r ysy s t em . 9. E l a b o r a t i o no ft h er o l eo ft h et r u s t e ei nt h eh e a l t hc a r esy s t em . Th ei n s t i t u t i o n a lbo a rd o ft r u s t e e s ,i f r ep r e s en t . a t .Lv e ,\ · r e l . : iqua . lL fL ed , andw e l l in fo rm ed ,i san e s s e n t i a le l em e n ti nr e spon s i v ei n s t i t u t i o n a l a dm i n i s t r a t i o n. T r u s t e e sc ana s s i s ti nk e ep ing t h eend e avo ro r i e n t e d t ot h eu l t im a t epu rpo s e so ft h ei n s t i t u t i o n ,abov et h emo r ev e s t e d i n t e r e s t so ft h ei n s t i t u t i o ni t s e l f ,i t sp r o f e s s i o n a lcompon en t s , andi t sp e r s o n n e l . On e cou ld .go on v i r t u a l l yad i n f i n i t umw i t hi n n o v a t i v eo p t i o n s . Bu t und e r -Lyin gi s s u e ssu ch8S t h e s ea r etwob a s i cc o n s i d e r a t i o n s : A . Th ep rob l emo ff r a gm e n t a t i o n ,b o t h int e rm so fc a r ea si t i sa v a i l a b l e t ot h eL n d . i . vidu s .Lp e r son andf r a gm e n t a t i o no fe f f o r t so ft h ev a r i o u s e l em en t so fou r h e aL t .h sy s t em . ' I 'hez -e i sa lmo st 8 d e s p e r a t en e ed f o r g r e a t e rc o o p e r a t i on aDO .c oo rd in a t . iono ft h ee f f o r t so ft h pi n d i v i d u a l s , i n s t i t u t i o n s ,ando r g a n i z a t i o n si n v o l v e dw i t hr u r a lh eE l t h h e a l t h d . ep a rtm en t . s,s t a t eandl o c a l ;h o s p i t a l sando t h e r Ln s tit .u t .Lon s,p u b l i c andp r i v a t e ,p r o f e s si o n a l s ,b o t hi n d i v i d u a l l yandth rought h e i r �8 or ganizations; educational i nst i t ut ions , including colleges and un i v er s i t i e s , four-year and two-year institutions, public and private, For too long society has tolerated, borne the costs of, and suffer ed the consequences of fragmentation. Hopefully, leadership for its r at i ona l i za t i on will come from those who are most involved and most knowledgeable, rather than being imposed . B. The ne ed for a compr ehens i ve program of health education. I would like to share with you some thoughts from a recent addr ess by Dr. C. A. Hoffman, President of the American Medical Association. I'A major cause of the current cont roversy about America's health care is that the pUbl ic and the government fail to understand the difference between good health and good medicine. Americans have a right to good medical car e , but they do not have a right to good health. Good health is not a r i ght, but a responsibility--a shar ed respons ibility--and that responsibility begi ns with the individual 's own health behavior. The health habit s of most Americans are so poor that the nation is suffering from what might be termed an acute case of 'people pollution' and poor personal health behavior plays a significant positive role in heart disea s e, canc er , stroke, and acc i dents--the four leading canses of death in America today . "Indeed, if all Americans could be convinced to adopt a healthful style of l i f e--eat i ng correctly, not smoking, controlling pollutant s , driving safely--the positive effect of the nation's health would be far more dr amat i c than co uld be a ccompl i s hed through the construction �9 o ft h o u s a n d so fn e vh o s p i t a l : :e n dth~ p r o d u c t i o no fm any t h o u s a n d s o fa d d i t i o n a lp h y s i c i a n s .H I n1 969 t .h eM i . c h Lgan L egLs l .a t .u re e n a c t e dt h e"C r i t i c a lH e a . lth P rob . lem s E< : i .u . c a t ion B i l l . : ; T h i sl e g i s l a t i o np r o v i d e sf o rh e a l t hedu c a t .L c .n f o rd i c h i g a n , ' f ' : ,u thi neLeme r r ta r -y a n d seconda r -y s c h o o l s~ i n c l u d i n gs u c ha r e a fa sm e n t a l h e a l t h ;, " l . en t a lh e a l t h ; vi s io nc a r e ;d r u g s ,n a r c o t i c s ,a l c o h o l ,t o b a c c o ,d i s e a s e p r ' e v e n t . i o na n dc o n t r o l ;a c c i d e n tp r e v e n t i .on;n u t r i t i o n . Und e r ac o n t r a c tf rom . t .h eM i c h i g a n D ep a r tm en t ; o fEducatLon ,E a s t e r nM i c h i g a n U n i v e r s i t y ' sD ep e . r tm en t . G fH e a J . th E d u c a t i o ni sp r e p a r m g a .c om p r e h e n s i v eh e a l t he d u c a t i o nc u r r i c u l um f o r1 : -12~ T h i s cu r ricu .Lumi snov b e i n gt e s t e da n ds h o u l db ea v a i l a b l es t a t e - , · r j .d ei nt .henea r 'f u t u r e . On e t h i n gFE c e r t .e .Ln .Lyc a ndo i n d i v i d u a l l yi st o e n c o u r a g et h ea d o p t i o no ft h i sCU Ir LcuLum j .no u rl o c a ls y s t em s . Ano th e re n co ur a g i n gs t e pi nh e a l t hedu c a t i o ni st h ee s t a b l i s hm e n to fa t a s kt 'o r c eon l i e a .L t he d u c a t i o nby t h eC o o p e r a t i v e Ex t . en si o nS e r 'T i c eo flV I i ch ig an S t a t , , , Unt v e r s L t .y, T h eE x t en s i o nS e r v i c eh a sp e r s o n n e l EmG .p r c g r am s Ln e v e r y cO lm tyo fM i c h i g a n. Th ist a s kfo rce s h o u l dbe a v e r yp o s i t i v ei n f l u e n c ei n t ~ Y0U p r o g r am so fh e a l t he d uca t i o n . h aVE :o t h e r a ~ t o o ,t h a ta r ebe i n gu s e di ny o u rl o c a lcomm u n i t i e s : p r o g r am sa n dd i s p l a y so fh o s p i t a la u x i l i a r i e s ,h e a l t hmu s eum s , s p e c i a lh e a l t h e d u c a t i o na c t i v i t i e s. Bu tw h a tw e ne e dst a t e w id ei sa p o s i t i v ea n dcomp r e h e n s i v ea p p r o a c ht o heal t he d u c a t i o n . D r I nh e a l t h, a si nm o s t a r e a so fhum an e n d e a v o r ,w e know b e t t e rt h a nw e d o . Th e cha lleng e ist ou s e th a tw h i c hi s ~ t h ek n ow l e d g e reso u r c e sw h i c ha r e �10 a v a i l a b l et ou s. We n eed no t m o re p l a n sbu tm o re ac tion . Th isr eQ u i r e s im ag in a t i o n,i n nova tion ,c rea tiv ity ,re s ou rc e f u l n e s s insum ,leade rsh ip -no tf r omon hi g h , bu tf r o ma t hom e , wh er et h ea c tionr e a l l yis . Th i si sa t r em endou sc h a l l e n g eand som e t im esc anbe a lm o s t ov e rwhe lm ing . I ns i t u a t i o n sl i k et h i s ,Il i k et or em indm ysel f o ft h eph i lo sophy expr e s s ed i nt h e s ef e wlines: ly on e , bu t I amon e ; I amon Ic a n ' tdo eve ry th ing ,b u t I can do som e t h i n g ; Wha t I can do , I ough tt odo; tt odo , by t h eG race o fGod ,I w i l l do . A nd wh a t I ough I fea cho fus wou l do n l ydo wh a t w eough tt odo an dc ando ,u e cou ld ind e edm ak ed r am a t ic p r o g r e s si nf u r th e ri mpro v i n gh e a l t hc a r ee d u c a t i o nand s e r v i c ef .n r u r a . lI 'H ch i gan. h~ g r e a t e s td ange r in a con fe ren ce o ft h i sk ind i st h a te a cho fu s go es h e n, jus td oes m or eo fth es am e . Th ethem eo ft h i s con f 'e r -ence i s hom eandt "Hea .L t .h : W h a t We S eekIsWha t W eG e t . " L e tu s rem i n do u rse l v e st :1 a t" a e ek " i sana c t i o n ~. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1973-05-24_RMawby_SPE Title A name given to the resource Russell Mawby speech, Rx For Rural Health Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given May 24, 1973 for the W. K. Kellogg Foundation at the Michigan Conference on Rural Health of the American Medical Association at Michigan State University. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan Charities W. K. Kellogg Foundation Speeches, addresses, etc. Health Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1973-05-24 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/e6026e3c9a8eae06dd39731b71aaf37f.pdf 06f57cae3f73b92ce1f92e807358f6cb PDF Text Text ~/ 7 - 3 .. Z - I / li-,uJ / - I 2- ~ ~ -+---8-:""" ~<:- ~ ~.M ~~ -S9 - ) eh ~ ~~--'L--...J �NORTH CENTRAL CONFERENCE ·STRATEGIC PLANNING FOR EXTENSION STAFFING· Michigan State University July 31 - August 2, 1984 Program TUESDAY, JULY 31st 11:00 - 12:30 p.m. Registration Kellogg Conference Desk 12:00 - 1:00 p.m. Lunch (buffet) Red Cedar B 1:30 p.m. Opening Session Linco ln A Ray Gillespie, Chairperson Associate Director Programs Michigan State University James Anderson Associate Provost &Dean College of Agriculture & Natural Resources 2:00 p.m. ·Strategic Planning, Wh at is it? How does it work? How do ~ apply it to Educational Organizations?· Resource: 3:30 p.m. Break 5:00 p.m. Adjourn 6:00 p.m. Pork Roast Dale McConkey Professor of Management University of Wisconsin, Madison East Patio WEDNESDAY, AUGUST 1st 8:30 a.m. Session II -External Environmental Analysis· Keith Smith, Chairperson Leader, Personnel Development Cooperative Extension Service Ohio State University Lincoln A �Resource Persons: Russell Mawby, Chairman & Chief Executive Officer Kellogg Foundation James Bonnen, Professor Agriculture Economics Michigan State University 9:30 - 10:15 a.m. Interaction with Resource Persons 10:15 a.m. Break 10:45 a.m. Work Session for State Teams 12:00 noon lunch Red Cedar B 1:15 p.m. Session III Lincoln A ·Internal Capability Analysis· Don Swoboda, Chairperson Associate Dean & Director Cooperative Extension Service University of Nebraska Resource Persons: Karen Craig, Assistant Director Cooperative Extension Service Home Economics Programs Purdue University Gordon Guyer, Associate Dean & Director Cooperative Extension Service Michigan State University Grant Shrum, Executive Vice President National 4-H Council James Summers, Associate Director Cooperative Extension Service University of Missouri 3:00 p.m. Break 3:30 p.m. Group Interaction 4:15 p.m. Interaction with the Resource Persons 5:00 p.m. Adjourn Open Evening •.••• �THURSDAY, AUGUST 2nd 8:30 a.m. Session IV aIntergration &Application of Strategic Planning· Sue Kruse, Chairperson Leader, Staff Development Cooperative Extension Service Iowa State University ·Our Experience· Robert Rieck, Associate Director Cooperative Extension Service University of Wisconsin ·Making it Fit Our System" Sue Kruse 9:30 a.m. Work Session in State Teams 10:00 a.m. Break 10:30 a.m. Peer Discussion Groups 11:15 a.m. ·Over the Trenches· Richard Lewis, Dean College of Business Michigan State University 11:45 a.m. Finale 12:00 noon Adjourn No Lunch Planned Lincoln A �DRAFT 5 Jul y1984 91 i c a l O u tline f o r Top M aw by B onnen D i a l o ga t Ex t ensi o nS tra t e g i cP lann ing C o n f e r e n c e A ugust 1, 1984 1 . W h a t ar ew e t a l k i n ga b o u t ? Wh a t i s"E x t e r n a lE n v i r o nm e n t a l A n a l y s i s " Wh a t i sex t e n si o n ? - Wh a t do w em e an b yt h ee n v i r o nm e n to fe x t e n s i o n ? 2. C h a n g e si nR u r a lS o c i e t y -D emogr a p h i c& S o c ia lc h an g e -P o l i t i c a l, E conom ic -T e c h n o l o g y, C om p e t i ti o n -C l i e n t s , s p e c i a li n t e r e s t ~ E x t e n s i o d sr o l ei nr u r a lli f e ? 3 . C h a n g e s i nF a rm i n g( t h i n kt h r o u g hc a t e g o r i e sa si n2 a b o v e ) -P r o d uc ti o n , -M a r k e t i n g Coop R o l e s -R e g u la t i o n& P o l i c y M a r k e t i ng o r d e r , commod i ty p o l i c y ,e n v i r o nm e n t , c o n s e r v a t i o n, h e a l t h& s a f e t y D o f a rm e r sn e e de x t e n s i o n any m o r e ? 4. C h a n g e s i nA g r i c u l t u r al B u s i n e s s e s( t h i n kt h r o u g hc a t e g o r i e s a si n2 a b o v e) n p u tf i rm sa sp o l i c yv il l a i n s -I -F i rm sm a r k e t i ng ~ p r o d u c t s now c o n s um e ra l l y . 5 . C h a n g e s i nt h eWo r l d and N a t i o n al E conomy ( t h i n kt h r o u g hc a t e g o r i e s as i n2 above) n t e r n a t i o n a l i z a t i o no fa l lm a r k e ts -I -I n t e r a c t i o n sb e tw e e n pr e v i o u s l ys e g r e ga t e dm a r k e t s i n e . g . comm o d i t i e s, s e c u r i t i e s ,f o r e ign e x c h a n g e ,c a p i t a l - Th eD e c l i n eo fS o v e r e i g n t y �2 National policy no longer as effective, economically or politically - e.g. agricultural policy, fiscal and monetary policy Economic intergration of the world has outrun its political integration Only option is international policies and the institutions with power to enforce the policies - Farmers, all Americans need help in understanding this. 6. Changes in People and their Institutions Extension: the founders-of Extension and the Land Grant System did not seem to see or respect many limits on the roles they played or the visions they saw. (Knapp, Bailey) i.e. leadership. - Today we seem to impose boundaries on ourselves and live with narrow roles and visions of what can be done - Why do we let economic and scientific specialization narrow our view of ourselves and our future? - Why do we narrow ourselves even further with excessive professional specialization (is extension over-trained and under-educated?) Farm People: - smarter, better educated, wealthier - increasingly will not be from Land Grant College s - their problems Rural People: - their problems People in the institutions of agriculture and th e inst itutions making policy for agriculture increasin gly - will not have farm backgrounds - or be from Land Grant Colleges Extension's Opportunities and Role with People, their dev elopment , their problem solving. �J . --- -0 · --. - ~~ ~ : �2 -,------ _. �-3 - - -- - --- - --- - -- _.- - -- -- - ----- - -- . �1 ,/J I ~~ - ~ 9J' ( ; T ~ ~ . "~ - ~ ~ .q ~f C+) .~ ~ ~ : ~~: :J -' . - - - . . '- . -- � 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_1984-08-01_RMawby_SPE Title A name given to the resource Russell Mawby speech, Strategic Planning for Extension Services Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given August 1, 1984 for the W. K. Kellogg Foundation at the North Central Conference to discuss extension services. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1984-08-01 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/c504848960f70e713c802ed237477a2b.pdf 5f2247e0760676a8248fc027253b64df PDF Text Text SYSTEMS CHANGE: HOPE FOR THE FUTURE Remarks by Russell G. Mawby Chairman and Chief Executive Officer W.K. Kellogg Foundation to the Health Professions Education Community Partnerships National Progress Meeting National Press Club Washington, DC November 1, 1993 Two years ago, in this very same place, it was my pleasure to offer my encouragement for a journey you were about to take. The Kellogg Foundation had funded seven Community Partnerships and supporting strategies in the amount of $47.5 million. More importantly, each of you, as representatives of the seven Community Partnerships throughout the United States, enthusiastically accepted the responsibility to create Partnerships between communities and academic health centers. These, in turn, would redirect health professions education toward community need. �2 As I said then, and I say now, the Kellogg Foundation can accomplish nothing except for what we can facilitate by "investing in people." Now·· two years later .. I stand before you again, this time to offer my congratulations for what you have achieved, for the important ways in which you are creating models that are working ... and to remind all of us that the journey has just begun. Much has changed in these two years. We are in the midst of a swirling policy debate on one of the most important public and personal issues to all Americans .. our state of health, and our health care system. The debate proceeds around important topics such as access and cost .. who gets what, who pays, and who controls. The debate is lively. I, like all Americans, am hopeful �3 that progress will be made toward the obvious realization that no one should be without health care, and that our resources must be expended so that all of us will share the burden. My concern is that, although the system is not working well, our goal is to make it available to all ... without making some essential 'fundamental adjustments. For while much has changed, mUG~ remains unchanged -- for the time being, anyway. Then, as now, I urged that we recognize that whatever the ultimate solutions put forth by our political process to solve health care problems, more primary care practitioners -doctors, nurses, pharmacists, and other health professionals -working together in communities -- in new patterns of delivery and �4 with dramatically changed incentives and rewards -- will be necessary. In other words, health care provided by generalists -- primary care practitioners working together for people, individually and collectively. That is the point of the Community Partnership.s initiative: redirecting health professions education toward primary health care to educate more primary care practitioners. The strategy is to bring health professions education and communities together in partnership to create academic, nonhospital-based, primary care systems that provide multidisciplinary health care, education, and research. Then, put students there for significant amounts of time to learn together. And when they graduate, we fully expect that many will choose to practice in such communities. �5 The research seems quite clear on this matter. While education, alone, cannot do it all -- by shifting the selection criteria, adding primary care role models, educating in community-based, nonhospital settings, providing rewards for those who provide primary health care, and motivating and rewarding for wellness -- health promotion and disease prevention --the percent of graduates choosing primary health care careers will grow. Comnnmity Partnerships with Health Professions Education. Think about that notion for a moment. A trusting collaboration between caring and committed people from both academe and community. Both sides gaining by giving. Each holding the other accountable in a respectful way to a cause larger than either partner. This is �6 wha t youhave comm i t tedtoand th isiswha t youa rebeg inn ing to ach ieve . To a l lo fyou ,Iex tendmy comp l imen ts . No onesa idtha ti twou ld be easy . Ye t insp i teo fthecha l lenges ,youhavemade s ign i f i can t p rog ress . You haveach ieved enough ,infa c t ,tobe ab letodec la re tha ttheseven Commun i ty Pa r tne rsh ips w i th Hea l th P ro fess ions Educa t ion a rebeg inn ingtowo r k , ~ may infa c tp reva i l ,i fyoua re pe rs is ten tenough . I I The jou rneytoou r goa l isunde rway . D r . Rebecca Hen ry , a p ro fesso ro fmed ica l educa t ionand med ica l educa t ionresea rchand �7 development at Michigan State University, and the evaluator for this comprehensive program, will report to you many of your achievements. May I mention just a few: • More than 2,300 students are participating in your seven Community Partnerships. This represents 28 percent of the eligible students in these locations. • Nearly 1,000 students are receiving part of their education in a community, nonhospital setting. • One-hundred-twenty-eight new or revised courses are part of the Community Partnerships. Seventy- four of these courses are offered in the community. One-hundred are taught by �8 interdisciplinary teams of faculty. Fifty-nine stress primary care education 'from a team approach. • Twenty-two of 25 schools report that they are in the process of implementing policy change to support the new initiative, in the areas of admissions, curriculum, faculty roles and responsibilities and through the health care delivery plans at the schools. • Each project has created a governance structure that bridges the communitv and educational institutions. Collectively, 105 individuals serve on the boards of these new organizational structures. community. Fifty-eight of these individuals are 'from the �9 • As of this year, more than 790 faculty from the participating schools are actively involved in developing, teaching, and administering these new prnqrams, • But there is another number, perhaps more important than any of the others, that reflects the magnitude of your achievements, To date, 437 professionals and volunteers from the communities serve as teachers and mentors to our students. Needless to say, numbers do not provide the full picture. The full picture can be seen in the stories of the people who are involved. Let me mention just a few. �10 Tomorrow, you will hear from Dr. Norris Hogans, principal of Carver High School on the south side of Atlanta. Medical, nursing, and social work students are involved each week in a class which is conducted in his high school. Not only do the health professions education students learn a great deal, but their presence has affected the entire student body. In Spencer, West Virginia, a similar story is told. The high school principal reports that after considerable involvement by medical and nursing students with students in his school, there was a significant increase in the number of June 1992 graduates who have chosen to go on to college. In EI Paso, Texas, three school districts in the Lower Valley, in spite of the fact that their enrollments are going up dramatically, made financial, land and/or space contributions for the creation of comprehensive care clinics in their schools. In Hawaii, �11 two community development workers, both native Hawaiians, are teaching medical, nursing, and social work students. An advanced nursing student from rural Northern Michigan is able to stay with her family and still get her nursing education without leaving home. In Eastern Tennessee, the nursing, public health, and medical teachers got together and had a weekend retreat to strengthen their collaboration in care and education because the medical, nursing, and public health students thought they needed to get along better. In Boston, a nursing student was first involved in Codman Square Health Center's Safety Net program for women. Now she runs meetings for the women in their homes to help them protect themselves from HIV infection. For all this and much more, I extend to you my congratulations. �12 As I mentioned earlier, a key to success is in the partnership concept itself, and thus the name, Community Partnerships with Health Professions Education. The likely success of this initiative, in large measure, depends upon these partnerships. It depends upon an understanding by academe of community, and an understanding by community of academe. It depends on a willingness of both parties to give, so that together you gain. I would venture to guess, for example, that many academics don't understand the discouragement that arises when communities are defined by their weakest link, be it unemployment, poverty, drugs, gangs, domestic violence, teenage pregnancies, or infant mortality rates. problems do not define the capacity of community. Such Further, I would venture to guess that many community representatives don't understand that representatives of academic institutions have very �13 l i t t letha ttheycande l ive run i la te ra l l y . The powe rinun ive rs i t iesis no tconcen t ra tedinas ing lep lace bu tisd i s t r ibu tedloose lyamong depa r tmen ts and fa cu l t ie s . Now tha t ,you say , is alo tl ike commun i t ies. .sh i f t ingcoa l i t ionscom ingtoge the ra roundacommon pu rpose fo ramomen t int ime. .and , indeed ,i tis . Bu i ld ing the pa r tne rsh ip and enhanc ing commun i ty pa r t i c ipa t ion requ i res an unde rs tand ing by academe o fhow i td i f fe r sf romcommun i ty . I t requ i resan unde rs tand ingby mm ~ o fthecha ra c te r i s t i c sand l im i ta t ion so facademe . Mo s t impo r tan t l y ,i trequ i resthed iscove ry tha tyou have much incommon . Pe rhaps mo re thanany th ing e lse , Ian l hea r tened by therepo r ts tha trnanvo fyou rp ro jec tsa reinthep rocesso frenego t ia t ingwha t isyou r common educa t iona l pu rpose . Ina l lo fthep ro jec ts , you �14 have ,o ra re now rede f in ing , you r co rnmon v is ion . You a re s t rugg l ingw i th themaan inq o fga in ing by g iv ing . I I I We a reabou ttoen te r1994 ,at imewhen Isuspec tthehea to fthe po l icy deba te w i l l inc rease . Ian l op t im i s t i c tha tdeba te w i l l no t on ly b r ing hea t , bu tl igh tas ~ The deba te isand w i l l be comp lex and con fus ing . Infa c t ,some t imes Ifee ltha twe have some g roups p romo t ing thecomp lex i tytocon fuseus . Remembe r Iamalaymanand no taphys ic iano ranu rse . Iam no tadean o f amed ica l , pub l ic hea l th ,o r nu rs ing schoo l . Iam no t apo l i t ic ian , and Iam ce r ta in ly no t apo l icy expe r t . Iam alayman ,a lbe i t hope fu l ly an in fo rmedone . And as alayman ,If indthedeba te �15 couched in terms that seem to confound rather than enlighten -alliance, managed care, managed competition, cost-based reimbursement, choice, indirect medical education expenditures, hospital bed to resident ratios. Even the term primary health care is one that confuses many of us. Given the confusion that confronts many of us, it might be useful to return to some of the themes that I have articulated before, in fact, some as early as in 1982 when I spoke on, "Our Health Care System Out of Sync: A layman's Perspective." As some might recall, I used a simplistic illustration to explain the type of health I'd like for myself and nlY family. It goes something like this ... I'd like for my family and me an arrangement with the �16 health care system such as that which I have for my horses. Through a local veterinary clinic and the group of professionals there, we develop a health care plan for the year. I have certain responsibilities, as do they. Our goal is to never have a sick horse! But, in fact, if I discover at 2:00 a.m. Sunday morning that I have a horse in trouble, I can call nlY veterinarian. Within 15 minutes, the one on duty will call back .. and if necessary, come to the farm. In contrast, if I get sick at 7:,00 a.m. Sunday morning, there is no sense in calling my doctor. I can go to an emergency room. If I am conscious, they will inquire first about my insurance carrier, my medical history, and my medication. If I am unconscious, they'll start 'from scratch. Despite the miracles of high technology, they will not have access to my medical record as a basis for their diagnosis and treatment. Obviously, my doctor is rewarded only for �17 treating me after I am either ill or hurt .. the current system offers no incentives for keeping patients healthy. That must change ... and you are a part of that change. What you, I, and most people want from our health care system is not complicated. Basically, we want better health care for all people, not just some. We want care we can count on today and tomorrow, at a cost that individuals, and society, can afford. We want a system where doctors, nurses, and other health professionals work together with individuals and families to keep them healthy, care for them when they are ill or hurt, and help them move through the system with dignity and control. �18 The public wants a system that emphasizes health promotion and disease prevention. Unfortunately, our system is designed to compensate care providers only for treatment of illness or injury. I can engage a specialist to design and implement a preventive maintenance program for my horses, but not for myself. In such a contractual arrangement, I always have responsibilities which I must fulfill if the contract is to be valid. Like most Americans. I would like a health care contract for my most precious possession, my health and that of my family. Taken together, this is what we mean by primary health care. And as you can see, it is at the center of what our society needs. �19 IV Let me return, now, to the purpose of the Community Partnerships with Health Professions Education Initiative of the Kellogg Foundation and the point of this meeting. We can't get more primary health care without a long-term commitment to more primary care practitioners, and that requires a redirection of health professions education. I should point out that more primary health care does not mean lower quality. However, it does mean lower cost as evidenced, for example, in a landmark 1992 study by the New England Medical Centers Health Institute in Boston which found that specialists order more tests, perform more procedures, and hospitalize more �20 often than primary care physicians treating patients with similar symptoms ... and without better results. Less than 15 percent of the medical school graduates in 1992 specified a preference for a primary care specialty. This compares with 31 percent in 1976. This shortage exists among other primarv care practitioners as well. For example, of the 2.2 million registered nurses in the United States, only 100,000 are advanced practice nurses with more than a year of training beyond the basic four-year BSN degree. Out of that number, fewer than 25,000 are nurse practitioners, engaged in primary care as members of multidisciplinary teams. For these reasons, the Pew Commission recommends an increase of 25 �21 percent in the capacity of existing nurse practice programs and an increase in the total numbers of programs by 25 percent as well. Clearly, we need an educational system directed toward the education of more primary care practitioners by linking with cOlTlmunity II That is what we need and that's what you, the representatives of seven Community Partnerships, represent. As hard as you have worked to bring about the enormous achievements that I mentioned earlier, I must urge you to double your efforts. The important point is not only to demonstrate that these models are successful, but to continue to seek ways to restructure the system so that primary health care providers are rewarded the same as specialists. �22 Attention also must be focused on finding funding for the education LIM 1..,-&9 of health professionals in community settings. Currently, funds are available for education of primary care practitioners outside of hospitals. For example, nationally the medical practices income of medical schools for services provided in hospital settings adds up to $6.6 billion. By cornparison, only $50 to $75 million is spent on primary care education. That must change! We hope that the federal debate will lead to some way by which more funds are provided for quality education of primary care health professionals outside of hospitals in community settings where teaching, research, and multidisciplinary care take place. I don't know the specifics of such policies. I do know, however, that it will not all happen in Washington. The impetus for change can be �23 pushed forward by strong communities, that join forces with colleges and universities. When universities and the like work with conmunities. instead of apart from them, the results can indeed be . . Impressive. The 'financial support to sustain the Community Partnerships will be signi'ficantly affected by what happens in every state, and especially in your states, in the seven states of the Cornmunitv Partnerships initiative. As you can see, it is not so much a matter of additional expenditures from the state's already limited budgets; it is a matter of redirecting what we already spend. �v 24 In the weeks, months, and even years ahead, I hope and expect that the debate at the federal and state levels will turn to important issues like primary health care and the need for more primary care practitioners. Community-based programs of health professions education will be a vital component of this initiative; in which all of the collaborators -- the. ,local setting and the academic partners -- will define themselves as .. community." As John Gardner writes, "A community has the power to motivate its members to exceptional performance. It can set standards of expectation and provide the climate in which great things happen. It can pull extraordinary performances out of its members. The �25 achievements of 5th century Greece B.C. were not the performances of isolated persons but of individuals acting in a golden moment of shared excellence ...." For us, that golden moment can be now. In a civilized society, everyone should receive health care. Our job is to help focus the debate on what is important. As we have in the past, you can be assured that the Kellogg Foundation will do all that it can to help your efforts by providing information and supporting model development. But the real responsibility must lie with you ... you who represent the seven Community Partnerships. invest its money in people. All the Kellogg Foundation can do is �26 My compliments for what you have accomplished to date, and best wishes for success in dealing with the "unfinished business" yet to be addressed. You are pioneers, and generations to come will be the beneficiaries of your efforts. Godspeed. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1993-11-01_RMawby_SPE Title A name given to the resource Russell Mawby speech, Systems Change: Hope for the Future Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given November 1, 1993 for the W. K. Kellogg Foundation at the National Progress Meeting for the Health Professions Education. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Health Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1993-11-01 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/bb8fb6664218316fdf9dfdf22bf98667.pdf 423d29dcfaaf7e10f9c570d31475e427 PDF Text Text The Challenge for Outreach for Land-Grant Universities As They Move Into the 21st Century Presented by Russell G. Mawby Chairman Emeritus W. K. Kellogg Foundation as the WALTER BARNARD HILL-DISTINGUISHED LECTURE Hugh B. Masters Hall Georgia Center for Continuing Education University of Georgia Athens, Georgia October 30, 1995 Thank you for the pleasure and privilege of being with you here in Athens this day. It is a pleasure to again be with old and new friends at the University of Georgia. The relationship of the W. K. Kellogg Foundation with this University extends back more than half a century, with our first modest grant made in 1942 to provide student loan/scholarship funds in medicine. Then in 1954, we provided major assistance to the University and the people of Georgia in establishing this Georgia Center for Continuing Education. Subsequently, we have provided �2 assistance to a number of University initiatives in the broad fields of health ! agriculture, rural development, leadership, and youth programming, with total commitments of more than $13 million. On a p~ona l n~ I have been involved for more than three decades in this relationship, developing a host of professional colleagues and personal friends. Thus it is great to be here again to experience the dynamics of this great University, the people who comprise it, and the mission and people it serves. And it is a privilege -- indeed a signal honor for which I am most grateful -- to present the inaugural lecture of the Walter Barnard Hill Distinguished Lecture Series. Mr. Hill was a remarkable man who provided leadership for this University at the beginning of this century. native of Talbotton, Georgia, Hill graduated from this University in 1870. He then QV~ in a remarkable career in -public service, before being elected �3 Inthe memo r ia lto W .B .H i l lintheP roceed ingso ftheGeo rg ia Ba r Assoc ia t ion , 1906 ,h isd is t ingu ishedca ree risdocumen ted . The P roceed ingsthens ta te : "Bu tthe wo r ldo fle t te rs w i l lknow M r .H i l lbes tasChance l lo ro fthe Un ive rs i ty o f Geo rg ia ./ ~ ~ "H i sw i l l ingness toaccep tth isp lacein1899wasag rea tsu rp r iseto h i sf r iends . Ye tonthe men t iono fh isnamefo rthepos i t ionthe re wa san a lmos tunan imousresponseth roughou tthe S ta teinfavo ro f h i se lec t ion . 'Thosewhoknewand app rec ia tedh is manyf inet ra i tso fcha rac te r andh issp lend idin te l lec tbe l ievedtha thewasem inen t lyf i t tedto d ischa rgethedu t ieso fthep lace ,infac ttha thepossessedeve ry qua l i f ica t ionbo tho fheadando fhea r ttoach ievesuccessinth isnew f ie ld . �4 "Before his election the State had held aloof from the institution -- the competition with the denominational colleges necessarily giving rise to some friction -- and this fact kept the State institution from occupying the position of confidence and good will in the eyes of the lawmakers of the State that its position entitled it to claim. "The appropriations that had been made to it before Mr. Hill's election were few and far between." The memorial then continues : "While the State has been gradually awakening to the wants of all her educational institutions and is coming to recognize the claims upon her resources, yet it is almost certain that but for Mr. Hill's efforts in this respect the awakened interest would not have taken the direction toward the University which we now find to exist. "He brought to the support of the University all the advocates of education in the State, and especially enlisted the confidence of the �5 mothers and fathers who committed their sons to his care . By his exercise of constant interest in and deep solicitude for the welfare of the young men in his charge, he soon put out of question entirely any suggestion of demoralization or vicious practices in the University. 'The attendance at the institution during this time was more than doubled -- reaching the highest point in its history at the term following his decease. " The Bar Association concludes: "He despised all shams, and knew few of the arts of the politician -laying no claim to leadership, in the ordinary sense of the term, save as his powerful advocacy of a cause compelled his associates to recognize such right. "He regarded no sacrifice of self as too great where the advancement of morality and honest administration of law was concerned. �6 " I twa sano f t repea tedsugges t iono fh istha tno m,neve rye t succeededbe fo rethepeop le whod idno ta tsomet imeo fh isl i fe espouseandadvoca tea npopu la rc se . Heusedtoc la imtha t th i s wa sthetes to fa man 's me r i t-theab i l i tytos tandupaga ins t pub l i cp ressu reandpub l icde rn rnc ia t ion . ~a . . .a Q I "H i swo rk asChance l lo r hasp lacedh imintheve ryfo re f ron to fwha t ha sbeenca l ledtheSou th 'seduca t iona ls ta tesmen ,andg ivenh ima nameandfameamongtheg rea tes to fGeo rg ia 's g rea t men . ~ a V elived,hisplans o ~ xpansionoftheUniversity ~ doubtlessha yrea l ized ,andthebene f i tso fh iswo rk { wou ldhaveredounde tothegoodo f gene ra t ionsye tunbo rn . " .Dye r , Inh i sb icen tenn ia lh is to ryo fth isUn ive rs i ty(1), Thomas G desc r ibesinde ta i ltheevo lu t iono fthe Un ive rs i tyintheP rog ress ive E ra ,thef i rs ttwodecadeso fth istwen t ie thcen tu ry . Dye robse rves : D y e r , T h om a sG . ; T h eU n i v e r s i t yo f Ge o r g i a ,A B i ce n t e n n i a lH i s t o r y1 7 8 5 1 9 8 5 ,U n i v e r s i t yo fG e o r g i a P ress , 1985 (pps .1 5 41 5 5 ). (1 ) �7 "Perhaps the strongest evidence of Hill's progressive bent, however, came from his emphasis on the necessity for higher education to become more utilitarian and to render services to society. In the post-Civil War period, many American public and private universities had shown new interest in utilitarian subjects and in research. From the 1870s forward, these institutions moved farther away from the traditional approach to liberal arts education toward a model which ultimately blended utilitarianism, research, and liberal culture .... Hill embraced the new philosophy. A state university, he contended, should include in its faculty a variety of experts upon whom the public could rely for aid in solving difficult social problems. Through new emphases on expertise, research, and extension, a university fundamentally different from its nineteenth-century forerunner would emerge. 'The University of the twentieth Century will be differentiated from its predecessors in this,' Hill told a Georgia audience in 1905, "IT WILL CONNECT ITS ACTIVITIES MORE CLOSELY WITH THE BUSINESS AND LIFE OF THE PEOPLE (Hill's emphasis)" . �8 Hill was a visionary leader of remarkable skill and energy who assumed the chancellorship of this University at a critical time in its history. A visionary and a pragmatist, according to Dyer he moved toward resolution of three of the largest problems facing public higher education in the state: the relationship to the legislature, the role of agricultural education, and the expansion of the college at Athens into a true university. In addition to public financial support through the legislature, he sought private assistance as well. In this regard, he recruited George Foster Peabody, a native Georgian who had amassed a great fortune. In addition to providing financial assistance, Peabody served as a valued counselor and advocate. As one example, in letters to Hill, Peabody strongly suggested that - the Chancellor should be bold about the amount of money requested - from the legislature. Chancellor Hill wa bold, not only in his financial aspirations, but in his vision for the University of Georgia. He launched initiatives which broadened curriculum, strengthened the faculty, deepened the �9 commitment to the needs of the people of Georgia, and articulated the tripartite dimensions of teaching, research, and outreach/service. A century later, this University, and the people of Georgia and beyond, are the beneficiaries of his vision and contributions. Thus it is appropriate that we celebrate his memory through this Lecture series. I congratulate the University and appreciate the opportunity of being a part of this celebration. II When Dr. . Younts, Vice President for Services (Outreach) called to extend the invitation to this lectureship, he and I discussed the ( outreach dimension of the University's mission in the broader con!:xt of public service. When the leaders of Georgia took action to make this the first state-chartered institution of higher education as our country was being formed, when George Washington promoted his plan for a national university, when Thomas Jefferson nurtured the University of Virginia, a central intent of all these founders was to set �10 higher learning within a public context. In their view, collegiate study should be guided by the principles of the constitution, by democracy and independence, by ability and ambition, not by religion or heredity. Our new nation needed an abundant supply of leaders to serve its various needs. Access to education should be open to all who could benefit from it, and the curriculum should include practical and contemporary subjects as well as theoretical and classical ones. Research, the creation of new knowledge, was not a clearly articulated role for these institutions; though the records show frequent references to experimentation and demonstration . Such were the aspirations of these pioneers. The cluster of little state colleges established in the earliest days of our country's history were augmented midway through the 19th century and again 30 years later when congress created two waves of land-grant institutions, each intended to bring the benefits of higher education to a sector of the population hitherto denied it, a new part of the public. For these 18th and 19th century pioneers, public service meant essentially the instruction on campus of young , �II white, free men 16-20 years of age. The enlargement of the clientele even within that age group was not to come until much later and after much strife. It took 100 years for research to become a formal part of higher education, culminating in 1887 with passage of the Hatch Act supporting research. Public service, as a clear-cut separate principle, distinguishing it from the service of the public interests through collegiate programs of teaching and research, entered the American university about a quarter of a century after research did. Seaman Knapp , by remarkable coincidence an ancestor of the current president of this University, pioneered agricultural extension which resulted in passage of the Smith-Lever Act in 1914. And the movement for general university extension, which began at Cambridge and Oxford Universities in England in the 1870s swept through public colleges in this country in the early part of this century. Chancellor Hill, whose memory we honor, was a catalytic and effective leader in these movements. �12 As our public universities have grown and matured, the triumvirate of their mission -- teaching, research, and public service/outreach -- has ---- become generally accepted, at least in rhetoric. In this process, two clearly identifiable tendencies have occurred. First, teachin has become narrowly defined, referring essentially to that which occurs in a classroom or laboratory setting, usually on campus, with students enrolled in courses for credit leading to credentials. The vast array of other teaching carried out by university faculty in less formal settings and structure is lumped ignominiously into public service. Nontraditional patterns of teaching, often with nontraditional students in nontraditional settings, is thus relegated to a position of lesser status. Second, the research mission of the University, though the latest entrant on the scene in some respects, has become omni otentf Professors who neither teach nor directly address attention to public concerns are exalted. Publication is essential to faculty success. Basic research is pre-eminent, while those research efforts described as "applied" are viewed with less acclaim. Thus, in the academic life �13 of public institutions today, research represents the ultimate exercise, with teaching -- especially at the undergraduate level -- seen as a mandated duty, and public service an obligation too often accepted with reluctance. In examining in detail the public service dimension of public higher education, it becomes apparent that these institutions carry on certain kinds of public service activities which are not central to their teaching and research missions. Five examples will illustrate this dimension: The first is the preservation of knowledge, a goal which universities seek in myriad ways but most notably in libraries, museums, galleries, and special collections. - A second kind of activity is the provision of aesthetic experience. The rich profusion of music, paintings, sculpture, ballet, drama, and all the other arts which pours forth on a university campus and which �14 i so f ten madeava i lab letoaud iencesth roughou tthes ta teand beyond ,rep resen tsamagn i f icen t con t r ibu t iontoAme r ican cu l tu re . The~ c lus te ro fsu chun ive rs i tyac t iv i t iesa rethosere la tedtothe d i rec tconsume rse rv iceswh i ch un ive rs i t iesp rov idetothe i r commun i t ies . Theseinc ludeho sp i ta l s ,c l in i c s ,tes t inglabo ra to r ies , pub l ish ingcompan ies ,ho te l s ,res tau ran ts ,books to res ,and man y o the rk ind so fins t i tu t ionsandse r v i ce s . - Afou r thcon t r ibu t iono fun ive rs i t iesi sthecus tod iansh ipo fyoung peop leo fco l leg ia teage . - Af i f thk indo fac t iv i tyi stheun ive rs i ty 'sro lea sen te r ta ine rfo rthe masses , pa r t icu la r lythemasses who wa t ch in te rco l leg ia tea th le t ic even ts . fu l lcen tu ryo fexpe r ience ,launchedbyChance l lo rH i l landh i s~ ~ con tempo ra r ies ,ha staugh tu stha tun ive rs i ty -based ub l icse rv ic bes tconce iveda sdynam icandc rea t iveteach ingandresea rch ~ �carried out in the full dimensions of the human lifesp . n and the broad range of human association both on and off campus. ~ n this sense, ttJJ,-'" public service should be seen as not a function but.. . ."princi Ie which animates and guides the basic work of a university. Programmatically, it meant one thing at the founding of this institution two centuries ago and to Chancellor Hill and his peers a century past; it means something quite different now. It is the desire directly to serve the social order which created, needs, and nourishes the public university. It is not the only such principle. One can readily think of at least three other guiding influences: the tradition of the university as an institution; the development of the disciplines as - - ---- bodies of knowledge; and the desire to serve the specific students enrolled both on and off campus. All four principles are evident in a university's structure and are powerfully felt in its operation . Constant tension exists among them, since each, if carried to its extreme, contradicts or denies the others. While both private and public universities now engage in public �16 service, the concept has been most truly fulfilled in the state universities, which is why they proclaim it to be part of their central triad of purposes. The desire to respond directly to society and, in turn, to incorporate the ideas thus gained into the central fabric and enerative forc,2. It has helped bring this and other state universities to their worldwide eminence. It has led to the creation of new categories of institutions of higher learning, such as the regional state colleges and universities and the community colleges. In.-?ummation, ublic service is the s irit which animates some of the best things our public universities do. III In turning now to the challenges for outreach for our land-grant universities as we move into the 21st century, let us start with the simplistic notion that our public universities are knowledge resources/reservoirs created and sustained by society to serve societal purposes through activities of preserving knowledge, �17 generating new knowledge, organizing and synthesizing knowledge, - and transmitting knowledge in multiple ways. The term "outreach" has come into usage to summarize the "transmitting" functions of the university with audiences and with methodology not characteristic of that typically used in dealing with young students enrolled in courses on campus. In sharing with you my thoughts regarding challenges in outreach as we head into a new century, I will organize my thoughts around five points . Miss Lois Conrad, my high school speech teacher, taught me that no speech should contain more than two or certainly at most three points, since the typical audience can absorb no more. But with such an illustrious aggregation as that assembled here in Hugh B. Masters Hall today, I feel comfortable in stretching that limit to five ..z- sets of observations. • The first observation concerns the seeming return "shift back" to local responsibility and control in addressing societal needs. �18 For a span of about six decades -- from the "progressive era" at the turn of the century to the late 1960s, and particularly beginning with the "New Deal" in the decade of the 1930s -- the federal government took an ever-increasing part in meeting the needs of the American people . Since the early 1970s, that trend has first slowed, then seemed to reverse. Increasingly, states and localities are being called upon to deliver services and provide benefits to people at the community level. This shift of responsibility and authority back to the community suggests at least two dimensions of outreach opportunities for universities. --- The first relates to fostering patterns of community leadership. I. Individuals in their various roles -- as elected officials, as volunteers serving on citizen boards and committees, as professionals in public and private non-profit organizations and programs -- will need to develop skills and capacities in a broad range of duties they will be called upon to perform -- strategic planning, priority setting, consensus building, decision-making, conflict resolution , assessment and evaluation. �19 A further major opportunity for universities, as responsibility is returned to community people in their organizations and institutions, both governmental and private nonprofit, will be the rovision of techni c I ssistance. Counsel and expertise will be vital in helping communities analyze problems, explore alternatives, establish priorities, and implement solutions to issues which concern them, in a broad range of human concerns, from environmental issues through education and health services to enabling independent living for the elderly and the handicapped. As the political rhetoric at both national and state levels is translated into action in the months and years ahead( shifting responsibility, authority, and resources to community stewardshiP) the opportunities for university outreach to enhance communit capacity will be monumental and imperative. • The second observation concerns the dichotomy between the nature of the problems which concern us and the solutions we devise. �20 The problems of concern to society tend to be complex, multidisciplinary, overarching, penetrating, and permeating. Each of us can make our own list -- inflation, K-12 and higher education, health care and wellness promotion, groundwater quality, environmental issues, violence, civil relationships, peace. On the contrary, the solutions most often devised to address such issues tend to be narrow , discipline or profession-oriented and biased , simplistic, and inadequate to the task. In most fields of knowledge and in most professions, we have benefited from superb specialization. Yet, thoughtful analysis reveals that none of the critical issues confronting society can be dealt with adequately by anyone specialty. Thus, while we must continue to benefit from specialization, we must somehow be successful in mobilizing knowledge resources and expertise for a broad range of disciplines, professions, fields of concentration if we are to be successful in putting to use that which is known. It is a �21 truism that "in most areas of human concern, we know better than we do." Universities, by tradition and by organizational structure, often have difficulty in mobilizing essential knowledge resources to deal effectively with increasingly complex societal concerns. In looking broadly at societal concerns today, there is an almost des erate - need for our state universities to employ their marvelous resources more creatively in serving public interests. The agenda is virtually endless -- early childhood development, K-12 education, economic development and job generation , substance abuse, corrections, environmental quality, well ness promotion and health service delivery, welfare, rural and urban decay, waste disposal -- the list goes on. The success of our society in addressing such issues will influence the quality and character of life for both current and future generations. • Observation three relates to the implications and virtually limitless opportunities which new technology offers to the outreach mission �22 of the university. When President o. C. Aderhold submitted on October 31, 1953, the final application from the University of Georgia to the W. K. Kellogg Foundation for assistance in developing the Georgia Center for Continuing Education, the emphasis appropriately was upon mission and programmatic initiatives rather than simply the highly visible facility. The "Georgia Center was built on a big idea from the start - not just a conference center with eating and sleeping accommodations as useful adjuncts, but a modern adult learning center to include in addition to the living and learning wings, a 'full-fledged television station, a radio broadcasting station , and a studio for the production of twenty full-length documentary films annually .' The idea was that 'the synchronized use of films, television and radio would prolong the opportunity for learning both prior to and after the visit of groups to the campus. "' (2) Alford, Harold J.; Continuing Education in Action: Residential Centers for Lifelong Learning, John Wiley & Sons, Inc., New York: 1968; p. 2 2 (2) �23 That language, four decades ago, has a museum-like quality today. The University of Georgia then was indeed at the cutting edge in using burgeoning technology to serve its educational mission and has continued to be a pioneer and at the forefront in these dimensions of higher education. New developments now in technology provide boundless opportunities for innovation, for access, for dissemination. Changes are occurring so rapidly that it is virtually impossible to keep up. Writing in USA Today in May, 1993 (3) Kevin Maney described "technology's new frontier, merging computers, television, telephones and cable." He said "Over the next decades, a new kind of information and entertainment industry - bigger and more pervasive than anything since the old military-industrial complex - will come together and change our lives at home and work. "The industry, still nameless, is being formed as the TV, film and news business, the local and long-distance telephone companies, (3) USA Today. May 18, 1993 �24 the computer hardware and software industry and the publishing industry all fuse at the borders..... New technology is coming so fast, it is 'taking down any barrier between fulfillment and imagination' says John Malone, chief executive of cable giant, Telecommunications Inc." While Maney relates these developments to information and entertainment, the implications and potential for education and university outreach are evident and awesome. These developments - will occur, with or without colleges and universities as players. ~ ". Universities must move decisively and resolutely, with greater speed than is their tradition, if they are to influence and participate in technologies' contributions to education at all levels and throughout -- ... the lifespan . This University has been pre-eminent in the application of new technology to programs of outreach and lifelong education. �25 Extraordinary commitment will be essential to continuation of this status in this field. • Observation four relates to the conformation of institutional commitment to outreach . In the triumvirate -- teaching, research and outreach -- priority has gravitated in the allocation of resources and the reward system to research, then teaching , and finally outreach. If institutions of higher education are to continue - to deserv e and receive public support for their work within the university, this pattern needs to be adjusted. There needs to be a recommitment to Chancellor Hill's philosophy of serving the public need. The mindset of the university must be committed to the spirit of public service and to this g [gose must be mobilized the strongest of its intellectual resources. The gradual erosion of public commitment to education in general and higher education in --- particular would seem in part to be a consequence of public disenchantment or disillusionment regarding universities, the professoriate, and their usefulness in serving contemporary societal needs. Society , through the political process, increasingly �26 seems to be looking elsewhere for creative leadership and for answers in dealing with increasingly complex issues. To be explicit, colleges of education seem to be less than fully responsive to societal concerns regarding early childhood development and the performance of K-12 educational systems. Colleges of the health professions have not contributed in substantial ways to societal concerns about human wellness, health promotion, and health care services and delivery systems. Colleges and schools of social work and colleges of the social sciences have not been pacesetters in welfare reform and in addressing significant concerns about the human condition. Faculties, administrative leaders and trustees must deal thoughtfully and constructively with thi(lnternal issue. Outreach and service in the public interest must once again become a characteristic of the university. �27 Beyond the university, thought must be given to public support for outreach activities. In the budgeting process, outreach has usually been ancillary or peripheral rather than central to the mission and its budgetary substance. Legislative funding formulas have usually centered around student numbers and reimbursement related to oncampus programs of study leading to degrees or credentials. With the changing nature of society, burgeoning knowledge and the need for lifelong learning, these patterns of funding must be reviewed and alter d. Funding from federal, state, and county sources for such programs as the Agricultural Extension Service, later the Cooperative Extension Service, and more recently University Extension, has been eroding or vanishing. It will take strong leadership on the part of universities and political Rartners to develop and institutionalize new formulas and patterns of funding if lifelong learning and outreach initiatives are to be fostered and sustained. • The fifth and final observation relates to the structures and processes of lifespan education, which need to be strengthened if �28 they are to serve adequately the needs of the next century. One important need is the creation and dissemination of a much stronger knowledge base for the field of-continuing or adult or lifespan education. At present, in continuing education there appears to be a strange discontinuity between its intellectual base and its practice. On the one hand, an impressive body of theoretical knowledge and tested principles is in existence flowing from the work of Seaman Knapp and other towering figures, from multiple graduate theses and scholarly works produced by thoughtful theorists, and from many investigations in allied disciplines. On the other hand, I think I see a great many administrators and other people who carry out adult education solely on the basis of lore, local tradition, habitual routines, hunch, and trial and error, uninformed about the intellectual foundations of their own work. A second need is for universities to complete their task of reorienting their viewpoint from the teaching of young people to the provision of IifesRan learning. Even in the most traditional form of university- �29 based continuing education -- courses offered for credit -- the number and proportion of adults has had an accelerated growth. Adults make up an increasing percentage of the total student body on the campuses of most colleges and universities. But a good deal of anecdotal evidence suggests that the forms of instructions originally designed for an immature student body have not been adequately altered to serve as suitable methods of learning for experienced women and men. Regular class enrollment is important but, as we all know, it is only a small part of a vastly larger whole which includes such continuing educational services as conferences, seminars, lecture and concert series, telecommunication through many media, field staffs reaching out to places sometimes far distant from the home campus, and the provision of learning opportunities for many constituencies, including agriculture, industry, commerce, labor, families, voluntary associations, human services, professionals of various specialization, and solitary individuals. The shi of universities from youth dominated education to a lifespan learning conception will require countless changes in policy within �30 universities, in their relationships with other institutions, and in governmental and other systems of control and reinforcement. Here we must have real and practical change involving new lines on organization charts, higher places for administrators of continuing education in the boxes in those charts, pragmatic changes and promotion procedures and reward systems, and major reallocations of resources. We have had enough general testaments to continuing education and evangelistic approaches to it to sustain us for a long time . We now need to see new policies which are rooted in sustained practice. Universities simply must make such changes for themselves. They can also be the generators of broader change by sponsoring commissions or committees of inquiry into adult continuing education, using their prestige to attract to such enterprises the leaders and policy makers of society. Again, the University of Georgia has been a leader in professional development and in encouraging unified thrusts, bringing together practitioners of various interests and organizational allegiances, �31 involving many parts of their institutions as well as many outside collaborators. As the new century unfolds, it will be increasingly evident that learning must indeed be a lifelong commitment for all learners, if individuals are to satisfactorily fulfill their aspirations in their career or professional activities, their personal lives, their civic responsibilities. Policies, patterns, procedures of the past will increasingly be antiquated and counterproductive. IV Two centuries ago the founding fathers of this University, acting in a ~ spirit of public service, issued a state charter for its establishment. A century later, the University they launched was blessed with the fortuitous election of Chancellor Walter Barnard Hill. Hill, in concert with his faculty and administrative colleagues and political and civic leaders, developed and articulated a vision for the University of Georgia which is still evident today. Deeply committed to the �32 University's service to public needs, he generated a public response which led to unprecedented financial support from both public and private sources. Sensitively tuned to contemporary concerns of individuals, families, and communities in the short span of his tenure / he generated a momentum which carried the University through the early decades of the 20th century and has characterized its subsequent trajectory. Chancellor Hill acted with vision, confidence, courage, and boldness . All of us realize that, in the final analysis, only people are important -only people make a difference. Any organization is a consequence of the people who comprise it. The University of Georgia is a great institution because of its people - past, present, future -- individuals of vision, capacity, confidence, competence, compassion. ~ Today we are}he beneficiaries and the stewards of the legacy which those who have gone before have provided. Mrs. Frances Hesselbein, former president and CEO of the Girl Scouts of America �33 and more recently president of the Peter Drucker Foundation, addressed a group of nonprofit leaders in Michigan not long ago. Mrs. Hesselbein asked us to reexamine our mission -- our reason for being in business, if you please. She asked us to ask ourselves three main questions: "What is our business?" "Who are our c- - customers?" "Who provides our support?" This same exercise can appropriately be beneficial for higher education today. Mrs. Hesselbein also reminded us that "we must work on slouqhinq off yesterday's accomplishments for tomorrow's challenges." This - statement becomes particularly intriguing as we review the critical Roints of higher education's history. Without question, today is -r- another critical point in the history of our institutions of higher education . Unless we slough off yesterday's accomplishments and accept tomorrow's challenges, our institutions and our country will falter. Surely there are no short-term answers. Any idea put into place today cannot be fully measured except in the passage of time. I challenge you now as leaders in higher education to so act that 50 '=r . years from now, astute observers will note that you were the cadre -e �34 that influenced the evolution of higher education , reset its trajectory, dramatically responding to the challenges of your era. May you as educational leaders respond, as did Chancellor Hill a century ago, with the bg,ldness that our time demands. I wish you Godspeed . c:\data\doc\miscrgm\hillect.doc - ::sz=a ,,- � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1995-10-30_RMawby_SPE Title A name given to the resource Russell Mawby speech, The Challenge for Outreach for Land-Grant Universities as They Move into the 21st Century Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 30, 1995 for the W. K. Kellogg Foundation at the Georgia Center for Continuing Education. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1995-10-30 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/43dc8da87ca48a1a85ae1ed15f8b7fa0.pdf d3dfa17fef05d7ada5769a2f4a35a3cf PDF Text Text ,. THE COMMUNITY 'POWER STRUCTURE' IN BATTLE CREEK Remarks by Russell G. Mawby, President W. K. Kellogg Foundation April 2, 1980 Commencement Dinner Community Leadership Acadeny Battle Creek, Michigan 1. I am delighted to be with you at this the first commencement dinner of the Battle Creek Community, Leadership Academy. e.: ~ Frankly, on looking over your program of activities for the past 12 weeks, I was also delighte that your commencement was ~ not going to be held at your usual 7:15 a.m. meeting time. My particular congratulations to each of you for surviving 11 consecutive Thursday morning rituals. But then, I am told that such commitment was one of the characteristics by which members of this first class were selected. It has also been a characteristic ~ ~.* ...-. . h~ ~{ ~\ ~ ) ~ of those who helped shape this program. V -J?~ r ~~ ~ .QO ~. �~~~ ,a s you h~ t h eCommun i ty L e a d e r s h i p A c ad emy i sa r e s p o n s et ow h a th a sb e e nd e s c r i b e db y L e o n a r d Wh it ea s" t h eg r y i n go f .. ..a B a t t l eC r e e k . ~h i n A numb e ro fy e a r sa n d a numb e ro f d i s c u s s i o n sh a v eb e e nr e q u i r e dt ob r i n gt h eA c ad emy e o p l el i k eBob N i c h o l s , f romc o n c e p tt or e a l i t y . P M ik e J a c k s o n , Ann Sw an son a n dm any o t h e r s ,i n c l u d i n g D i c k Wh i tmo r e o fK e l l o g g Commun i ty C o l l e g ea n dG l e n ~ ~ \v~Q q ~,"""Do - J o h n s o no fthe G r e a t e rB a t t l eC r e e k Ch amb e ro fComm e r c e , o.D. 'L _~~ d e s e r v e mu ch o ft h ec r e d i t . ~~- c . . . .- ( ' I I . W a r r e n S p r i c k ,i nh i sl e t t e rt om e p r o v i d i n g d e t a i l sr e g a r d i n gt o n i g h t ' sa c t i v i t i e s ,i n d i c a t e d t h a t ., a n dI q u o t e , "Th ep r o g r am co r run itt e ew o u l d l i k e you t oa d d r e s st h et o p i co f' S p e c i f i cOppo rtu n i t i e s f o rCommun i t S e r v i c e .l i t I t o o kh i su s eo ft h ewo rd s p e c i f i c ,w h i c h a p p e a r e d tw i c ei nt h a tm any s e n t e n c e s , i na v e r ys h o r tl e t t e r ,t om e an : ' k e e py o u r �' l l r em a r k sb r i e f ,t ot h ep o i n t ,a n dp r a c t i c a l . ' I t r yt odo a l lt h r e e . . I s e _ k et l r e 1 '1 ' - ~ ~\-~ e . . - t or I wou l . .d rem a r ~ ~~ • FO. . . . -. , . . , C"' l · -: te "Th e Commun i ty ~~ ~ ~. ~. " _ c : J l - J c . . . < . ~ ~ • edom ow e r -~-; s r : . . ~ - ~-~ ~de " f '_ ~ ~ ~ ~ ~ ~ H o f f e ro n c e o b s e r v e d , "P ow e r ,w h e t h e re x e r c i s e do v e rm a t t e ro r o v e rm an , i sp a r t i a lt os im p l i f i c a t i o n . " Q u i t e s im p l y ,t h ep ow e rs t r u c t u r ei nB a t t l eC r e e k-o rf o r t h a tm a t t e r i na n y commun i ty t h i n g s is b a s e do nm any w e a l t h , p o s i t i o no rt i t l e ,a ni n d i v i d u a l ' s o ra f am i l y ' sr o o t si nt h ea r e a ,p o l i t i c s ,b u tm o s t l y on m e r i t -a b i l i t y ,c om p e t e n c e ,e n t h u s i a sm ,d e d i c a t i o n . : : = ' I t se s s e n t i a lc om p o n e n t ,h ow e v e r ,i sa s e n s eo f commun i ty r e s p o n s i b i l i t y . I ti st h et y p eo fr e s p o n s i b i l i t yt h a tf i n d san i n d i v i d u a ll i k eJ imM c q u i s t o n l e a d i n gt h ew ay i nd e v e l o pm e n to fa F am i l yY C e n t e r f o ra l lof B a t t l eC r e e k . OQ I ti st h ev i s i o na n d ! �d e d i c a t i o no fa R o b e r tM i l l e r , S r .i nw o r k i n g f o r y e a r st oe n s u r et h ea v a i l a b i l i t yo ft h ev e r yb e s ti n ti s h e a l t hc a r es e r v i c e si no u rc omm u n i t y . I i n t h ej a r g o no fs o c i o l o g i s t s-a ni n f r a s t r u c t u r et h a t s u s t a i n sa n dm a i n t a i n s ah i g hq u a l i t yo fl i f ei no u r c omm u n i t y . I ti sa c o n s t a n tf l ow t h a tr a n g e sf rom you ~ 0 ' " \ ~ o f o u rn e i g h b o r ss im p l ys t a n d i n gup a n d e x p r e s s i n gv i ew sa ta P .T .A . ~ o rs e r v i n ga sa v o l u n t e e rf o rt h eR ed C r o s so rU n i t e dA r t sC o u n c i l , t op r o v i d i n gd i r e c t i o na n dl e a d e r s h i pa sa m emb e r o f t h eb o a r do fd i r e c t o r so fo n eo fo u rs o c i a ls e r v i c e s a g e n c i e s . I ti sa commun i ty o r -~ ~ i t y-p ow e r- s t r u c t u r et h a ti sa so l da s Am e r i c a a n d a sn ew a st h eM cC am ly S q u a r eP r o j e c t . I I I . Su ch a s p i r i to f commun i ty r e s p o n s i b i l i t y ,o f - s e l f i n i t i a t i v eand s e l f s a c r i f i c ei sa b s o l u t e l y ~ c r u c i a l to~ commun i ty a n di saL t h ec o r eo ft h i s �o ra sl e a d e r s-now l e a d e r s h i pa c ad emy p r o g r am . F a n di nt h ef u t u r e-y o uh a v ea r e s p o n s i b i l i t yt o s p e a ko u ta g a i n s tw h a t p o l l s t e r sh a v el a b e l e da st h e p s y c h o l o g yo fe n t i t l em e n t-a t e n d e n c yamong Am e r i c a n s t o d a yt os e tb r o a d e re x p e c t a t i o n sf o ri n s t i t u t i o n s , ~ t ot h r u s tn ew re s p o n s i b i l i t i e son t h em ,a n dt os h i f t ' " c e r t a i nf o rm so fr e s p o n s i b i l i t yt oi n s t i t u t i o n sa n d Z ~~ ~ aw ay f r omi n d i v i d u a l s . ~ .. ~~ ~ ~ --- ~ ~~ .J - P a r to ft h i sc h a n g ei no u rc o u n t r yr e l a t e st o t h ec h a n g i n gn a t u r eo fw h a th a sb e e nc a l l e dt h e " s e l f "e t h i c . Mo s t o fo u rc i v i ci n s t i t u t i o n sa r e b u i l ton t h ee x i s t e n c eo ft h i sP r o t e sL a n te t h i cs om e t h i n gw e a r ea l lv e r y fam i l i a rw i t hb e c a u s em o s t o fu sw e r e r a i s e dw i t h i t .I t ' sa ne t h i ct h a ts t r e s s e s t h en o t i o no fs e l f s a c r i f i c ea n ds e l f d e n i a ls a c r i f i c et o d a yf o rf u t u r er ew a r d s ,a n ds e r v i c et o o t h e r s . I t ' sa n im p o r t a n tp e r s o n a lv a l u e ;o n et h a t e a c h ye a rl e ads Ame r i ca n st od o n a te n e a r l y $40 b i l l i o n �t oc h a r i t a b l ea n ds o c i a lc a u s e sa n da g e n c i e s . And t h a t$40 b i l l i o nt o t a ld o e sn o tr e f l e c tt h er e s to f t h ei c e b e r go fg i v i n gw h i c hc o n s i s t so fc o n t r i b u t i o n s ~ """"'------ "nt "m 1e I I " "n di i du l l e a nd t a n t0f m l" l o n s0f l lV l a1s ;neT * ' ~ t h eamoun ts p e n tby c o r p o r a t i o n sb u tt r e a t e da s b u s i n e s se x p e n s e s ,e v e nt h o u g ht h es am ep u r p o s e sa n d b e n e f i c i a r i e sa r eo f t e ns e r v e da sa r et h o s er e a c h e d by IRS d e d u c t i b l ec o n t r i b u t i o n s . [F o re x am p l e ,I 'm s u r esom eo fyou ha v ec om p l e t e dt h eL e ade r s h i pA c ad emy p r o g r am w i t h t h eb l e s s i n ga n df i n a n c i a ls u p p o r to f y o u r em p l o y e r s . ] ~ - i st n ef a c t m 0st t h a t el a r g e s ts h a ~ O~ ~ 1 ~ 11 ~ ~ n som e $35 b i l l i o n o f ~V ~ r e c e n ty e a r s . Th e ~ : / a lm o s t d i v i d e db e tw e e nf o u n d a t i o n sa n dc o r p o r a t i o n s . " �A t t h es am et im e ,w e a l lknow t h e r ea r em any commun i ty n e e d st h a tc o n t r i b u t i o n sc a n ' tb u y . You ~. ith m c a n,t p u r ch a s eW l t on ey a v ( commun l t ~ ~~~.~~ t h a tc h o o s e st os e eo u rs o c i e t y i nt e rm so fi t sp r o g r e s s and p o t e n t i a l ,w h i l e r e c o g n i z i n g t h en e e df o rs o c i a lc h a n g e . You c a n ' tp u r c h a s et h e c o n v i c t i o nt h a tw h i l e Am e r i c ah a sa l o to fi l l n e s s a n ds i c k n e s s ,i t i ss t i l lt h eb e s tp l a c ei nt h ew o r l d t ob es i c k ;t h a tw h i l e o u rs o c i e t yh a sm any s h o r t c om i n g s i ne d u c a t i n ga l li t sc i t i z e n s ,i t s t i l lh a st h eb e s t e d u c a t i o n a ls y s t emi nt h ew o r l d . You c a n ' tbuy s a na t t i t u d eo rs p i r i to f commun i ty l e a d e r s h i po n ew h i c h em p h a s i z e sp o t e n t i a l f o rhum an g r ow t ha n db e t t e rm e n t . T h a ti sr e f l e c t e d i nt h ef a c tt h a ty o uw o n ' t f i n dB a t t l eC r e e k ' s l e a d e r s h i pf i g u r a t i v e l yw r i n g i n g t h e i rh a n d si n d e s p a i ro v e ri n s u rm o u n t a b l ecommun i ty p r o b l em s . Why n o t ? B e c a u s e t h e ya r et o ob u s yw n r k i ng on s u c h �p r o b l em s . Th ey t r u l ya r e ,i nt h ew o r d s o ft h eCh amb e r o fComme r c ec am p a i g n , "B a t t l eC r e e kb o o s t e r s . " V o l t a i r ep u ti t n e a t l ywh en h es a i d , "T r u ep ow e ra n d p o l i t e n e s sa r eb o t ha b o v ev a n i t y . " Iw o u l d s u g g e s tt h a ta s commun i ty l e a d e r s ,e a c h o fyou w i l lo n l yb es u c c e s s f u la n dp r o d u c t i v ei f y o u , t o o ,a c c e n t u a t et h ep o s i t i v ea n dt h ep o t e n t i a lo f i l lq u i c k l yf i n d B a t t l eC r e e ka n di t sp e o p l e . You w t h a to n eo ft h em o s t e l em e n t a r yp r i n c i p l e so fl e a d e r s h i p i st h a te n t h u s i a smf l ow sf rom t h et o pdown ;a n dn o t f rom t h eb o t t om u p . I fyou a r en o ts u p p o r t i v eo f y o u rc omm u n i t y , you c a n ' te x p e c tt of i n dt h a tc o n d i t i o n i no t h e r swho l o o kt oy o uf o rl e a d e r s h i pa n dd i r e c t i o n . IV . So w h a t a b o u tt h es p e c i f i c so f commun i ty s e r v i c e ? Ih a v e no m a g i c f o rm u l at og i v ey o uf o re f f e c t i v e commun i ty i n v o l v em e n t . Wh a I do have a r eaf ew p r a c t i c a ~ that a p pl y ~ s u c ce s si nm o s t �o fl i f e ' se n d e a v o r s ;a l o n gw i t hs e y e r a l c o n~ €_ - ~ t h i n k ¥ o u r -t a l e n t : r em o s t n e e d e di n A s m e n t i o n e d e a r l i e r ,a ni n f r a s t r u c t u r e . o f commun i ty l e a d e r s h i pa n dr e s p o n s i b i l i t yh e l p s m a i n t a i n o rs u s t a i no u rc omm u n i t y ' sr e l a t i v eh i g h q u a l i t yo fl i v i n g . And c e r t a i n l yw e a l lknow c omm u n i t y l e a d e r s h i pi sn o ts t a t i c . I ti sr e n ew e da n de n h a n ce d wh en y o u ,a n dp e o p l el i k ey o u ,a d v a n c ee c o n om i c a l l y 6 V ~~) -..~~ a n ds o c i a l l y -you s h o u l d~ b ea p o l o g e t i cf o r~ k : e mo r e rn ae y . B e p r o u do fy o u r s e l f , y o u ra c c om p l i s hm e n t s ,a n dw h a t y o u wa n tt og e td o n e f o ry o u r s e l f ,y o u rf am i l ya n dy o u rc omm u n i t y . W i t h i n w h a t e v e rp l a c e ,t im ea n ds o c i a lc i r c um s t a n c ey e u ~ m i g h t b ea tt h emom en t ,~ a r o u n da n df i n dw ay s t o r e s p o n dt ocommun i ty n e e d s . And a b o v ea l l ,b r i n gt o w h a t e v e ry o ua t t em p ta r e a l i s t i cc omm i tm e n to ft im e �a n de f f o r t . ~~ ~ ou a r e av o l u n t e e r-b ea g o o do n e . I fy o ua r ea g o o do n e ,y o uw i l lb es e e na n ds o u g h t fy o ua r eo nt h eb o a r do fa n o n p r o f i t o u tb yo t h e r s . I s e r v i c ea g e n c ya n da r eq u i t ee f f e c t i v ea n dq u i t e c omm i t t e d-y o uw i l lb es o u g h to u tt os e r v eo no t h e r ~ b o a r d s ,a n dt omov e u i n t ol e a d e r s h i pr o l e sw i t h i n I ' ,.... t h ec omm u n i t y . F o rt h em o s t p a r t ,t h eCommun i ty L e a d e r s h i pA c ad emy p a n e l i s t sy o uh a v eh e a r di nt h e p a s t 12 w e e k s f o l l ow e dt h a ta v e n u e . I ti sa na v e n u e l im i t e do n l yb yp e r s o n a lc omm i tm e n ta n dh a r dw o r k . And i f y o ua r er e a d yf o rt h er o u g ha n dt um b l ea r e n a o ft h ep u b l i cs p o t l i g h t ,( a n dy o um i g h t w a n t t ot a l k w i t hJ o h nH a r p e ra n d Ann S h a f e ra b o u tt h e i re x p e r i e n c e s ) , Iw o u l d u r g ey o ut or u nf o rp o l i t i c a lo f f i c e~ ~ . l . __. . J ..~ ... •~~~ \ .-. . . , , \ C al s c h o o lb o a r d. I ~ ' .Q . . . . . -~~ r i £ d -t o s aY -Eh er e -is n o -b e t t e r m emb e r , p r o v i n g A s af o rm e rs c h o o lb o a r d ~ for leadersh ip, a n da n om o r e finely f o c u s e d" l o o k i n gg l a s s "o n all th a f is b o t hg o o da n d b a d n hum an n a t u r e . --. �I nmy j u d gm e n t ,y o ua r en e e d e d , mo r e t h a na n yw h e r e e l s e ,o nt h eb o a r d so ft r u s t e e sa n dd i r e c t o r so f B a t t l eC r e e k ' sv o l u n t a r ya g e n c i e s ,s c h o o ld i s t r i c t s , l l .u o v er :nm ent :: r nt ...-..~ - h~~~~~ . a n dp o l i t i c a lu n i t s . An a g e n c y , o r / b e t t e rt h a ni t sb o a r d . T h e r e i sa d i r e c tr e l a t i o n s h i pb e tw e e nt h eq u a l i t yo fa n o r g a n i z a t i o n ' sp a i da dm i n i s t r a t i o na n ds t a f f ,a n dt h e q u a l i t yo fi t sv o l u n t e e rb o a r do fd i r e c t o r so rt r u s t e e s . / T h e r ea r en e e d s ,a n dt h e r ea r eo p p o r t u n i t i e s ,f o ry o u t os e r v eon a r e as c h o o lb o a r d sa n dt h eK e l l o g g Commun i ty C o l l e g eB o a r do fT r u s t e e s , t h eB a t t l eC r e e kC i t y C omm i s s i o n , t h ef o u rt ow n s h i pb o a r d so ft r u s t e e s ,t h e S p r i n g f i e l dC i t yC o u n c i l , a n dt h eC a l h o u nC o u n t y B o a r do fC omm i s s i o n e r s . T h e r ei st h eA r e aM e t r o p o l i t a n S e r v i c e s Ag en cy (AMSA ), w h i c h i sr e s p o n s i b l ef o r c o o r d i n a t i n gs e r v i c e so fs i xg o v e r nm e n t a la g e n c i e si n t h ep r o v i s i o no fc e n t r a l i z e dp o l i c e , am b u l a n c e ,a n d f i r ed i s p a t c hs y s t em s . S i xl o c a lg o v e r nm e n t sb e l o n g �t oAMSA ( S p r i n g f i e l dand t h ef o u r ~ two ~ ~ ~~ O~ ~ C r e e k h a sf o u rr e p r e s e n t a t i v e s ,p l u sa c h a i rm a n ) . Look , i n t oo p p o r t u n i t i e sf o rm em b e r s h i p on t h a tb o a r d . C o n s i d e rt h ewo rk o fB a t t l eC r e e kU n l im i t e d , t h e g o v e r nm e n t a lu n i tr e s p o n s i b l ef o rd e v e l o pm e n to ft h e F o r tC u s t e rI n d u s t r i a lP a r k . F i n do u t ,e v e n mo r e t h a ny o ua l r e a d yh a v ei nt h ep a s t 12 w e e k s , a b o u tt h e p l a n so ft h eDown town D e v e l o pm e n tA u t h o r i t y . ~~ ,.One of y o u r own m emb e r s , K en B e l l , s e r v e son t h eDDA B o a r d and c a nt e l lyou a l la b o u tt h a tD ev e lopm en t h .~ I ti sr e s p o n s i b l a s p e c t soEdown town r e d e v e l o pm e n t ;t h e r ew i ll b e f u t u r e How ev e r , l e tm e o f f e rj u s to n ec a u t i o nr e g a r d i n g m em b e r s h i p on a n yo ft h e s el o c a lb o a r d s . Wh en p e o p l e go on t .h r :b o a r d so f ag e n c i e s, sc hooI d i s t r i c t s ,o r �g o v e r nm e n t a lu n i t s ,t h e ym u s t r e c o g n i z ew h a t t h e i r r o l ei s-n am e l yt op r o v i d el e a d e r s h i p . A t t h es am e t im e ,t h e ya r en o tr e s p o n s i b l ef o r ,n o rs h o u l dt h e y g e ti n v o l v e di n ,t h ed a y t o d a ya dm i n i s t r a t i o no fa n a g e n c yo ru n i t . I nt h er e c e n tp a s t ,t h e r eh a v eb e e n e x am p l e si nB a t t l eC r e e ko fb o a r dm emb e r s s t e p p i n g o v e rt h a tf i n el i n e . Th ey h a v eb e com ei n v o l v e d , [ " em b r o i l e d "m i g h t b ea b e t t e rw o r d , ] i nt h ed a i l y a dm i n i s t r a t i o no fa g e n c i e s 'p r o g r am s ,t ot h ed e t r im e n t o ft h eo r g a n i z a t i o n sa n dt h ec i t i z e n st h e ys e r v e . I fyou w o u l dp r e f e ra mo r e g r a d u a li n v o l v em e n t i ne x p a n d e dl e a d e r s h i pa c t i v i t i e s ,c o n s i d e rs e r v i n g . -- on t h ev a r i e t yo f ~ - - ~ ~- - ~- ~ -~ q. r ~~ w h i c hh e l po p e r a t e ~\ ~ n e a r l ya l lt h es o c i a ls e r v i c ea g e n c i e si no u rc omm u n i t y . T h a ti sp a r t i c u l a r l ys ow i t h t h eU n i t e dW ay a g e n c i e s . F o re x am p l e ,t h eF am i l yY C e n t e rh a sc i t i z e nv o l u n t e e r c omm i t t e e sd e a l i n gw i t h a l la s p e c t so fi t sp r o g r am . A n o t h e rp o s s i b i l i t y ,a n do n ep r o b a b l yw i t h t h eg r e a t e s t �l o n g r a n g ep o t e n t i a lf o rl e a d e r s h i pd e v e l o pm e n t ,i s s e r v i c eon t h eU n i t e dW a y ' s P l a n n i n g ,P r o g r amm i n g and B u d g e t i n gD i v i s i o n . T h a td i v i s i o nr e v i ew st h ep r o g r am a n db u d g e tp r o p o s a lo fe a c hU n i t e dW ay a g e n c y ;h e l p s s e tU n i t e dW ay c am p a i g ng o a l s ;a n dr e s h a p e sa g e n c y b u d g e t s , ~ U n i t e dW ay d o l l a r st ot h ea g e n c i e s a f t e rt h ea n n u a lC amp a ign i so v e r . P a r t i c i p a t i o ni n t h eP l a n n i n g ,P r o g r amm i n ga n dB u d g e t i n gD i v i s i o n i sa r a r el e a r n i n g ~ ~ w h e r ey o uc a ng e tt oknow t h eo p e r a t i o n s and t h ep r o b l em so fm o s t ~\) ~~~ a g e n c i e s . And , Iw o u l d u r g ey o un o tt oo v e r l o o kt h e o b v i o u si nt e rm so f commun i ty l e a d e r s h i p . Ou r l o c a l ~ \? ~. , . . \ )5 " t5 ', 7 i , c h u r c h e sa l lh a v en e e df o rgood c omm i t t e em em b e r s , ~ good b o a r dm em b e r s , d e a c o n s ,a n dt e a c h e r s . N ~ B a t t l e C r e e k ~ on t h et h r e s h o l do fa ne x c i t i n gd e c a d e , o n et h a tcou ld s e eo u r commun i ty b l o s s om f o r t ht o �} -- �a g a i nm e r i t i t sd e s c r i p t i o na st i t h ebes tknown c i t y o fi t ss i z ei nt h eU n i t e dS t a t e s .tI I t ' sa ne x c i t i n g t im e tw i t h s u c ha c t i v i t i e sa st h ec om p l e t i o no f S q u a r e ,c e l e b r a t i o no fB a t t l eC r ee k ' ss e s q u i - ~ c e n t e n n i a lo r lSO t ha n n i v e r s a r y ,t h e1 9 8 1W o r l d H o t A i rB a l l o o nC h am p i o n s h i p , c o n t i n u e de x p a n s i o no ft h e F o r tC u s t e rI n d u s t r i a lP a r k ,a n di ng e n e r a la n ew a p p r e c i a t i o no ft h em any p o s i t i v ea s p e c t so fu n c o n g e s t e dt f r i e n d l yl i v i n gi nsm a l l t ow n ,B a t t l eC r e e k , U .S .A . Th e t r u em e a s u r e o fo u rp r o g r e s s ,h ow e v e r ,w i l ln o t b ei nt e rm so fmon ey s p e n t ,o rb u i l d i n g sc o n s t r u c t e d . R a t h e r , i t w i l lb em e a s u r e d b yy o u rs u c c e s s ,a n dw h a t i sa c h i e v e db e c a u s eo fy o u rs e n s i t i v i t ya n dr e s p o n s i v e n e s sa sl e a d e r st ot h ed e s i r e sa n dn e e d so fa l l s egm en t : C r e e k . A n d , a sA c ad emy g r a d u at e s , y o uw i l lb et l g r a d e d "b y how w e l ly o uc a r r yf o rw a r d / h~ c o u r a g e ,~ and R o b e r t Mi l l e r s ,K erm ~ ~ o ft h e �B r i d g e s_ M a r c u s ~ ~ ~ an t i e o r g e y o u r s e l f "Wh a tk i n do fl i f e ,w h a t k i n d - o f a commun i ty do I w a n t f o rm y s e l f , f o rmy f am i l y , a n df o rmy n eig h b o r s now a n dn e x ty e a r-a n dt e n , tw e n t y ,t h i r t yo re v e na h u n d r e dy e a r sf romnow ? " W e a r ea l lf am i l i a rw i t h t h el a t eR o b e r tK e n n e d y ' s v e r s i o no ft h el i n ei nG e o r g e B e r n a r dS h aw ' sp l a y B a ck t oM e t h u s e l a h : "Som em en s e et h i n g sa st h e ya r e a n ds a y 'w h y ? 'I d r e am t h i n g st h a tn e v e rw e r e a n ds a y 'whyn o t ? ' " I ti st h a tt y p eo fv i s i o n a r ya n do p t im i s t i c v i ew o fc omm u n i t yl e a d e r s h i pw h i c hw e w i l l l o o kf o r , a n de x p e c t ,f roma l lo fy o u . 7 God s p e e di n ~ l n gy o u re x p a n d i n gr e s p o n s i b i l i t i e s a n di np r o v i d i n gt h el e a d e r s h i po u rc omm u n i t yw i l l n e e di nt h ey e a r sa h e a d . , JMR j \ . JPC : {4 /1 /80 � 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_1980-04-02_RMawby_SPE Title A name given to the resource Russell Mawby speech, The Community Power Structure in Battle Creek Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given April 2, 1980 for the W. K. Kellogg Foundation at the commencement dinner of the Battle Creek Community Leadership Academy. 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 1980-04-02 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/27af0c9653a7587ea98baeb0fd660ce9.pdf a72e83be9bd0ba8987c2bd83927831da PDF Text Text Remarks ' by Rus sel l G. Mawby, President Board of Directors The Educational Foundation of Alph a Gamma Rho Fre sno, California Augu st 17, 1976 This mo rn ing the balanc e o f our breakfast program will f ocus on The Edu ca t i ona l Founda ti on of Al pha Gamma Rho . On behal f of t he Founda t i on Board , I wish to expres s our apprec iat ion to t he Exec ut i ve Council and th e Pro gram Committee for this opportunity o f r ep orti ng to ou r National Conventi on. I will be sharing with y ou bri e fl y s ome of the highlights of your Foundation' s progress to date and shar i ng wi th yo u ou r pl a ns for the future. Most of us kn ow too litt le ab out t he Edu ca ti on al Foundation of our f rat e r n i ty . We need to better understand its purposes a nd its potenti al i f the Foun dat ion is t o make i ts max imum contribution to our bro t he r hood . You a s l e aders of your Chapt ers shoul d be e specially aware o f t he s upport t he Foundati on offers a nd should als o be a dvis i ng yo ur Found ati on Boar d of ot her ne eds t o whi ch they sh oul d gi ve co ns ideration . First, a word of backgr ound : Al pha Gamma Rho , a s a l l o f us r e a li ze , is a very complex or ganizat ion wi th our network of act ive chapter s , alumni groups , and the Nat io nal Fratern ity . Each of these elements has all sort s o f needs - - for physic al f aciliti es , f or th e oper at ional budg e t s of local chapt ers, for the activiti es of our Nat io nal Office . lifelong basis--t o f ul f i l l thes e ne eds. As members, we are obligated--on a Contributions to the fraternity by alumni do not qual i fy as deduct io ns for char i t abl e or educational purp os e s under f e dera l income tax r e gu l ation s. In r e c ognition of this fac t, t he re develope d t he con cept o f a tax-exempt educat ional f oundati on as an auxili a ry unit of our frater n i ty . Thi s idea wa s fir s t co ns ide re d at our nat i ona l �2 convention 12 years ago and was authorized at the national convention 10 years ago, in 1966. As stat ed in the Foundati on' s by-laws, the general purposes are to provide financial support: for educati onal and scientific purposes; to a i d and assi s t ne e dy a nd deserving stude nts in securing a better educati on; and to promot e a nd encourage scientifi c, ph i lo soph i c , and lit erary endeavor s. To accomplish these pur pos e s , the Educ ational Foundation is authoriz ed t o r ec eive money or property by gi f t , devis e or bequest, and to hold, mana ge, inve st, a nd expend such ass ets for the study, experimentation, and advancement o f agr icult ur e or a r eas of r ela t ed e ndeavor . More specifically, funds admi ni st ered by the Foun da t i on are us e d t o: p r ovi de a.ssistance t o needy students through gr a nt s and lo a ns; encour age academic excellence--throu gh scholarship s a nd spe ci al awar ds t o i ndividuals students (including students outside the fraternity), and f or chapt e r awards for over-all academic excellence (to be used f or educational purposes); and to stimulate academic excellence through sup port of chapter reference libraries and other study faciliti e s, and through support of tutorial and counseling programs. Organi za t ional l y , the Edu cational Foundation is an autonomous. tax-exempt, chari table, non-profit corporati on. The membership includes any member of Al pha Gmrrma Rho who has c ontributed $1 00 or mo r e on a n a c cumul a t i ve basis. At the pre s ent time there are 131 members. At t he annual meeting of the membership held last evening 20 members were present. I hope that many in a t tenda nc e a t this conve nt i on will be motivat ed t o become members. or at graduat ion . Be a par t of the growing number o f active alumni! The Foundati on is managed by a Boar d of e lected for a six-year term. t erms on the Board. J oin now-- D i r e c to ~ 's of six members, each Di rec tors c annot be re-elected to successive �3 The six men who now constit ut e the Board are Art hur L. Knobl au ch , Michigan State (President Emer itus , Western Illinois University); Clifford M. Hardin, Purdue (Vice Chairman, Ral st on Puri na), Glenn H. Sul l i van , Western Illinois (Professor of Marketing a t Pur due ) ; Paul K. Bres e e, Illinois (Corporate Executive and Past Grand President, AGR); Donald C. Brock, California-Davis (President of Br o ck Res earch, Inc.); and Jay H. Townsend, Purdue (Legislative Assistant, New Yor k Legislature). Phi l Josephson serves as the Foundation's Secretary. There are two major a s pe ct s in t he a f f a i r s o f the Educat iona l Foundation: Resour ce s (the raising o f f unds) and Programs (u s e of our f u nds ) . From the res ources standpoint , the assets o f yo ur Educat ional Founda ti on today a re $69 , 58 0 . This compares very f avorably with the situation a t the time o f ou r nati on al convention t wo year s a go when the net worth of the Foundation was $34,500. I think th e doubling of our net worth s tat us in a two-year p eriod i s commendable and that t h e r e c ord t o dat e i s good f or t he very short life of t he Edu cational Foundati on. Howeve r, th i s is a r a ther small sum o f money in r el a ti on to the educational nee ds of our fr at e rnity. Thus , while we can be sat is f ie d with progress to da t e, ther e is a gr eat c ha l lenge to ge ne r a t e more r e s ourc es so that the Educati onal Foundati on may more fUlly ser ve its purposes. There are three sources o f fund s t hat we have b e en de vel op i ng to date: (1) Chapter contributions. Six y ears a go the nati onal convention adopted a r e solution to encourage active chapt ers t o contribut e 50 c ents per member per month to the Education Foundation . At ou r nati on al co nvent ion four years ago, thi s recommendation was reaffirmed . However, no chapt er s have b een p r ov i di ng su ch support to the Fou ndation, f ew ha ve made any con tributi on. (2 ) The ma i l campaign to our alumni . This annual mail ing to alumni in the f all of the year i s the mai n source of our revenues t o dat e , p roduc i ng about �4 $10,000 a nnually. We will be changing t he mail campaign pla n this year , based on ou r exper iences ove r the pa s t y ears . t o all al umni . Formerly mai lings we r e made Thi s year, to save po s t age a nd ot her cos t s , we will mail directly on ly t o t hose Brot h e rs who have cont r ibut ed t o e ithe r the Foundation or t he Alumni Voluntary Due s Program in the pa st. The evi denc e is clear that th os e who have given are most likely to give agai n a nd to increa s e t he i r annual gi f t . To p rovi de an op por t un i t y f or al l othe rs , we will have a spec ial f e ature and a co nt r i bution e nv elope i n the f al l i ssue o f the Sic kle a nd Sheaf . A discouragi ng ob s ervation i s that o f t he 26 ,000 alumni o f Alpha Gamma Rho, onl y about 900 respo nded wi t h cont r ibut ions last year. Anything you, your active chapte r s , or alumni groups can do to encourage participati on will be helpful and appre c iat ed . ( 3) An e st at e plann i ng program t o encoura ge gift s a nd bequ e s t s. We have revi s ed the publ i cat i on , "Th e Chal leng e , " which provide s tech nical information r e garding s uc h co nt r ibut ions . of feder al tax l aws. Thi s revision r eflect s the l at est r e gulations This will be us ed as t he basi s fo r an exper iment a l pro- gram to co nt a ct alumni in select ed st at es who may be int erest ed in estate planning. We a re developing plans t o provide individual counsel and guidance in work i ng out est a t e plans whi ch will serve individua l nee ds and will also h elp the purposes o f the Edu ca t i on al Foundati on. Tha t' s the r e s our s e s i de : We're smal l , but growi ng . We ne ed your help. Our progress in pr og r ams , of co urse , is relat ed to our progre s s in securing r es ourc e s. We cannot undert ake more than we can a f fo r d . Thus, withi n the limitati ons of our resourc e s, we have undertaken t he f ollowing programs. 1. Mat ching grants to chapte r s fo r educ at ional purpo s es . The s e gran t s t o chapt e rs have usually b e en in the f orm of s cho l a rsh ips , awar ds , a nd gr ant s f or assistance in library i mprovement. Twenty-two chapt ers t ook a dvantage o f �5 this matching gr a nt s progr am in 1973-74. We hop e even more will avail themselves o f this opp or t un i t y in the coming yea r . Up to $400 is available to each ch a pter on a matching basis, subj ect t o th e appr ova l of their pro posal by the Foundat i on's Board. 2. The Educ ati on al Foundati on awards two na ti on al scho l a r sh i p s each y ear o f $60 0 each . One is to an outstanding 4-H Club member t hroug h the National 4- H Council ; t he other is t o an outstanding FFA member thro ug h the National Vocati on al Agricultural Tea che r s Ass o ci a t i on . 3. Chapter awards for scholarship. Thes e s ch olarship recognitions a re present ed by th e Nati onal Fraternity, reco gnizing s ch olastic excellence for large, medium , a nd small-size chapters. 4. In add it ion , t he Boar d of t he Educ ati on al Founda ti on has aut hori ze d a budget of up to $1 , 00 0 f or a ddi t iona l awar ds r elated to scholar sh i p , l eadership. ac h ievement , a nd ser vic e . Details o f this awards p rogram will be det ermined by t he Exec ut i ve Counc i l o f the Nat ional Frat e r ni ty . The ideas whi ch h ave been sugges t e d f or pos sib l e p r ogrammi ng development by the Educati on al Foundation are exciti ng indeed. At present, our creativity and initia tive are co n s t r a i ne d by our limited r es ources. As we succeed i n r ai sing add i t ional fund s , I am sur e that y our Educatio nal Foundat i on can make an ever greate r co nt r i but ion to t he educati onal purpo ses of ou r brot h erhood. At ea ch of our national co nvent ions . one of the convent i on co mmi t t ees i s concerne d wi th Scholarsh ips and t he Educat ional Fou nda tion. year i s Ken net h Moore of Beta Gamma . The chairman thi s Br ot he r Moore will now present hi s commit tee's report for your considerati on. �6 Now to p r e s ent t he Scholar ship Awar d s I present Brot he r Al Knoblauch, a member o f the Foundati on Board . As the r etiring Pres ident of t he Boa rd , I appre c iate the oppor t un i ty of shar ing the Educ a ti ona l Foundat io n story with you, As leade r s of your Chapt e r s , I urge you t o uti li ze more f ully the r e s our c e s of the Foundati on. As alumni, I invite you to j o i n in s up po rt . In t he Educational Foundation, we have a good thing growi ng fo r Al ph a Gamma Rho . � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1976-08-17_RMawby_SPE Title A name given to the resource Russell Mawby speech, 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 17, 1976 for the W. K. Kellogg Foundation to discuss and explain the Educational Foundation of the Alpha Gamma Rho fraternity. 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 1976-08-17 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/faa0273c86144b6e1085f850ac8be0ef.pdf 54431a75e63f2b565c983d702eda61b0 PDF Text Text "THE FOUlm ATIO N GIV ER'S POINT OF VIEW' Rus s ell G. Mawb y , P res i d e n t W. K. Ke l l ogg Found a t ion at Andrews Univ er slty Mar ch 14, 1979 1 am d el i ght ed to be wi t h yo u t hi s after n oo n . 1 app reci a te th e c ommer c i al f o r c o r n f l a ke s i n th e i n tr o duc t i o n -- " Th e best to yo u each mor n i ng , " a n d i f y ou r e ally wan t t o b e he l pf u l , t h e mar g i n s are a little bett er on Ra is i n Bran. I am ,d elighted to be h er e for seve r a l reasons. As Dr. Lall indicated, I a m just a n old farm boy a n d i t is goo d to get out in t o we s ter n Michigan. I grew up on a f ru i t far m a lit t l e n o rth o f h ere s o 1 we l come t h e c ha n c e t o ge t o u t o f th e o f f ice a nd come he re ac ross th e b ack road s to s e e i f th e s e f ell ows are ge t t i ng th eir spr i ng work do ne . Be rr ien Springs a nd Be r r i e n Coun ty represent fami l iar t e rrit ory to me , may~e some of yo u who have come f rom dis t a nt points. I more s o than to St a t e 4-1I CJub Le ad er \,~' s in Mi chig an for a numb er of yea r s a nd came often to t h e Ber r i e n County Youth Fair. Now I am still a f armer liv i n g on 2 s mall f arm ~ e 2r Hi c kory Cor n er s a nd o c c a s i onally 1 brin g one of my Ar a b i a n ho rses d o wn to a ho rse s h ow h er e. Be t t y Mc Guir e who i s coming up n e xt o n thi s pr o g r a m is an o ld f r iend . Dur i n g th e b re ak b etwe en sessions, Betty aske d me about cwo me mb e r s of t he Ma wb y family n amed Yankee and Dood Le . Yankee and Dood l e are a pair of oxen t h at I tr a ine d for the Ameri c an Bi c e n t enni al in 1976. I t Lou gh t a n old form b o y ough t t o do some th ing d i f f er ent, at l e a st every 200 y pa r s , s o I tr ained Yankee a nd Do od le a s a pa i r of o ~ en to d r ive . We 've don 2 a l l to g e ther, including go ing to Washing to n , D .C . fo r t he Hap py Parade. I s u spec t I am th e on ly living Amer ican \·)1 10 so ~ ts of Bi ~thday th ~ n 8 s U. S . A. h as d r t v en a p a ir of �2 ox en down C o n s t i t u t i o n Av enue f r om t h eC ap i f : :o lt ot h eL inc o l nH emo r ia l . Y ank e e and Dood le w e r e i n v i t e da c o u p l eo fy e a rs ago t ot h eB e r r i e nCoun ty F a i r and t h e yi n v i t ed m et ocom ea l o n g . H eh ad a n i c ev i s i th e re t h e n . So i t ' sgood t ob eh e r ei nB e r r i e nS p r i ng sa tAnd r ew s U n i v e r s i ty . O f c o u r s e ,r e f e r e n c e h a sa ~eady b e en m ad e t ot h er e l a t i o n s h i po ft h eK e l l o gg f am i l yw i t h t h e A d v e n t i s t Chu r ch . a son e who s e Tha ti sa l o n gr e l a t i o n 3 h i pand a s i g n i f i c a n to n e . F i na l l y , aree~ h a sb e en i ne d u c a t i o n ,i t ' s a lw ay sa p l e a s u r eand an i n s p i r a t i o nt ob ew i t h su cha s you . So ,f o rm any r e a s o n s ,t h a n k sf o rt h e p r i v i l eg eo fb e i n gw i t h you t h i sa f t e r n o o n . H e ' l ln o t go i n t ot h eK e llogg f am i l yt r e e . JohnH a rv ey K e l l o gg h a s a l r e a d yb e en r e f e r r e dt o . W . K . K e l l o g g and JohnH a rv ey K e l l o gg w e r . eb r o t h e r s . Som eone m ad er e f e ren ce e a rl i e rt h i s af t e r n o on t oa g ran to f$ 10 m illion m a de t oNo r thw e s t e r nUni .va rs ity y e ste rday . AK e l l ogg g ra n t .. b u tn o tt h eH . K . K e l l ogg Found& t ion . Th a tg r a n tw a s f romt h e JohnL . and H e l en Ke l l o g g Founda t i o n . JohnL . K e l l o gg , a so no fW . K . , w a s a Ch i cago b u s i nessm an . H i sw idow , M r s . H8 1 en] ( e llogg, ~ ssed aw ay abou t ay e ar agoand he re s t a t e i snowb e i n gd i s t r ib u t e d by t h 8t r u s t e e so fh e r foun d a t i o n . Th e to p i c ass i gned t om e is "T h e Founda t i o nG iv er' s P o i n to f V iew . " I s u s p e c tt h es u b t i t l ei s :How t og e t mon ey o u to f a fo u n d a t i o n. . . 1t h i n kt h a t ' s wh a t you a re r e a l l yc o n c e r n ed abo u t . W e ' l l b e Lnfo rrnaL a s you can t e l l .I ' l l m ak e som eo p e n i ng comm e n t s and t h e nw i l lc o n s i d e r you r sp e c i f i cq u e s ti o n s . 1 hope you w i l l be a sd i r e c ti n you r ques t i on s as you knowhow t ob e . G iv ing i san Ame r i c a nt r a d i t i o n, I t ' sp a r to fo u r Am e ric a nw ay o f lif e , p e r h ap s mo r e h i g h l yd ev e loped i no u r so c i e t yt h a ninany o t h e t . L . f f i c rlc au s g i v e o fo u rt im e , OU i t a l e n t ,o u r money fo ra ll s o r t so fp u r p o ses , inou r Lo cal , corn mun lt y , i ncu r country a r .d Ln OU I v rorL d. �3 Ap r i v a t ef o u u d a t i o ni ss im p l ya p a r to ft h a ttrad ition. F o u n d a t i o n s s im p l yr e p r e s e n ta l e g a lm e c h a n i sm by w h i c h p e o p l eo fs u b s t a n t i a lm e an s c a n d i r e c tt h e i rr e s o u r c e si na s y s t em a t i cw ay t op h i l a n t h r o p i cp u r p o s e s . S o t h ep r i v a t ef o u n d a t i o ni ss~m y a ne x t e n s i o n ,a n o t h e rr am i f i c a t i o no ft h e Am e r i c a n t r a d i t i o no fg i v i n g . I ' l l n o tg oi n t oa g r e a t am o u n to ff o rm a ld e t a i l . It h i n kyou kuow a l o ta b o u tf o u n d a t i o n s . I ' l l s im p l yi d e n t i f yv e r yq u i c k l yf o u rk i n d so f f o u n d a t i o n st h a tyou s h o u l dh a v ei nm i n d . t h eT ax ~ orm F i r s ti sw h a t i sc a l l e du n d e r A c to f 1969 a commun i ty f o u n d a t i o n . A commun i ty f o u n d a t i o n i se x a c t l yt h a t . . . i t i sa f o u n d a t i o ne s t a b l i s h ed i na c o o r u u n i t ya sa m e c h a n i sm b yw h i c h p e o p l ec a nd i r e c tt h e i rr e s o u r c e st op u b l i cp u r p o s e s ,f o rp u b l i c b e n e f i t . A n ex am p l e wou ld b et h eG r e a t e r K& lama z o oF o u n d a t i o n . I n d i v i d u a l s c a ng ive f o rt h eg e n e r a lp u r p oses o f a commun i ty f o u n d a t i o n ,o rt h e yca ng ive f o ra s p e c i f i cp u r p o s e . You c a n" e a rm a r k "y o u rg ift an ds a y" Iwa n tt h i st o b ea s c h o l a r s h i pf o rs t u d e n t sf r oms u c ha b a c k g r o u n d ,f r oms u c ha na r e ao f i n t e r e s t , "o r" Iw a n t t h ep r o c e e d sf r omm y c o n t r i b u t i o nt ob eu s e df o rt h e f u r t h e r a n c eo ft h ep e r f o r m ing a r t s "o rw h a t e v e r i t m ay b e . C omm u n i t y fo u n d a t i o n sa r ev e r yb r o a di np u r p ose ,b u tu s u a l l ya r es p e c i f i ct ot h ec o mmun i ty o f w h i c h t h e ya r ea p a r t . T h3 t ' su s u u l l ya f a i r l ywe l ld e f i n e dg eog r a p h i c area. Som e t im e si t ' s ac i t yo ra c o u n t y ,s om e t im e sa r e g i o no fa s t a t e ,b u tu s u a l l y ap r e s c r i b e da r e a . Y o u w a n t t orem emb e r commun i ty f o u n d a t i o n sa sa v e r y good s o u r c ef o ra c t i v i t i e si ne d u c ati o n, huma ns e r v ic e s, hea l t h ,w hateve r. Th e se c o n d ki n do f f o und a t i o ni st h ec o r p o r a t ef o u n d a t i o n . Th i s is s im p l y t h eg i v i n ga rm o fa f o r p r o f i tbus i n e s se n t e r p r i s e . E x amp les a r e th eS ea r s F o u n d a t i o n ,t h eExxon F o u n d a t i o n ,t h eF o r dH o t o r C o r n p auy " F und ( a sd i s t i n c t f r omt h eF o r d Founda t i o n ) . A ga i n ,t h e ya r ea w ay i nw h i c h af o r p r o f i t �4 b us i n e s sc a n di r ec tsom eo f i t sreso u r c e s to pub lic b e n efit. T h e yve r yo f t e n ha v ec e r t a i nki n d so fp r og ram sf o rw h i c h t h ey p r o v i d e suppo rt a n d veL yo f t e n , a l t h o u g hn o t alw a ys, t h e i rreso u r ces a r ea v a i l ab l e in c ommun iti e s~yh ere t h e y may h a v ep la n t so r m a jo r ope r a t i ons . T h i r d ,w e 'll ta l kabou t pr i v ate g rant -m a k i n g founda t i o ns . T hese ar e f o u n d a t i o n s est a b lished us u a l l yb yi n d i v i d u a l s ,wi t ht h er e sou rces d i r e cted t og r a n t -m a k i n gp u r p o s e s . I ' l l g ene ra lize and s u gges tt h a tt h e r ea r etwo k i n d so f gr a n t-m ak ingf o u n d a t i o ns . F irst a r e th e sm a ll faQ i ly f o u n d a t i o ns. T he s ea r eus u a l l yr e lativ el ysm a l l ,a ltho u gh to an o l d farm boy w h e n you g et a n y t h i n gwL tha h al fa m i l li o no ra m illion doL l .ars, th a tseem sp r ett yla r g e . ft h ese fam i l y f o u n d a t i o n sar ee v e n la r ge rt h a nt h a t . E sse n t i a ll yt h e y S om eo r e p r e s e n ta w ay b yw h i c h a fam i ly c a nd i r e c ti t sreso u r c e st oph i l a n t h r o pic p u r p ose s . Us u a l lyf a m il ym emb er sar emu c h invo lved i nthe op2 r a t i o no ft h e f o u n d a t i o n ,w ith no p r ofess i ona lst a f fm emb er s . T h i sk i n do f fo und ati o n m ay b eo p e ra t ed d i r ec t l yby t h ef am ily, by a l a w y e r, o rb y a tr u s tof f i c e rat a b a n k ,b u t th ef am ilyu s u a l ly i sin volved i nthed ec is i o n si n v o l ved 1 .1 t h eg r a nts . V e ry o f t e nt h egr a n t sa r e di r e c t ed t ot h ear e a sof i n t er e s to f th e fa w il y m emb e rs e d u cati o n ,t h e ar t s , he a l t hs e rv i c e s ,e n v i r o nm ent a l iss u e s , or w h a t e ve r . I fw e l o o ka tthenum be r o ff o u nda t i ons i nth i scou ntr y ,t h is c a t e g o r yre p r e se n t st h el a r ges tnum be r. n o tt h e la r ges ts o u rce. I fyou totaL up t h ereso u rces ,t h e ya r e B u t in te rm so fc omm unit ylifeand m ak ing a d i f fe re n c e i nt h e li v e so f peo p l e and i nt h ea ctiv i t i e so fa s p e c ifi ci n s t i t u t i o no r or g a n i za t i o n ,f am il yfoundat i ons a r eo f gr e at sig n if i c a n c e . S oy ou' l l w an t t ob e come fam il i a rw i t h the f am i l yf o u n d i l t ions inyou rp a r to ft h ew or l d. F i na l l y , th e r ea r ethose p rLvata f o u n d a ti o ns w hi c h \1C c a l l Larg c, g en er a lp ur p o s ef o und3ti o n s. T hese ar eth e o~nda t ions o ft h e a~ s reso u rces : �5 43 h a v ea s s e t so f$ 100 m i l l i o no rm o r e . U s u a l l y t h e yh a v ea p r o f e s s i o n a l s t a f f ,a l t h o u g ht h a tv a r i e sf r omo n eo r twop e o p l et oa a~ e n um b e r . T h e i r p u r p o s e sa r emo r e g e n e r a l ,b u tm ay b ec l e a r l ys p e c i f i e da n di nm o s t i n s t a n c e s t h ed o n o ra n dt h ed o n o r ' sf am i l ya r en o t im p o r t a n ti nt h ed a y b y d a yo p e r a t i o n s o ft h ef o u n d a t i o n . I nmy comm en t sa n di na n sw e r i n gy o u rq u e s t i o r , s ,I ' l l t r yt oa n sw e r a c c u r a t e l ya c r o s st h es p e c t r umo ff o u n d a t i o nt y p e s . T h e r ea r ea b o u t2 2 ,000 f o u n d a t i o n si nt h ec o u n t r y ,m o s t o fw hi c ha r esm a l l ,l o c a l l yo r i e n t e d ,f am i l y r e l a t e df o u n d a t i o n s . T h u s , i t i sim pos s i b l et og e n e r a l i z ef o ra l lf o u n d a t i o n s , b u tI ' l l t r yt ob es p e c i f i ca n dh e l p f u l . Th eW . K . K e l l o g gF o u n d& t i o ni sa l a r g e ,g e n e r a l p u r p o s ef o u n d a t i o n e s t a b l i she d alm ost 50 y e a r sa g ob yW . K . K e l l o g g . t h eK e l l o g g Comp any , t h ere a d y to e~t M r . K e l i o g g e s t a b l i s h e d ce r e a lm a n u f a c t u r eL , b a c ki n1 906 . He v e r ye a r l yd e t e rm i n e dt h a tw h a t e v e rw eaL t .h h ea c c um u l a t e dw o u l d som ehow b e d i r e c t e dt ohum an b e n e f i t . So h i sf o r t u n ew e n t i n t ot h eK e l l o g g F o u n d a t i o n w h i c hh ee s t a b l i s h e di n1 930 when h ew a s 7 0y e a r so l d . H e l i v e dt ob e9 1 and e v e nt ot h el a s tw e e k s o fh is l i f e wa ss t i l lactive i nt h ea f f a i r so ft h e F o u n d a t i o n . E a c hf o u n d a t i o n ,o fc o u r s e ,h a si t si n d i v i d u a lc h a r a c t e r , of t e nre f l e c t i n g t h ew i s h e s o ft h ef o u n d e rand g row i n go u to fa c t i v i t i e sand t r a d i t i o n so v e ra p e r i o do ft i r n 2 . So t h ef i r s tt h i n gy o u ' l l' . r an tt odo a sy o ut h i n ko ff o u n d a t i o n sa sa s o u r c eo fs u p p o r tf o rsom eo fy o u r i mpo r t a n ti n t e r e s t si st odo y o u r hom ewo rk. I nle a r ni n ga b o u tf o u n d a t i o n s ,t h ere are l o t so fs o u r c e so f i n f o rm a t iG n . The best s i n g l e sou rce i st h eFoundat i o nC e n t e r 2nd i t ss i x t h e d i t i o no f The Foundati o nD i rect o r y . Th eU .S . di r e c t o r yl i s t sf o u n d c r i o n s a b o v ea c e r t a i nsize and g i v e se s s e n t i a li n f o rm atio ns u c ha st h e i ra d d r e s s , �6 p u r p o s e ,a c t i v i t i e s ,f i n a n c i a ld a t a , and g r a n ta p p l i c a t i o np r oc e d u r e s . T h i s i so n es o u r c eb o o kt h a tyou w i l lw a n t t ob e aw a r eo f a n dp r o ba b l ya l r e a d y h a v em em o r i z e d . Th eF o u n d a t i o nC e n t e r ha sh ea d q u a r t e r si nN ew Yo rk C i t ya n dam a j o r o f f i c ei nW a sh ing t o n ,D .C . w h e r e t h e yh a v eg r e a tc o l l e c t i o n so fa n n u a lr e p o r t s and o t h e ri n f o r ma t i o nr e g a r d i n g foundations. Th eF o u n d a t i o nC e n t e ra l s op r o v i d e s on a f e eb a s i ss p e c i a l i z e di n f o rm a t i o na s s i s t a n c e . F o re a~ e, t h e y c a nt e l lyou a l lt h ef o u n d a t i o n st h a th a v eb e e na c t i v ei nr e l a t i o nt oo n e p r o b l emo ra n o t h e r ,u s i n g certa in k2y w o r d s . Th ey a l s om a i n t a i n r e g i o n a l c o l l e c t i o n sa tl iL r a r i e sa l laround t h ec o u n t r yf o rt h ec o n v e n i e n c eo fu s e r s . S e c o n d , som es t a t e sn ow h a v eo r g a n i z a t i o n s of f o u n d a t i o n s . h~ M i c h i g a n F o u n d a t i o nD i r e c t o r yp u to u tj o i n t l yb yt h eC o u n c i lo fM i c h i g a n Founda t i o n s and t h eM ic h i g a nL e ag u eo fH um an S e rv i ce si smo r e d e t a i l ed and in c l u des a l o t o ff o u n d a t i o n si nM i c h i g a n t h a ta r en o t tn t h en a t i o n a ld i r e c t o r y . Y o u m ig h t f i n do u ti fyou rs t a t eh a sa d i r ec t o r y . Th et h i r di n f o rm a t i o nso u r c ew o u l db ef o u n d a t i o na n n u a lr e p o r t s . o nda~ions a r er e q u i r e dt op u b l i s h an annu al re p o r tand ma k ei t ava ilabl eg ener a lly. Th e f o rm a tand d i s t r i b u t i o nv a r i e so fc o u r s e . Suc hr e p o r t sa r ea good sou rc eo f i n f o rm a t i o nbe c a u s em o s t i n c l ude in or~atio n abou t gu ide lines t op r ogr a ma i d a n dt h ep r o ce d u r ef o rs u bm i t t i n ga na p p l i c a t i o n . Th ey a l s ot e l lyou t h ea r e a s o fi n t e r e s tof t h ef o u n d a t i on at t h i sp o i n to f t i me . M any f o u n da t i o n sa lso p u to u ta s .n aL l .e r gene ra l i n fo rm at i o nb r o c h u re b r i e f l yd e scr i b i n gc u r r e n t p r o g r am p r i o r i t i es a n da rea so f int e rest. C a r e f u ls t u d yw i l ls a v eyou a l o to fw o r ka s you b e g i nt oma k e app roaches. I fyou study t h eW . K . Ke l l ogg Founda t i o n , fo re .campL e, you w ill IC::3yn that ' i e do n o t su p p o rt re s e ar c h . Ou r p r e o c c u p a t i o ni sw it ht h ea p pl i c a t i o no f no ~d e, �7 o r know l edg eu t i l i z a t i o n . I ti so u rf e e l i n gt h a t" i nmo s t a r e a so f hum an c o n c e r n ,w e know b e t t e rt h a nw e do " sow ea r econ c e rn edw i t he f f o r t st om o b i l i z e know l edg er e s o u r c e si nn ew and d i f f e r e n tw ay s t od e a lw i t h hum an c o n c e r n s . Som e wou ld a r g u et h a ts u c he x p e r im e n t a lp rog r am sa r er e a l l ya p p l i e dr e s e a r c ho r a c t i o nr e s e a r c h . We d o n ' ta r g u e ,b u t~,e do emph a s i z et h a ti no r d e rf o ru st o b ei n t e r e s t e dt h e r eh a st ob e an a c t i o ncompon en t. . . d o n ' tj u s ts t u d yt h ep rob l em ; b ep r e p a r e dt odo som e th inga b o u t an i s s u e ,d e a lw i t h ap r o b lemb a s e d upon know l edg ea v a i l a b l e . A s you s t u d yf u r t h e r ,y o u ' l ll e a r nt h a tt h eK e l logg F o u n d a t i o ni si n t e r e s t e di nt h r e eb ro ad p rog r am a r e a s h e a l t h ,e d u c a t i o n ,a g r i c u l t u r e . Th e s ea r e a l lv e r y en comp a s s ing . H e a l t hi sv e r yb r o a d l yd e f i n e d by t h eK e l l ogg F o u n d a t i o n . We i n c l u d ea l lo ft h eh e a l t hp r o f e s s i o n s . M any f o u n d a t i o n s ,a s you a r e aw a r e , r e g a r dh e a l t :h a s synonymou sw i t hm e d i c i n e . We on t h eo t h e rh and h av eb e en i n - v o l v e dn o to n l yw i t h t h em ed ic a lp r o f e s s i o n ,b u ta l s ow i t h de n t i s t r y ,n u r s i n g , h o s p i t a land h e a l t hs e r v i c ea dm i n i s t r a t i o nand a l lo ft h ea l l i e dhe a l t hp r o f e s s i o n sf o r mo r e t h a nf o r t yy e a r s . W e ' r e c o n c e r n e dp a r t i c u l a r l yw i t hh e a l t hc a r e d e l i v e r yi nr e l a t i o nt ohum an w e l lb e i n g . And W8 a r ea l s o con c e rn edw i t h h e a l t hp romo t ion and d i s e a s ep r e v e n t i o n ,a sa r eyou . I nE d u c a t i o nt h eK e l l o gg F o u n d a t i o na g a i nd e f i n e se d u c a t i o nb r o a d l y f o rm a l and i n f o rm a l ,p u b l i c ,p r i v a t e ;d e g r e e , nonde? , r e e ;l i f e l o n gl e a r n i n g . D r . L a l l m en t ioned t h er e s i d e n t i a lco n t i h u i n g ed u c a t i o nc e n t e r sw h ich w e hav e as s isted and p r .og ram s wh i ch ~e e t t h en o t i o nt h a tl e a r n i n gi sa l i f e l o n 8p r .o ce s sf o r e a ch o fu s . I nA g r i c u l t u r e,o u r em ph as is i son two p o i n t s . Th e f i r s ti sfood s u p p l y , n o t onLy i nt h eLnte rn a tLonuL o rwo rLd c o rm n u nIty, b u t also a thorn e . \ -Te a r e p e r haps th eo n l ym a jo r founda t i o nt h a tm ak e sg ra n t si nagrL cu l . tu re Lu t h e �8 United States. Most of the others limit their support of agriculture to countries overseas. The other aspect of our concern in agriculture is what we call the quality of rural life---quality of health care, education, social services, cultural opportunities, etc., etc., in rural communities, and for rural people. Geographically, the Kello gg Foundation provid es assistance in No r t h and South America, Europe, and Australia. Thus, some parts of the world are not at this time within the geographic framework established by our board of trustees. It is important to do such homework because it will save your time, most importantly and of course, from our standpoint, the giver's time as well. We are appreciative when the requests which come to us are consistent with our general frame of reference. Most foundations don't respond well to a "laundry list" of by mail or in person. Every once in a while a well-intentioned director of development wi Ll. come in and in effect say, "Well, here I am. 'buying' today? needs, either We neec a n ew gymn a s i u m. " What is Kellog g "No, we don't build buildings." "Ah well, then we need some n ew additi ons to our library holdings ... or funds for some research work ia chemistry." We know that every colle g e and univ ersity, every hospital, every organiz nti on ha s a lot of different needs, but that approach usually is not well received by most foundations. generalizations get difficult. Now, here is where For instance, s ome family found ations may respond v ery readil y to a broad, g eneral app r oa ch of that so r t , e sp c c LoLl.y if it's from an institution th ey like. So you h ave to use your g o o d jud gment. But in general, it's best to identify something which is of priority concern to your organiza tion or institution so t h a t you can communicate a sense of n eed, of urgency, of importance. If you r request is simply for an additio n to a �9 s c h o l a r s h i pendow rn ent, t h a t ' sa d i f f e r e n tquesti o n, bu t i fyou a r e go i ng a f t e r m a j o r f u n d i n g , som ei n d i ca t i o no fr e a lp rio rity i sim p o r ta n t . F i n a l l y ,I ' l l c l o s ew i t h how you ge tinc o n t a c t . Ob vi o u s l y ,t h e r ea r ea v a r i e t yo fw ays . On e is t oj u s tc a l l . F o u n d a t i o n sv a r yi nt h e i rb u r e a u c r a c y a n dr e d t a p e ,b u ti fyou c a l lme ,y o u ' l lg e tm e . Mo s t f o u n d a t i o n sw o u l db e p r e p a r e dt or e s p o n dt oa t e l e p h o n ei n q u i r ya n dt od i r e c tyou t ot h eperson i g h t b ei ny o u rp a r t i c u l a ra r e ao fi n t e r e s t . A t K e l l ogg ,i fi e ' sr e l a t e d w h o m t ohe a l t hse r v i c e sand h o s p i t a lp r o g r am s ,w e ' d r e f e ryou t oB ob D eV r i e s i fh e ' s i n . I fi t ' s s o m e t h i n g inn u r s i n g ,w e ' d t r yt oh a v e you t a l kw i t hM i s s L e e ; i fi t ' si ne d u c a t i o n ,i t w o u l d b eD r . E lse r a tD r . E l l i s . I fy o u ca l l ,y o u ' l l u s u a l l yg e ta r e s p o n s e . O r j u s tw r i t e ab r i e fo u t l i n eo f you r p r o p os i t i o n . Founda t i o n sgen era lly do n o tr e q u i r et h ev o l um eo f" st u f f "t h a tf e d e r a lf u n d i n gag e n c i e s sccmt on e e d . W e a p p r e c i a t ea mo r e co n c i s eap proa c h. Wh a t d o e st h eK e l l ogg Foundation l o o kf o r ? F i r s t ,w ha t ' st h ep r o b l em , w h a t ' s t h ei s s u e ,w hy i si t impo L t a n tt op e op le? T he K e l l o gg F o u n d at i o ni s n ' t c o n ce r n e da ta l la b o u tc o l l e g e s ;w e c o u l d n ' tc a r e le s sa b o u th o s p i t a l s ;w e ' re c o n c e r n e da b o u tp e o p l e . C o l leg8 s and h o s p i t a l sa n do t h e ri n s t i t u t i o n sa r eo n l y a m ea n st oa ne n d . W e ' r e n o tc o n c e r n ed r e a l l yw i t h sav in ga ni n s t i t u t i o npe r se , b u tw e a r ec o n c e r n e dw i t hh e l p i n ga ni n s t i t u t i o na c c om p l i s hi t sm i s s i o n wh en t h a tm i s s i o n i simpo r t a n ti nt h el i v es o fi n d i v i d u a l s . S e c o n d ,w h a t ' s the p u r p ose ? G i v e n t h ep r o b l em ,w h a t do y o up r opos et odo a b o u ti t ?W h a t's the b i g idea ? fromo u rs t a n d p o i n ta s a foun dati . o a, \'1(" are i n gf o ri d eas t h a tr e p r e s e n tsom e th ing d i f f 2 ren ti n~ a lw ays look on h , crea t i v e , som e t h i n gL nu o v atL ve, a r i ew wc :y t om o b i l iz er e so u rce st odca I som e th i n g's i g n i fican t. som c t h i n g r~ t h �1 0 And , t h i r d ,w h a tw i l lb er e q u i r e di no r d e rt oge t t h i sdo n e ? Th e two p a r t st ot h a tq u e s t i o na r e ,o fc o u r s e ,w h a t a r eyou g o i n gt op u ti na n dw h a t h e l p wou ld you l i k ef r omu s ? Ic a n ' ta n sw e rf o ra l lf o u n d a t i o n s ,b u tt h eK e l l o g g F o u n d a t i o nd o e s n ' ts u p p o r ta n y t h i n g100 p e r c e n t . I fi t ' s n o t im p o r t a n tenough t oyou t od os om e t h i n gt h a tyou m ak e at a n g i b l ecomm i tm en to fr e s o u r c e s ,i t s h o u l d n ' tb e im p o r t a n tt ou s . W e a r ev e r yr e a l i s t i c ,p r a c t i ca l ,p ra gm a t i co n t h i s . S om e t im e st h ec o n t r i b u t i o ni s" i nk i n d " s i l ' lp ly t h eo f f i c es p a c e ,t h eh e a t , t h el i g h t s ,t h es h o v e l i n go fs n ow ;b u ts u c ha c o n t r i b u t i o ni ss i g n i f i c a n t . No r do w e p r o v i d ea na u t om a t i cl a ,2 0 ,o r 40 p e r c e n tf o ri n d i r e c tc o s t s ;w e f e e l t h a ti st h ek ind o fi n p u tt h a tt h ei n s t i t u t i o no ro rga n i z a t i o nc a nma k e . W h a t e v e r d i r e c tc o s t st h e r ea r e ,w e ' l lc o n s i d e r. e W ' r ec o n c e r n e dw i t h t h e i n s t i t u t i o n a li n p u tb ec a u s e ,i ft h i si sa ni d e ao f im p o r t a n c e , you a r ecomm itted and i fi t ' s g o i ng t os u c c e e do v e rt im e ,i t m u s t h a v er e a li n s t i t u t i o n a lc omm i tm e n t . W e d o n ' ts u p p o r ta n y t h i n g100 p e r ce n ta n d ne i t h e rdo w e s u p p o r tanyth~n f o r e v e r . W h a t ' s go ing t oh a p p e ni ft h i sid e a wo r k s? I fi t do e s n ' tw o r k , w e ' l l j u s th a v ea q u i e tb e n e d i c t i o n . B u ti fi t ' s ar o u s i n gs u c c e s s ,h ow ca ni t b e i n s t i t u t i o n a l i z e d ? Ima ta r et h ep o s s i b i l i t i e sf o rf u n d i n go v e rt i me ? W i l l i t b eb u i l ti n t os t u d e n tf e e so rp a t i e n tf e e so ro t h e rs o u r c e so fr e v e n u e ? How c a n i t b e com ea p a r to ft h eo n g o i n gl i f eo ft h ei n s t i t u t i o no ro r g a n iza t i o n ? W e a r ec o n c e r n e da b o u t th a t . W h i l e s u ch p r o j e c t i o n smay b es p e c u l a t i v eand a lo t o fa s s um p t i o n sa r eb u i l ti n ,w e f e e ls u c hf o r w a rd p l an n i n g is im orta~t Onc e f u n d e d ,w e t h e no p e r a t ev e r yf l e x i b l y . Ea c h ye a r ' sexpe rien ces a r ea n a l yz e d and budg e t sa l t e r ed i fn e c es s a r y . T h a tv e r yb r i e f l yi sh ow w el o o ka tt h ep r o p o sa l . F i r s ts t h ep r o b l em ; t h e n ,w h a t a r eyou go i n g to d o abou ti t ;h ow ar eyou goi n gto p r ocee d ; and w hat d o you need t oa c c om p l i s ht h o se p u r p os e s . V ic h i n th at co n t e x t, w e can reac t . U sua ll yw ew il l e ith er a s k you t ocom e to v isit us o rw e 'l l com e to �11 s e eyou a sa p a r to fo u r cons i d e r a t i o no ft h ep r o p o s a lb e f o r et h ef i n a l r e comm end a t ionf romo u rs t a f fi sm ad e t oo u rb o a r do ft r u s t e e s . U s u a l l yK e l l o gg F o u n d a t i o ng r a n t sf o rp rog r am p u r p o s e sa r ef o rt h r e et o f i v ey e a r si nd u r a t i o n . We r e c o g n i z et h a ti tt a k e sa w h i l ef o ran i d e at og e t g o i n g , so t h ef i r s ty e a rm ay b es t a r t u pf u n d i n g ;t h e nan i n c r e a s ei nb u d g e t t h en e x ty e a ro r two ;t h e ni fi t ' s r e a l l yg o i n gw e l l , o t h e rs o u r c e so f iD com e w i l lb e g i nt om a t e r i a l i z e and o u rs u p p o r tb e g i n st op h a s eo u tr a t h e rt h a n d r o p p i n go f fa b r u p t l y . Th e r ei sa n a t u r a lt r a n s i t i o na st h es a l a r i e sand o t h e ro p e r a t i n gc o s t sb e com ep a r to f you ro n g o i n gb u d g e t . Th a ti swh a t t h e K e l logg F o u n d a t i o nl o o k sa ta n d ,w h i l ef o u n d a t i o n s a~y, t h a tg e n e r a lp a t t e r n wou ld u s u a l l yb et r u e . L e tm es t o pa tt h i sp o i n t and s e ewh a t you rs p e c i f i cq u e s t i o n se r ei n r e l a t i o nt ot h eK e l logg F o u n d a t i o n and f o u n d a t i o n sg e n e r a l l ya sp o s s i b l e s o u r c e so fa ss i s t a n c ef o rYOUI a ti itie~ � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1979-03-14_RMawby_SPE Title A name given to the resource Russell Mawby speech, The Foundation Giver's Point of View Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given March 14, 1979 for the W. K. Kellogg Foundation at Andrews University. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1979-03-14 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/77f2cd95461e9c98e25393317a4ec623.pdf 80d69baedc111de75c147b620733bb38 PDF Text Text THE FUItJRE BEGDlm NCM Rema:ck s by Dr . Ruasel.L G. Ivlawby , Vice Pr e sident - Pr ug:cams, W. K. Kellogg Foundation, at the 45t h Annual Meeting of the Florida Home Ec onomic s Ass oc i at ion , Tampa, Flor ida -- Apr il 1 , 1967 1. I am delighted t o be with y ou - - -I t hi nk. Of course, the warmth of Fl or i da ho spitality i s al ways a pleasure to e nj oy . Additio nal l y , b ecau s e of my l ong st anding int er e s t in Home Eco nomic s , I weLcome t his opportunity to learn more ab out Home Economics in general, a nd about Home Econcm l. c s in Fl or i da in pa r t i c ular , for f rom extensi ve travels an d c onver sation, I have the i mpr e s s ion tha t your professional field here is character i zed by progress i ve progr amrning. Admi t t edl y , I am here this morn ing only becaus e of t he pe r sua.s i.vene s s of your Program Chai rman , ivlr s . Ovien. If he n she wrote last July extending an invitat ion for me to participate in this morning ts se s sion, I declined : commenting that I could not i magine how I might make a construct ive contr i b ut ion to your pr ofess i onal conve nti on . Si nce she had i ndi cated she vrou.Ld be i n Batt le Creek on a vacation t r i p , howeve r , I indicated my vriLli.ngne s s t o vi sit wi th he r . Sub s equent l y , i n August she did vis i t our office s . and we had a de lightful t wo-hour conver s ati on , ranging over the broad activities of our Founda t i on and sp ecifi cally orienti ng to Home Economi c s and Home ~ c o n o!Jl i c& Education in Fl or i da Soon t hereaf t er she wr ot.e ag a in saying, " Your messag e , a s present ed t hrough me to our FHEA B oard ~ is exactly what we want." \-ihile I st ill had se r i ous r e s er va t i on s regar di ng my qualificat ions, I t hen wrote to Mrs , Owen, " Because I am so i nt e r e sted i n Home ~~ c on om i cs Educat i on a nd it s re l ationship to f amily conc erns in contemporary s oci e t y , and because �- 2- A p ri l F oo l' s D ay s e em sa p a r tic u l a r l y ~ ro r ia o c c a s ionfo r myd i s cou r s e on su cha sub j e c t, ifyou a r ew il l i n gt og amb l e ,I amh appyt oa c c e p t." T h es tr o nge s tred eem ingf e a t u r eo ft h eb a l a n c eo ft h i smo rni n g' s p rog r am , . I wo u l dsubmit, ist h eR e ac tion Pan e ltofo llcw m ; l b r i e fr em a r ks . B e c au se o fthe b r e a d t hand qu ali t yo f exp eri e n c eand e x p e r t i s er e p r e s e n t e dinth e t h r e e di s tingu i s h edm embe r so ft h i sP an e l,I loo kfo rw a rdtot h e ir co noo en t s , an d ho peth a t som eth ingI say m ays timu l a te som eu s e f u ld i a l o gu e . I su spec tt h a ts el d om h a s ap e r s o no fmo r e mod e s t qu a li f i c a t i o n sg raced (a w o r dcar e f u ll ys e l e c t e db ym e) you rA s so ci a t i on p rog ram . Wh il et h e s e q u a l i fic a t ion ss eemt olf iem e ag e r, i nfa irn e s sI amcomp e lled t ol i s tt h em : F irs t , asa l r eady h a sb e en i n d ic a ted , I ma r r i e da hom eeconom is t ,a co u rse o fa c t i o nwh ichI amcon f id en tyouw il l ag r e e re f lec ts m y n e n tandwh ich I r e co l m n e n d wi t h o u tr e s e r v a t i o n . good jud@ S e cond ,I h ave a f am i ly --t ' i lOboy s, on eg i r l ,two h o r s es ,and on e dog ,a ll adop t ed. h W en w ew e re di s c u ss i n gt h i st r i pa t e a k fas t recent l y ,Im en tion edth e t o p i cass i gn ed t om e , "Th e br l i 'ut u r eB eg in s NOI ' l." Th econ s e ns u so ft h ek i d sw as t h a t"D ad , t h etit l em ak es sen s e. We hope you do !lI i r~ fo r 131 /2y e a r sI w a sa f a c u l t ym emb e ra tM ich ig an S ta te U ni v e r s ity ,ag r e a te rp o r t i o no ft h i st im ,2 as A s s i s tan tD i rec t o r o fB x ten s ion ,respons i b l efo r You th D e v e lopm en tP r o g ram s . Du ring t h i stim e ,o fcou r s e ,i t w a s my p r iv i leg eto w o rk cl o s e l ywi t h f ' a cu l . t ym emb e r so ft h eC o l leg eo fHome E con omi c sandp a r t i cu l ar l y h o se en g ag ed in H omeE conomic s- F am i l yL iv ing Ex tens i on \ ' f i tht P rog r am s . �- 3F i n a l l y , on eo ft h em an d a t e so f mycu rr e n t po siti o na sVi c eP r es i d en t o f a phi l an th ro p icI 'ounda tion i st h econ tinu al s u r v e y i n go ft h e co n t e mpo r a ry s c en e, w i t ha se n s i ti v i t yt ois su es c u rre n to r onthe h o r izon o fpub li ccon cer n . So w i t h the m u tu al un d e rs tan d i n g (1 )t h a tI ama s rr~a ic som ewh a t u n d e r s t a n d i n g , bu t no tn ear l y know l e d g eab le enough o b s e r v e ro fHom eE conom i cs , and (2 )t h a tI c annot p resu n l et odo m o r et h a nd e a li ng en er a l i t i e s andra ise ~ s ions w hi c hhope f u ll ym ay b eu s e f u lt oyou ,l e tu sp r o c e e d. II . You r P rog ramCommi t t e ea s k edm efi r s tt od e s c ri b eb ri e f l yt h eW . K . K el l o g gFounda t i on and i t s ac t i v i t ies . I nc o~non w i th s im ila ro rg ani z a t i o n s whi c h youreadi l yr e cog ni z e . su cha sthe P a rd Fo und ati o n ,the R o c k e f elle r Found a ti o n ,andt h eC arn e gi eC o r p o r a t i o n,t h eK el l ogg Pound a t ion i sa phil a n t h r o p i c, non p r o f i t ,e d u c a t i o n a lco rpor a t i o n . I tw a se s t a b l i s h ed in 1930byi ' l r.\ ' J .K . :K e l lo gg ,f 'ound e ' ro ft h ec e r e a lm an u f a c t u r i ng com p anyuhi c h a l s ob e a r sh i sn am e . Th e common ali t yo f ou rf o u n d e r ' sn l l i f i e andth efa c t t h a tou rm a jo ra ss e t ,andthe r e f o reth ep r im a r y sou r c eo fi n com efo r ou r a c t i v i t i e s ,i sr e p r esent e db ys t o c k si nthe K e lloggCompany a r et h eon l y ti e s ~ n t h e s etTtTO o rg ani z a t i o n s . Th e Fou nd ationiscomp l e t e l y au tonomou s inc a r r y i n gon i t sa c t i v i t i e s . Th el i f eo fM r. K e lloggis a f a s c i n a t i n gs t o r y . H ele f th i spo sition wo r k i ngfo rh is ol d e rb r ot h e r in1 9 06 w henhe VIas 4 6y e a r so fag eand a b lished h is c o r n f l a k eb u s i n e s s. U nd e rh i sa s tu t ebu si n e s slead e rsh i p , est r o s p e r e dandve r ye a r l y ,M r. K e l lugg ob s e rv ed, " It app e a r s th e comp anyp t h a tmy busi n e s s" r ill f l o u r i s h , andI knowwh a tI ' l l do w it hmy mon ey -l li n v e s ti ti npeo pl e . " Whi l ehe b eganv e r y soont om ak e si g n i f i c a n t rI ch a r i tab lec o n t r i b u t i o n s fo rv a ri o u sw or t h yc a u s e s ,a st im ep r og ress e dand �-4hi sr e s ou r c e s mu l t i p l i ed ,i t be c am e app a re n tth a tt h e r en eed edtob e amo r e s y s t e w a ti ca r r a ng e m en t ; f o rthe m a k i ng o fh i sp h i l a n t h r o p ic a s si s tance av a i l ab l e tos ign ifi c an tc au s e s. T hu s in1 930w hen M r. K e lloggw a s7 0yea r s o fag e , he e s t a b l i s h e dt h eFound a tio n wh i ch bea rs h i sn am e . T h is l aun ch ed at h i r d an dp e rh ap sm o s ts igni f ican tphase o fh i sl i f e ,whi . ch con tinued unt i lh i sdea th a t ag e9 1 . I sha ll n o t dw e l li nd et a il upont h efound a tionandi t s ac tiv ities , b u tw ill w e lcom e ques t i o ns r~n you . Ph ilo sophi c a lly t h eFoundat i o ni s comm i t t ed t oh e l p i n gpeop le h e l p th em s e lv es th rougha p p l i c a t i o no fknow l edg e ini n n ova t i v e , ex p e r i m en ta l ,andcons t r uc ti v ee f f o r ts d ir e c tedtos ign ific a n t issues. Ini t se a r l yyear s :r rh enth e Found a tion 'sres o u rc esw e re sm a ll, i t s t i v itie sw e re conc e n t r a t edin So u t he r nM ich igan , p a r t i cu la r l yin ass i s tanc e ac t ocoun t yh e a l t hp r o g ram s ,h o s p i t a l s , and s c hoo ls . Th rough 3 7ye a r s ,t h e res ou rc es andt h es cop eo f in t e r e s t so fth eFou nd a ' tion h a v eg r-ow n u n t i li t nowis amon gt h et e nla r g es tFound a tio nsinth ew o rl dandisi n t e rn a tio n al i nits co n c ern s, in c l u d i n g No r thfu rre r i c a ,L at i n N f ie ri c a ,Eu ro pe , and Aus t r a l i a . rog rami n t e r e s t sa r er e f lec tedini t sD iv is i o n a ls tr u ct u r e : D en tis try , Its p H o sp ita l A dm i n i s t r a t ion ,: d ed ic in e andPub l i cH e a l t h , Nu rs i n g ,L a t i nAm e r i c a , A g ri c u l t u re , and E duca t i on andP u b l ic A ff a irs . r l y i n g con ce rn o fo u rFou nd a tionf o rthe w e ll-be ingo fpeopl e , T h e unde co u p ledwi t hm yp e r s o na li n t e re s tinth is a reaan d you rp ro fes s ion ,s umm ari z e m yreaso n sf o rb e i n g' .v i t h you t h i smo rn i n g . I I I . Si n c ejo i n i n gth e Founda t i on )I h av eh ad o ppo r t u n i tyt ov is it w it ha g r e a t m any p eopl ei n vo l vedin o rd irec tly conc e r n ed w ith t h efie ld o f £om eE conom ics , i n c l ud i n gd ean s , fac u l t ym emb e rs ,u n i v e rs i typ r e s i d e n ts ,an dlea d e r so f you rpr o fess iun . F rom th e s ee x t e n s i v e conv e rsa tions , I am v e ry mu chaw a re �- 5o ft h ecomp r eh en si v eapp r a i s a l --b y 'yo u r s elv e san do t h e r s i nv T h ich you r pr o f e s s i o nha sb een andis engaged . A tt h en a t i o na llev e l ,su c h ev al u a tiv e e f fo r ts a re p r e s en tedby su ch sy s tem a tic s tud i e sa sth e oll o~ i n (1 )The en chL i ck C on fe ren ce o f1 9 61 , a fo rw a r dl o ok in ge f f u r ty e tu n f i n ish e d ; Fr (2 )L ibe r a lEd u c a t i o n andHome E conomi c s , as tu d yi n1 9 6 3in Hh i c h you r Co l l eg e an d you rD e an w er emu ch LnvoLv ed ; and (3 )t h eC a rn eg i e Cur p o r a t i o n fun d ed s tudy nowi np rog ress und e rth el e a d e r s h i po fE a r lI i v cG ra th o f Co lumb ia i v e rs i t yd es ign edtoassesst h ec u r r e n ts t a tu so fyou rp r o f ess i o n a lf i e l d , Un p a r t i c u la rlyi nhi g h e r edu c ation . f ' r cifrl th eseandlesscom p reh en s iv es t u d i e s , on ec anas s emb l e along s to f con c e r n st o' i i i 1 ich you rpr o fe ss ioni sg i v i n ga t t e n t i o n : li h en am eo f you rpr o f e s s ioni ssubj e c tto d e b a t e insom e A. Ev en t qu a rt e r s . B. Ch ang ing pr o g r a m so fe d u c a t i o n ,i n c l u d i n ge l e m en t a ry ,s e co nd a ry , c a tionfo rc h a ng i n gc li e n tel e . h ighe r and ex ten s ion edu C. An e edfo rg r ea tl yexp a nd edresea r chp r og r am s . D. Ane edf o rde f in ition o f conc e pt sfo ru s ea tv ar i oused u c a ti o n a l l e ve l s. E . Aconcer nf o rs p e c i a l iz a t i o nr e s u l t i nginposs i b lefr agm en t a tion. c e rnfo rp ro life ra tio no fdeg r ee g r a n tingp rog ram s , m any o f I i ' . Acon tion abL eq u a li t y . qu ea I ' h ep r o b l emo fs c a r c it yo fq u a l i f i e dp e r s o n sf o rp r o f e s s i o n a l C. ' lead e r s h i p. H. Th e qu e st i on o fp eop l ef o rt e c h n ica lp o s i t ionswh i ch s im u l t a n eous l y cou l dp rov ide add ition a lm anpow e r andfr e ep r o f e s s i o n a lper s onn e l fo r m o r e approp ria tetask s . �- 6Th es e an dm o re -c o n ce rn s ar e im l ~ app r op ri a t e ,andv it a lt o p i cs r e c e i v i n g you rp r o f e ss i ona la tten tio n . Th e i r re s o l u t i on and t h e su c cess fu l imp l em e n tat i o no ft h ede cis i o n swh i ch you r e ach w i l l ine f f e c td e t e rm in e thef u t u re wh ic hb egi n s nov , IV . I have b e enf a s c i n at e dw i th t h ere a d i n g sJh av e don eo fth eL ak e Pl a c id e n ces . If i i r s .E llen R ich a r d sisth e "mo th e r "o fH om e Econom i cs ,then C on fer uppo s e)vi e1v i . I ,D ew e yist h e"f a t h e r , "i nana c ad em ic sen se ,f o rI und er· · Is s tandhe conven edi n1 898 a sma ll conf e r en c et oc o n s i d e rhowm a te ri a l dea ling w i th t h i s newsub jec t sho u l db e cod ed f o rl i b r a r i e s . Th is i n i t a lcon f e r e n ce s to ft e n wh i c hin t u r nl e dtot h ee s t a b l i s hm e n t in 1 9 0 8o f becam ethef ir th eAm eric anH om eE conom ics A ss o c i a t i o n . C e rt a inth e s e san dte n e ts a t t r a c t e dm ya t t en ti o ni nr e ad ing andI d i s c o v e r ed t h a tyou r co l .Leagu e,P r o f e ss o rM arga re t B rowna tt h eUn ive r s i t y ad s umm a riz edth emasf o ll o w s : o f M inneso ta ,h 1 . A c tua l i z a t i on o f sel f ist h ego a l w hi c ha ll h i l l n a n k i n dh as n uou sl ysough tove rt h eyear s ; asSUCh;; it is e mpiric a l l y con ti ve r ified a . st h eu l t im a t ev a lu e fo ra ll m en , th e goodl i f ewh ich al l s e ek . f a c t u a liz a tionisre a l i z ed o n l y und e r condi t i on sw he re t h e 2. S el ind i v idu a lc an cODM an dp h y s i ca land so c ia lf o r cestow a r dt h i s u l t i m a t e v a l u era the rt h an be c o n t r o l l e db yt h em . 3. Ifthe huma nin d i v idua lc anand do es ex er c i s econt r o lo f m a t e ri a l o rc es ,th e en d s tovr a r d vlhi c hh e comm and sth e ir us e and so c ia lf dependupon hi sva l u es . 4 . I t isth rough ever y d ay l i f ei nt h ehom e andfam i l yth a tv a lu es es ttr a . n s m i tt e d . a re b �- 75. The r e fo re ,t h e hom e l y andt h eev e ryd ayi nt h ehom eandth e f am i ly a r ep a r tic u l a rl yand un ique l ys igni f i c a n ti nen a b l i ng a l iz a t i o no ft h egood l i fe . re 6. ~n e conom ics a s afi e l do fs t u d yf o rhom e andf am il yl i f e c ana i dth r ough know l edg e andr-eason i nc l a r i f y i ng and v a li d a ti n gv a l u e so ft h ecu l t u r eand inf i n d ing w ay so f t r an sm i tt i ngtho se v a li dfo rt h eguod l i f e . Th i sh is t o r i cv e r b a l izat i o n( i fcon cer nfo rt h equ alityo ff am i l ylife sr e p e a tedi n1 9 59by a comm i t t e eo fth eHome E conom ics D ivi s i o no fthe wa A rne ri c an A sso c ia tiono fL and -G ran t Col l e g es andSt a t eU ni v er s i t i e swh en i t d e fi n e d Hom e E conom ics a s" t h efie ld o fknow ledg e an d se rv ice p r im a r i l y con c e rn edwi t hs t r e n g th en ing f am i l yl i f et h r o u g h : a. e d u c atingt h ei n d iv i dua lf o r fmn i l yl i v i n g ; b. im p ro v i n gt h es e rv icesand good su sed b y fmn i li e s ; c. co ndu ctingrese a r cht od i sco v e rt h ech angi n gn e ed so f ind iv i du a ls andf am il i e s andt h em eansto sa tis fy ingth es ene e d s ; and d. f u r t he r i ng c omm u n it y ,n a t i o n a l,andworl dcon di t i o n sf a v o r abl e t ofam i l ylivi n g ." r own Co ll e g ec a t a logu esays "nom eE conomi c sis con c ern ed w i t h educat i on You f e c t iv ef am i l yl i v i ng andrespon s ib le ci t i z e n sh ipth rough fo r sa tis fac to ryandef t h eapp li c a t i o n( i ft h ep r i n c i p l es o fthe sc iencesan dt h ea r tst othe p ro b lem s h eco mmuni t y ." o fth e hom e and t Whilethesed e f in ition sand s t a t e men t so fpu rpos ef rom t h et u r no ft h e c en tu r y ,1 9 5 9 , andyou rm os tre cen tc a t a logu e don o ta ll s a ye x a c t l yt h esam e i ng andt h e r e seem stob ed i f f e re n temph ase s and im p l i c a t i o n s ,p e rh ap s th p a r t i c ul a r lyinappli c a t i o nandp r a c t i ce ,t h e r eisa tleas t acommonth read �- 8 of concern for fmnily living and the quality of family life experienced by the individual. I trust this ccnnlion thread of concern is one of the binding, if not the binding, element of your profession. v. Certainly as one would survey the social scene today identifying issues of current concern, there is a timeliness in this emphasis on the quality of family life. First, I sense that, just now, our country is turning from its historic interest in standard of living to one of manner of living. I would submit that we can see evidence of this significant shift in many and varied f orm s . Second, coupled with this increasing concern f or the manne r of living, is the increasing recogniti on that the "problem people" of our society are the product of i nadequate home and family situati ons. IBy " pr ob l em pe op l e , " we may mean school dropouts , the chronically unemployed, juve nile delinquents , those perennially on welfare, criminals, and others who are not "productive" persons in the various roles which our contemporary society expects . We al s o recognize that efforts to overcome the inadequacies of home and family are relatively costly and ineffective. To counteract this,we are launching such innovative programs as Operation Headstart to reach youngsters earlier than age five, educational programs with ADC mothers, etc. At the same time that we recognize the critical importance of the early childhood years in the home , we must admit that f ami l i e s are les s f r e e than formerly to control their own destinies in our urbanizing, affluent s ociety. No longer can a family alone protect the health of its members by its own sanitation practices, its nutritional status by food eaten in the home, its financial security by money in the bank. Increasingly the community and social �_. 9i n s t i t u t i o n sen cr o a chontr a d i t i o na lfam i ly p re r o g a ti v e sa sn a rrow e r and na r r ow e rl i m i tsa r es e twi t h in wh i c hthe i n d i v i dua lfam il yh a sf r eedomo f c h o i c e . I n c r e a s i n g l y" de ci s i o n sbey ond t h ef am il ybea r onth ew e l l-b e ingo f t h ef am i l yu n i tand i t sm em b er s . A ll t h i st om eco n t a in sa tl e a s ttw om a jo ri m p l i c a t ion sfo ryou r pr o f e s s i o n , con ce rn edas i t i sw ith i n d iv i dua l sandfam i l yli v ing : A. Edu c ation a le f fo rt smus tc c n c en t r a te on p rog r a m s whi c he q ui p i n d i v i d u a lstofun c tioni nt h e ir respec t i v ef am i lyro l es : son s -d augh ter s ,s i s te rs -b ro the r s , ~ ands i s mo the r s - fa the rs , in -law s ,g r a n dpa rent s . i de d e ci s i on sa re i n cr e as i n g l yimp o r t a n tt ot h ew eL l .« B . S ince ou ts n go fthein d iv idua lf am i l y ,home e co nomi s t smu s t inc re a se b ei t h e i rp a r t i c i pa t i o n and i n f l u e n c ea tth el e v e lwh er -e m a ny cis ion scon c er n i n gf am i l i e sa re m ad e --int h ecomm .un i t yand de w it hi n s t i t u t i on so fth ec ommunit y . eI co u l dd ev elopa tlen g t hbo t ho fth eset h ough ts ,i nd ef e r e n c e W h il bot ht ot h ep a n e l an d you rpr o fess io n a l comp r eh en s ion ,I w ill no t . Th isline o frea s o n i n gb r i n g sml':' t ocer t a inq u e s t i o n s wh i c hI f i n d i n t ri g u i n gand wh i c hIi ' l ill sh a rev I it hyou : A . D o es hom ee cono mi c sedu ca tiona t th es e c on d ar yand hi g h er le v e l s s e ei t s e lf a s (1 ) ed uc a t i o nf o r th e hom ee conom ics pr c f e s s ion , ( 2 ;e d u c a t i on fo ra ll v r cm e n,o r (3 )e d u c a t i o nfo r hom eand fam i l yl i f e ? B. Inl i gh to f you rL ak eP lac i dh erit a g eand ve r b a liz edob je c ti v e s a sI s e eth em ,w h a t ist h era t i o n a l eo fhom ee co nom ics a sa p ro fessi o no fw om e n, ' i T th edu ca t i on a lp rog r ams fo rw om e n? �-10- Ic ou ld dw e l l a tl e n g t honthe n eed asI pe r c e i v ei tf o r meninyou rp r of e ssi o nand fo rs ign ifi c a n t prog r am sf o rbo y s andm e n . I wou ld subm it fu rthe rt h a t unL ess t h i sb ecom e s r e a l i t y , you r concep to ffro n i l yd iff e r sq u i t es h a r p l yf rom n eandfa l l s sho r to f so c ie t a ln e ed s . mi cou r a g i n gt h a ti nsecond a ry edu ca tion I findit m o s t en i nF 'Lo ri .d a ,s ev en th and e i gh t hg rad e pr o g ram s , andM a rriage andFm n ily L i v i ng p r og r ams ,seemamongth efas t e s tg row ing i n emp h a sis and pa rtic ipa tion . e r v eyou rp u r po se s ,w ha t i st h em o s te ffe ctiv er " , l a t i o r l s h i p C. To s w i t ht h e ba s i cdi s c i p l i n e so fyou rp r o f ess i o n ,p a r t i c u l a r l yt h es e re l a t i n gt ofro n i l yl i v i ng --a tb o t h seconda ryandh i g h e r le v e l s ? I n c l u ded wo u l db e such d i s c i p l i n e sa ss o c i o l ogy ,p sycho logy, phi l o s o phy. D o est h em os td es irabl er e l a t i o n s h i p nowp r e v a i l ? D. o~ s i tseempo ssi b l eto youi nH om e conomic s~ as i t do esto nt h em o re f am i l i a rf i e l do f Ag ri c u l tu r e,t h a tt h es tru c tu re m ei r edu ca t i o ni nt h i sf i e l dw i l ln o tp r e v a i la tth e w enowknowfo s e con d a r yand unde r g r a du a t el e v e ls ? R a th e r, i si t po ss i b l et h a t co r em at e ria l sf romH om eE conom ics w i l lb e soi n t e g r a t edi n t othe bas i c cu r ri c u lum th a ta ll s tu den t sw i ll be exposed t ot h e p rin ci p le s im p o r t a n tt oth e "goodl i f e " ? D r .P au lM ille r, now A s s i s ta n tS ec re tar yfo rE d u c ationi n HEW , i ns p e aki .ngt ot h eg radu a ting cl a s so fW e s t V i r g i n i a Un i v e r si t yi nh isla s tcomm en c em en ta sP r e s i d e n t th e re s a i d : ayyou w i ll ag r e et h a tit m ak esl i t t l ed i f f e r e n c e whe t h e r "Somed you rd ip lom ar e a d s eng in e er i n g ,l aw ,Eng l i s h ,o rm ed ica l t e c h n o logy . �- 11 - Th et r u ed iffer en c es w i l ld e a lw i t h th ef l asho f und e rs t an d i n g you m ay h av ein t h efu tu r e abou t howun cha in ed t ohi s t o r yt h e r e v o l u t i o no fthein e v i t a b i l i t yo fch ange h as be com e ; and t h e d if f e r en c e , too ,o f wh e t h e ryou w i l l m ee tth isund er s t a n d ing f u l l you to f som er e s idu eg ai n e da tth i sU ni v er s i t y ---w i t h ho pe ap e rson a ls t y lef o rknow ing w "h a tm ak e s a good m a no r w oman , wh a t : go e s in to a go ed commun it y ,i n t o good gove rnm en t, i n t o good mu s i c and a r t ,i n to good hum a nr e l a t i on s h i ps . " The r eisano bse r vab l eten d encyin edu c a ti o nt opos t p on e s p e c i a l i z a t i o nandth en tore s p e c i a l i ze t h r ee t of i v et l in e s i nthecou rseo fa p ro f e ssi o n a lc a r e e r. A re t h e s e im p l i ca tion s r e cogn i z e dfo r hom ee conom i c s ? If t h i spa t t e r npr e v a i l s ,home e cono m ics and ag ri c u ltu r emi g h tw e l lb ecome t h eana ly ti c a l fo cu s o rc o r ei nr e s e a r c hand gr a d u a t es t udi e s\ v h ileth ep u r po ses o f you r pr o f e ss ion al fie ld'.v i ll be se rved by hom ee concm i s t s t e a c h i n gsi g n i f i c a n tpor t i 0 n so f anin te g r a tede lem e n ta r y . s c on dar ~ and h ighe r unde rg r a d ua t ec u r r icu lvm . E . I sit appro p ri a t etot h i n ko f mo r ev ar i ed and sp e c ia li z edp rogr am s u c a t i o nf o re f f e c t i v ef am i l yro l ep e r f o rm an ce ,u t i l i zi n g o f ed t e c hn i c a las w e l la sp r o f ess i o n a lp e rs o n n e l , an d cap i tal i z i n gon theri c hp ro f e s sio n a l res ou r c es o fth ep ri v a t es e c t o ri nt h i s p r o cess? a r to fwh a t I hav ei nm ind r e l a testot h eno tion o ft h e Ap " t e a ch ab l emovem e n t . " I t w o u l d app e a rt h a tt osom esi g n i fi c a n t e x t e n t hom ee cono m i c sm aybe s trugg l ingt oim p a r ts p e c i f i c sk ills an db a si cknot z l . edg e wh e ni t h a sl i t t l er e l e v a n ce t oth elea rn e r. �- 12 - VI. Much of I-rhat I have said may i mply change .• whi ch to many is threa t e ning, unwar rant ed , unde si r able. To other s, t he same change may seem e s s ential, overdue, challenging. In hi s b ook, "SeLf'<Renewa.I ;" John Gar dner obs e r ves : "Hhen organizat i ons and so ci et ie s a re yo ung, t hey are flexib l e, flui d, not ye t paraly zed by rigid spe ciali zation and willing to try anythi ng onc e . As the organizati on or s ociet y age s, vitality dimini she s, fl exibility g i ve s way to rigidity, creativity f ade s and there is loss of capa city t o meet challenges from unexpec t ed di r ections . " He then addresses himself t o the problem of the i ndivi dual and t he i nn ovative soc ie ty i n a mos t refre shing way. I commend thi s book t o you .. Change -v -whe t her- great or sma l l - - is di f f ic ul t . I r ecall. nOI" wi t.h a smi le , the str uggle i n 4-H Home Economi c s ci rcle s in Michi gan over such que stiuns as " Can a 4-H Club member make a ' b ox cake : as a part of a 4-H project?" a nd "I s a knitted garment t o be cons ider ed 'clothing i for a 4-H dre s s r evue ?" I t is obvious that whether or not box cakes and knitting exi st i n 4- :1 or Home Economi c s , they do exi st in realit y, whi ch is whe r-e l ife i s livecl. As pr ior sp eak er s on y our p r ogr am have ob served, cha nge i s inevitable. Increa s ingly each organi zat i on, agency , or insti t ution conc er ne d with human development is be i ng evaluated within t he context of the extent to whi ch i t i s cont r i b ut i ng to the developmental needs of individuals, communitie s and soci et ie s) wi t h l ess tolerance for just car r y i ng on its traditional f unct ions . . �- 13 VII . May I cl ose wi th t hre e ob servat ions : 1. The harmonious family forms t he near e st to complete bas is for the happ i ne s s and prosperity of t he person as \·rel l as the nec e ssary f oundation of so c i e ty . 2 , I s ens e in your pr ofession a ret urn to a fundame ntal conce rn with t he fami l y and the home , and a new emphas is on t he bas ic social s ci ence s . 3 . The r ole and cont r i b ut i on of y our prof ess ion to the quality of fami ly l i f e i n America and the 'wor l d cannot be greater than you perce ive it to be . Be ca us e of your exemplary accompli sh- ment s in the past a nd because t he nee ds of today a nd tomorrow for c onstructive p rograms i n human de vel opment and fami ly l ife are so great , I hope yo u ha ve b ig plans and great ambi t ion for t he future which begi ns now. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1967-04-01_RMawby_SPE Title A name given to the resource Russell Mawby speech, The Future Begins Now Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given April 1, 1967 for the W. K. Kellogg Foundation at the 45th Annual Meeting of the Florida Home Economics Association. 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. Home economics Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1967-04-01 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/f7ffc09f760c3d4a3b923155a253a5ab.pdf 5942fbf07df46e6047adbe8177d80e62 PDF Text Text "THEGREATEST OPPORTUN ITY " L e c t u r e by D r . R u s s e l lG . M awby ,P r e s i d e n t W . K . K e l logg F o u n d a t i o n B a t t l eC r e ek ,M i ch ig an a tt h e Roy a l Dub l in S o c i e t y D u b l i n , I r e l a n d A p r i l 27 , 1979 I I nt h el i f e t im eo fe a cho fu s ,c e r t a i no c c a s i o n ss t a n do u ta sh a v i n g s p e c i a ls i g n i f i c a n c eand m e an ing . Th i sd ay i ssu chano c c a s i o nf o rm e and f o rt h eF o u n d a t i o n Ir e p r e s e n t . You r S o c i e t yh a s don eg r e a t hono r ind e edt ot h eW . K . K e l logg Found a t ion i ne x t e n d i n gt h ei n v i t a t i o nt o p r e s e n tt h i sl e c t u r e . Fo rm ep e r s o n a l l yi t i sb o t ha p r i v i l e g eand a d e l i g h tt ob eh e r e . Thu s , on b e h a l fo ft h eF o u n d a t i o n , Iw i sh t oconv ey t ot h eS o c i e t yo u ra p p r e c i a t i o nf o rt h i s . AndI e x p r e s ss p e c i a lt h a n k st o you rP r e s i d e n t ,P r o f e s s o r JohnC a r r o l l , and t oD r . R . C h a r l e s Mo l l an , t h e S o c i e t y ' sS c i e n c eO f f i c e r , f o rt h e i rt h o u g h t f u l n e s sand g r a c i o u sh o s p i t a l i t y . Bo th t h eS o c i e t y and t h eFound a t ion a r ea p p r o a c h i n gs i g n i f i c a n t a n n i v e r s a r i e s . A s you rS o c i e t yr e a c h e si t s250 th a n n i v e r s a r yi n1981 ,i t s r e c o r do fr e s p o n s i b l el e a d e r s h i pand s e r v i c emu s tb ea s o u r c eo fg r e a tp r i d e and s a t i s f a c t i o nt oa l lwho h av eb e ena p a r t . Wh i l e c o n t a c t so f ou r Found a t i o nw i t ht h eS o c i e t yp e rs eh av eb e en l im i t e d ,w eh av eb e en p r i v i l e g e dt o wo rk w i t h ag r e a tm any i n d i v i d u a l swho , a sa p a r to ft h e i rp r o f e s s i o n a land p e r s o n a l comm i tm en t ,h av eb e en a c t i v e l yi n v o l v e di nS o c i e t ya f f a i r s . C e r t a i n l y t h ea c t i v i t i e so ft h eS o c i e t y add an i n v a l u a b l ed im en s ion t ot h es c i e n t i f i c �2 and intellectual life of your country. With the increasing complexities of life and the accelerating process of change, the challenge to such a professional gr oup becomes ever greater. By comparison, the W. K. Kellog g Foundation is a mere youngster, marking its 50th Anniversary next year. For half of that time span, we have been involved in Ireland and I have been asked today to discuss the contribution of the Foundation to Irish science and agriculture. In doing so I will describe the twenty different grants we have made to eight organizations and institutions in Ireland. These grants over the 25 years since 1954 have totaled $3,465,925, larger by far than the amount to any other European country. The theme for my remarks today, "The Greatest Opportunity," comes from a letter written by Mr. Kellogg. In 1935, when he made the irrevocable trans fer of his fortune to the Foundation, he summarized the events which led to the establishment of the Foundation in 1930 and commented on the five-year initial trial period during which he made his final judgment as to the efficacy of committing his wealth in this way. letter His concluded, "I am glad that the educational approach has been emphasized. Relief, raiment, and shelter are necessary for destitute children, but the greatest good for the greatest number can come only through the education of the child, the parent, the teacher, the family physician, the dentist, and the community in general. Education offers the gr ea t e s t opportunity for really improving one generation over another." That conviction continues to characterize Foundation activities, in Ireland and elsewhere, for we feel that concept is as valid today as it was four decades ago. Despite all the criticisms a nd all the questioning about the structure and functioning of educational systems and institutions, education is still basic to--offers the �3 greatest opportunity for--human progress. And from the standpoint of the individual, education is still the way to a better life. Education--related to but not synonymous with courses and credits and degrees and credentials; but education--the inquisitive mind; the mastery of knowledge and skills; a pattern of identifying, assembling, analyzing, thinking, planning, and doing. As we move in a moment to review the grants we have made in Ireland, you will be conscious of that central conviction. But I think it will be useful for me to share first with you some information about W. K. Kellogg and the Foundation he established. II Understandably, there is much confusion about the relationship between the Kellogg Company and the W. K. Kellogg Foundation. Each is an independent corporation, completely autonomous in purpose and management. The Foundation, a philanthropic institution, is a consequence of the success of the Company, a for-profit manufacturing concern. The common element in these two enter- prises is in their founder, W.. K. Kellogg. Mr. Kellogg was born in the small midwestern town of Battle Creek, Michigan, in 1860. The family had moved frequently and successively westward and gravitated to Battle Creek because it was a focal point of the Seventh Day Adventist Church. Mr. Kellogg had only six years of formal education and began work at an early age as a salesman for his father's broom-making business. His older brother, John Harvey Kellogg, completed medical school and as a physician became director of the hospital and clinic established in Battle Creek by the Adventist Church. Dr. Kellogg soon named his younger brother, Will, to be the business manager of the hospital-sanitarium. Thus, Mr. Kellogg's first career was that of a hospital administrator. �4 The Battle Creek Sanitarium flourished under the able leadership of the two Kellogg brothers. Dr. John Harvey Kellogg was an able physician, an imaginative entrepreneur, a charismatic leader. W. K. dealt efficiently and effectively with the operational and financial details of the enterprise. A part of the Adventist regimen emphasized health promotion and disease prevention and included a vegetarian diet. It was this emphasis that led the Kellogg brothers to experiment with new ways to serve cereals. Through a fortuitous accident, this led to the leavening of the grain, and ultimately to flaking and drying in various ways. These new cereal products became very popular with Sanitarium patients and Will began to see commercial possibilities for merchandising them through retail outlets. His brother, however, was reluctant to expand the enterprise in this way. Finally, in 1906 when he was 46 ye~rs old, Will quit his job at the Sanitarium and launched the Kellogg Company, producing corn flakes as a ready-to-eat breakfast cereal. He was an ingenious merchandiser and intro- duced many innovations in marketing: attractive packaging; personal endorsements -- "The original has this signature;" extensive advertising in magazines and newspapers, and later, radio and television; free samples; box top promotions; and a persistent emphasis upon cereals as good nutrition and a part of a good diet. He dealt dramatically with serious difficulties which would have discouraged a lesser man. A fire destroyed his factory soon after it was established. Before the embers were cold, he was on a train to Chicago to secure financing for the construction ofa bigger and more modern facility. ~~en economic depression caused many businessmen to retrench, �5 h eb o l d l y exp and ed h i sa d v e r t i s i n gp rog r am s and i n v e s t e di nn ew p r o d u c t d ev e lopm en t and m a rk e t e x p a n s i o n . V e ry e a r l yi nh i sb u s i n e s sc a r e e r ,wh en a f r i e n da sk edh imwh a th e wou ld do w i t hh i sf o r t u n e ,M r . K e l logg r e p l i e d ," Ik n owwh a t t od ow i t hm y mon ey . I ' l l i n v e s ti t i np e o p l e . " L a t e rh ew a s t oo b s e r v e ," Id on o ti n t e n d t os p o i lmy f am i l yby m ak ing th emw e a l t h y . Wh a t ev e r f o r t u n eI a c cumu l a t e ~ som ehowb eu s ed f o rt h eb e n e f i to fm ank ind . " A sh ep r o s p e r e d ,M r . K e l logg b eg an t og i v eg e n e r o u s l y ,p a r t i c u l a r l y t ow o r t hw h i l ep r o j e c t si nh i sh om e commun i ty . A s t h er e q u e s t st oh im m u l t i p l i e d and a sh i sr e s o u r c e sg r ew ,h ee s t a b l i s h e da sm a l lcomm i t t e eo f t r u s t e db u s i n e s sa s s o c i a t e st oh e l ph im m a k e d e c i s i o n sa b o u tp r o j e c t s to wh i ch h es h o u l dl e n da s s i s t a n c e . F i n a l l y ,i n1930w h e nh ew a s7 0y e a r s o l d ,h ee s t a b l i s h e dt h ep h i l a n t h r o p i cf o u n d a t i o nwh i ch b e a r sh i sn am e . B e c au s eh e w a sd e e p l y con c e rn edw i t h ~ ren and young p e o p l e ,t h e F o u n d a t i o nw a s e s t a b l i s h e do r i g i n a l l ya st h eW . K . K e l logg C h i l dW e l f a r e F o u n d a t i o n . W i t h i n mon th s , how ev e r ,h er e c o g n i z e dt h a tt h i sw a s toon a r row ac h a r t e rand t h eb r o a d e rs t r u c t u r eo ft h eW . K . K e l logg F o u n d a t i o nw a s c r e a t e d . Und e r Am e r i c an l aw ,t h eW . K . K e l logg F o u n d a t i o ni sa n o n p r o f i t ,t a x ex emp tc o r p o r a t i o nc h a r t e r e df o re d u c a t i o n a lo rc h a r i t a b l ep u r p o s e s . T h e Found a t ion i sa dm i n i s t e r e dby a n in e -m emb e r Bo a rd o fT r u s t e e s wh i ch m e e t s i nB a t t l eC r e ek on t h et h i r dF r i d a yo fe a chmon th . T h et r u s t e e sa r ec i v i c - m ind ed l e a d e r so fb u s i n e s s ,i n d u s t r y ,and e d u c a t i o nw h oa r eb r o a d l y con c e rn ed w i t hp u b l i ci s s u e s . A s on ee v i d e n c eo ft h ecomm i tm en to ft h e s et r u s t e e s , who s e r v ew i t ho n l y a mod e s t hono r a r ium ,i n4 9y e a r st h e r eh a sn e v e rb e en a �6 problem of a quorum at any meeting. present. Usually, seven to nine trustees are They make policy decisions and act upon the funding recommendations of the staff. The Foundation staff, includingfulltime salaried officers, program directors and secretarial and clerical personnel, numbers fifty people. The twelve program staff members are all expert by training and experience in the fields of interest of the Foundation. Concerned with responsible stewardship and efficient administration, administrative costs are kept to less than five percent of our total expenditures. The Foundation focuses its program activities in three broad areas of interest: Agriculture, Education, and Health. One immediately realizes that these fields of interest are broad and interrelated. In agriculture, our concerns are with food supply and with the quality of rural life. Programs in education stress the concept. of lifespan education from birth throughout life, and involve formal and informal courses of study, credit and non-credit programs of instruction, experiential learning, and continuing professional education. In health our concerns are with health promotion-disease prevention and with the availability of quality health care services to all people at reasonable cost. Involved are all of the health professions such as medicine, dentistry, nursing, allied health fields, and health services administration; and health delivery systems, including health care institutions such as hospitals. Geographically, we make grants throughout North and South America, Northern Europe, and Australia. Periodically our Board of Trustees con- siders the expansion of our activities to other continents, such as Africa or Asia, and I suspect at some point we will extend the geographic scope of �7 our work. To date, however, it is the judgment of our Board that we should concentrate our resource allocations so that we make a significant contribution in those countries with which we are involved rather than dispersing our efforts too broadly. In terms of size, the W. K. Kellogg Foundation is the second, third, or fourth largest in the world, depending on the market value of investment portfolios on any given date. Since its founding in 1930, the Foundation has distributed all of it s income in grants, totaling now nearly $500 million. At the same time, because of the appreciation of our assets, the value of our corpus has increased from about $45 million at time of gift to about $825 million now. Our income, and therefore our disbursements in the cur - rent year, will be about $45 million. Historically, the scale of Foundation income has doubled every eight to ten years. Fortunately, in recent years, increases in income have exceeded the rate of inflation. Thus, the Foundation's grant-making capacity has increased in real as well as current t erms. While these resources may seem large, they of course are very modest in relation to human problems existing in the world or even in the re gions of the world in which our work is concentrated. And the number of requests coming to us for very worthwhile purposes and efforts far exceeds our capacity to respond. continually review Thus, the Foundation Board of Trustees and staff program priorities and has evolved policies and pro- cedures which seem to best serve our philanthropic purposes. In si gnificant ways the pattern of the Foundation's work is a reflection of the interests and character "o f our founder. Mr. Kellogg, a successful businessman, �8 was an equally practical, pragmatic, and ingenious philanthropist. He was deeply concerned for the well-being of people, with a particular passion for children and youth. He was concerned not with providing charity or welfare, but with "helping people to help themselves." Thus, certain guidelines shape our operations. First, we are concerned with people--as individuals, as families, as communities, as nations, as humankind. Ours is a problem-solving approach, attempting to identify issues which are of vital human concern and whose resolution will contribute in significant ways to human well-being. We are not concerned with institutions and organizations and facilities per se. Rather, we recognize these as human creations, simply means to ultimate ends. Thus, we do not make grants to colleges or universities or hospitals or associations or departments or institutes simply for their preservation and continuation but rather for the specific purposes they choose to serve, the goals they propose to ·reach. And our concern is not with the fostering of particular professions or disciplines or interests but rather with their ultimate contribution to society. Second, our preoccupation is with knowledge utilization, the application of knowledge to the problems of people. In most areas of human concern and endeavor, we "know better than we do." In general, more knowledge resources are available than are usually incorporated in programs of instruction or courses of action. One of mankind's greatest challenges is to somehow mobilize that which is already known in more imaginative and effective ways to serve human purposes. or studies per se. Thus, by policy we do not ·s uppor t research But neither do we spend time arguing semantics. Many feel that the experimental programs we assist are really applied research �9 or action research; we agree, and insist that experimental programs be thoroughly and objectively evaluated. Through such action programs, lessons are learned and experiences are documented for sharing with others. Third, we feel that most problems require interdisciplinary action if they are to be dealt with effectively. Consider any current issue of major significance--food supply, pollution, health care, energy, transportation, education, international trade, the judicial system, rural development, family life, world peace. It would be nice if significant human concerns were simple, tidy issues that could be dealt with forcefully and directly. But we immediately see that they are not simple; instead, they are complex, confounding and compounding, comprehensive, interrelated. Simultaneously, the solutions devised by man are usually specific, simplistic, specialized, narrowly based. The resources of anyone discipline, department, body of knowledge, or organization are usually inadequate to deal effectively with significant issues. A serious discontinuity usually exists between the nature of the problems which confront us and the solutions which we contrive for dealing with them. Thus, we encourage imaginative and new ways of bringing together resources from varied fields to deal more effectively with human concerns. Fourth, because worthy causes and significant needs exceed our resources, we are concerned with supporting experimental efforts which, if- successful, can be replicated elsewhere and will serve as useful models to others confronted with similar problems. We recognize the unusual costs often involved in experimentation and the risk which accompanies innovation. the same time, we are concerned that the ultimate model be realistic and At �10 economically feasible once its merits are demonstrated. There can be no greater disservice to any institution or organization than to encourage or enable it to do something beyond its ultimate capacity. Finally, through experience we have settled on certain pragmatic funding policies which we feel represent wise stewardship and sound philanthropy. The Foundation does not support operational phases of established programs; does not make grants for capital facilities, conferences, publications, or films unless they are an integral phase of a project the Foundation is assisting; does not contribute to endowments or developmental campaigns; and does not make grants to individuals except for fellowships which relate to specific areas of Foundation programming. This then is the W. K. Kellogg Foundation. A private foundation is a human creation, a legal mechanism by which a person of unusual means can direct his wealth to public benefit. The Kellogg Foundation reflects much of its founder--his character, his convictions, his dreams. Hopefully, this perspective will help you to understand the decisions we have made regarding our assistance in Ireland. III A review of Irish grants of $3.5 million over a quarter of a century should be further prefaced by three observations. tion has done nothing of itself in Ireland. First, the Kellogg Founda- We have only provided a bit of assistance to your efforts, the furtherance of your goals. Second, . the Kellogg Foundation has never had nor does it now have a program "in Ireland" or "for Ireland." design. We do not sit in Battle Creek and put together a grand Rather, our approach is to respond to requests which come to us �1 1 f roml e a d e r so fi n s t i t u t i o n sand p rog r am so fe d u c a t i o nand s e r v i c e . I n r e t r o s p e c t ,t h e r e f o r e ,shou ld t h er e c o r do fo u rg r a n t sf a l ls h o r t ,t h e b u r d e nmu s t b em u t u a l l yb o r n eb yb o t ht h o s ew h og e n e r a t e dt h ei d e a sand i n i t i a t e dt h er e q u e s t sf o rou rc o n s i d e r a t i o nand b yu si fw ef a i lt or e c o g n i z e m e r i to r ex e r c i s ew i sdom i nou rc h o i c e s . T h i r d,w h i l e Ic and e s c r i b ea c t i v i t e su n d e r t a k e nw i t ho u ra ss i s t a n c e and c ancomm en tt osom ee x t e n tupon t h e i rq u a l i t yand appa ren tu s e f u l n e s s , t h o s ewho h av eb e en t h eu l t im a t eb e n e f i c i a r i e so ft h ev a r i o u se f f o r t sa r e t h eb e s tj u d g e so ft h e i rs i g n i f i c a n c e . Th eK e l logg F o u n d a t i o ns t a r t e di n1930 on a sm a l ls c a l e ,c o n c e n t r a t i n g i t se f f o r t si nj u s ts ev enc o u n t i e so fs o u t h c e n t r a lM i ch ig an wh i ch s u r r o u n d o u r hom e commun i ty o fB a t t l eC r e ek . W i th t h ea d v e n to fWo r ld W a r I I ,t h e F o u n d a t i o nb ro ad en ed i t sg e o g r a p h i cs cop et oi n c l u d ea l lo ft h eUn i t ed S t a t e s and C an ad a and i n1942 b eg an i t sr r ~ o fa s s i s t a n c ei nL a t i n Am e r i c a . Fo l low ing t h eW a r , t h eT r u s t e e sa g a i nr e c o n s i d e r e dt h eg eog ra p h i c r a n g eo f ou r invo lv em en tand i ne a r l y1950 b eg an t oc o n s i d e rp rog r am g r a n t s i nn o r t h e r nEu rop e . I n1952 f i r s tc o n t a c t sw e r em a d e w i t hi n d i v i d u a l si nI r e l a n dt oe x p l o r e p o s s i b l en e ed s and a r e a so fi n t e r e s twh i ch m igh tb ec o n s i s t e n tw i t h F o u n d a t i o np r i o r i t i e s . Th e s ei n i t i a lc o n t a c t sw e r em a d eb y D r . Em o r yW . M o r r i s , a m an known t om any o f you . D r . M o r r i s w a sa d e n t i s tb yp r o f e s s i o n , t h esono fa c o u n t r yd o c t o r . D r . M o r r i s j o i n e dt h eF o u n d a t i o ns t a f fi n1933 , b e c am ei t sc h i e fe x e c u t i v eo f f i c e ri n1943 and c o n t i n u e di nt h a tr e s p o n s i b i l i t yu n t i lh i sr e t i r em e n ti n1970 . Fo l low ing h i sr e t i r em e n th ec o n t i n u e d a sa t r u s t e eand a s ch a i rm ano ft h ebo a rd u n t i lh i sd e a t hi n1974 . Ar em a r k a b l e �1 2 nev e ry s e n s e ,h ew a s t h ep e r s o nmo s t r e s p o n s i b l ef o rs h a p i n gt h e m an i F o u n d a t i o n ' sa c t i v i t i e sand t r a n s f o rm i n gM r . K e l l o g g ' sw i s h e s and d r e am s i n t ot a n g i b l ep rog r am so fa c t i o n . T h es t a f fp e r s o ni n v o l v e di nt h o s e e a r l yd i s c u s s i o n sw a s D r . Thom a s N . Mo s s , t h e nd i r e c t o ro ft h eF o u n d a t i o n ' s d i v i s i o no fa g r i c u l t u r e . S u b s e q u e n t l y ,t h es t a f fp e r s o n si n v o l v e dw i t h I r e l a n dh av eb e enD r . G l enwood L . C r e e ch , t h e nm y s e l f , and s i n c e1970 , D r . G a ry W . K ing . I nt h o s ee a r l yd i s c u s s i o n s ,~ e r a n g i n gp o s s i b i l i t i e sf o rF o u n d a t i o n s u p p o r tw e r ec o n s i d e r e d . Bu tv e r yq u i c k l yi t w a s m u t u a l l ya g r e e dt h a tt h e c e n t r a lfo cu sshou ldb e upon a g r i c u l t u r eand t h eq u a l i t yo fr u r a ll i f e . R e f l e c t i n gb a ck on t h ec i r c um s t a n c e si nI r e l a n da tt h a tt im e ,a sw e l la s t h eF o u n d a t i o n ' sr u r a lt r a d i t i o n ,t h er a t i o n a l ef o rt h i sd e c i s i o ni so b v i o u s . I nF o u n d a t i o np rog r amm ing ,a g r i c u l t u r ei sr e g a r d e da st h eb a s i ch um a n e n t e r p r i s e . Un l e s s and u n t i la p e o p l e su c c e edi na g r i c u l t u r e ,t h e yc an su c c e edi nn o t h i n g . P r o g r e s si na g r i c u l t u r ei sa p r e r e q u i s i t et oh um a n p r o g r e s s and an imp rov ings t a n d a r do fl i v i n g . Wh i l e t h e na sn ow t h eFoun d a t i o ni scon c e rn edw i t hp e o p l er e g a r d l e s so ft h e i rp l a c eo fr e s i d e n c eo r o c c u p a t i o nand a s s i s t se f f o r t si nu r b a nc e n t e r sa sw e l la si ni s o l a t e d a r e a s ,w eh av ea p e r s i s t e n tc o n c e r nf o rt h eq u a l i t yo fl i f eo fp e o p l ew h o wo rk t h el a n dand l i v ei nt h ec o u n t r y s i d e . T h i so r i e n t a t i o no fF o u n d a t i o n i n t e r e s t sh a rmon i z ed w i t ht h ep r i o r i t i e so fI r i s hl e a d e r si nt h ee a r l y1950 s and D r . M o r r i s and D r . Mo s s h e l de x t e n s i v ec o n v e r s a t i o n sr e g a r d i n gs p e c i f i c p rog r amp o s s i b i l i t i e s . On eo ft h ef i r s tp e r s o n st ow h om t h e yw e r ei n t rodu c edw a sM i s s M u r i e l G ah an o ft h eI r i s hCoun t rywom en ' sA s s o c i a t i o n . I th a sb e en ou rp r i v i l e g e �13 and delight to work with her and with other leaders of the Countrywomen ever since. Our first letter from Miss Gahan is dated June 10, 1952, and in part reads as follows: "At your kind invitation we now have pleasure in sending relevant information about our proposed residential college, or 'Centre' as we, so far, have less ambitiously called it, in the hope that your Foundation may think it worthy of support." Thus began our first " I r i s h connection. " With Foundation assistance the Irish Countrywomen's Association acquired the Tearmann Hotel near Dro gheda. Our initial payment, the first in Ireland, was made in the spring of 1954. Tr an s f or ma t i on of t he hotel into a residential college commenced immediately. Of course, there were problems and unexpected difficulties. Even then costs exceeded estimates; dry rot presented tions; delays were frustrating. expensive complica- But on October 14, the new residential college An Grianan was formally opened by President O'Kelly. If our records are correct, the first courses were held at An Grianan beginning that fall of 1954 and included topics such as Your Garden, Cooking for Christmas, Drama and Playreading, Hedgerow Basketry, A Rural Leaders Course, and other topics over an amazing range of interests. This program of adult educ ation has continued to flourish through the past quarter century. Adult courses, usually of a week's duration, are now offered the year around. They are primarily for Association members but are open to others as well. year, 125 courses were presented to over 2,000 participants. Last Receiving no governmental assistance, the program has been self-supporting through tuition for courses, guild contributions, and the sale of various produce on the grounds. �14 In 1967, the Association responded to a national need for horticultural technicians by developing a horticultural college at An Grianan. The two- year course of study provides employment opportunity for young women and the practical portion of the course work produces crops which assist in meeting the overhead costs of the Grianan operation. The horticultural college facilities were constructed by a combination of Foundation assistance and matching funds from the Irish Department of Agriculture. The new program was received enthusiastically and has operated over capacity from the very beginning. Originally designed for 30 students, the college has regularly accepted and trained 35-40 young women each year. Their records have been outstanding in school and on the job, and graduates of the program continue to be in great demand. This year the Irish Countrywomen's Association observes the An Grianan Silver Jubilee. Over that quarter of a century, the impact of this educa- tional component of the Association's activities has reached every corner of Ireland. We have been tremendously impressed with the variety and quality of educational offerings, with the participation by women of all ages and with effective teaching and follow-through in local guild programs. We have marveled also at the way in which the Association has used Foundation funds to maximum advantage, with prudence and rare good judgment. has accomplished a lot. Each dollar Because of our admiration for their accomplishments and our appreciation for purposes yet to be served, we have recently made an additional grant to the Association of $875,000, $600,000 for enlarging and refurbishing the residential conference center and $275,000 for expansion and improvement of the facilities of the horticultural college. We are con- fident that these funds will be as wisely used as have been those provided earlier. �15 In writing in 1953 of plans to establish the College, Miss Gahan said, "We have called our committee the Grianan Committee. Grianan is an Irish word that through age-old usage has come to mean 'the women's sunny place.' We like this idea for our College." Certainly reality has been consistent with the dream--a "sunny 'place" in the lives of many. The second major component of Foundation assistance in Ireland began to take shape also in the mid-1950s. This was the initiation of a fellow- ship program to provide advance study opportunities to promising young professionals. Fellowships have traditionally been an important part of our programming, in the United States and elsewhere. This reflects our concern for people and our recognition that people are the most important element in progress. No dollars are better spent than those which provide for the nurturing of bright young minds. Thus, we developed with officials of the Department of Agriculture and Fisheries a fellowship .program with the following objectives: 1. To provide better prepared professional personnel for research, teaching, and extension responsibilities in the broad field of agriculture; 2. To improve professional education and to stimulate research through the strengthening of the faculties and other facilities of professional schools; and 3. To increase international understanding by serving as a medium for the exchange of knowledge and establishment of acquaintanceships between citizens of the United States and Ireland. During the years from 1957 through 1973, 107 fellowships were provided for professionals who had completed an undergraduate program of study, �16 were under 35 years of age, and were assured by a cooperating agency or institution of a post-fellowship position. Of the total, 94 were long-term fellowships of one to three years' duration leading to an advanced degree; 13 were short-term fellowships, providing a three- to six-month study tour pro gram. Seventy-three fellows completed a master's degree and 13 a doctor of philosophy degree. The specialty fields of study ranged alaphabetically from agricultural economics and agricultural engineering through dairy science, poultry genetics, rural sociology, and soil physics to specialties in veterinary medicine. In addition to this major fellowship program, fellowship funds were also provided as a part of program support to the Irish Countrywomen's Association, Macra na Feirme and Macra na Tuaithe, the Agricultural Institute, University College-Dublin, and University College-Cork. We were impressed with the Fellows in their programs of study. We have continued to keep in touch with most of these young women and men and feel they have made a useful contribution in their respective professional roles, hopefully enhanced by the fellowship experience and the network of professional contacts established. I mentioned earlier that Mr. Kellogg had a particular interest in youngsters. to play." He often commented that, "\\Tflen I was a child I never learned He therefore had a special interest in brightening young lives. If you have seen the stage production or the movie "Auntie Marne," you will remember Marne as a colorful character who loved life and lived it fully. Her philosophy was summarized late in the play when, as she and her young nephew were departing for an around-the-world trip, Auntie Marne said, "I'll open doors for you, doors you never even dreamed existed." �17 E x p e r i e n c e sl i k et h a ta r eim p o r t a n ti nyoung l i v e s .T h eK e l logg Found a t ion h a sh ad a l o to fe x p e r i e n c ew i t h4 -H C l u b s ,Y o u n g F a rm e r sC l u b s ,B o yS c o u t s , and o t h e ry o u t h s e r v i n gp rog r am s . Thu s ,i t w a s n a t u r a la sw eb e c am eb e t t e r a c q u a i n t e di nI r e l a n dt om e e t l e a d e r so fo r g a n i z a t i o n s con c e rn edw i t h young p e o p l ei nt h ec o u n t r y s i d e . T h i sl e dt oa comm i tm en tf i r s tt oM a c r a n a F e i rm ee a r l yi n1958 . Th eI r i s hY o u n g F a rm e r s 'C lub so r g a n i z a t i o nh ad abou t 400 c l u b sa tt h a tt im e ,w i t h at o t a lo fo v e r1 6 , 0 0 0m emb e r s . M emb e r sh ip w a s l im i t e dt oyoung f a rm e r so rt h o s ec l o s e l yr e l a t e dt oa g r i c u l t u r el i v i n gi n r u r a la r e a sand ov e re i g h t e e ny e a r so fa g e . T h e emph a s i so fM a c r a n aF e r im e ' s a c t i v i t yw a s on e d u c a t i o n ,b o t ht e c h n i c a land c u l t u r a l . T h e i rr e q u e s tf o rF o u n d a t i o na s s i s t a n c ew a s t od ev e lop a p rog r am f o r r u r a ly o u t hf romtw e l v et h r o u g he i g h t e e ny e a r so fa g e . T os e r v et h i sg roup , M a c r a n aF e i rm ee s t a b l i s h e da j u n i o rs e c t i o nc a l l e dM a c r a n aT u a i t h e . I n t h e i rp r o p o s a l ,M a c r a n aF e i rm el e a d e r ss t a t e d ,"S i n c eI r e l a n dl a c k sc o a l , o i l ,o rm i n e r a lw e a l t h , sh ei sg r e a t l yd ep end en t upon h e ra g r i c u l t u r e . Y e t I r i s ha g r i c u l t u r ei sn o tt h o u g h tt ob ev e r yp r o g r e s s i v e ,v e r ye f f i c i e n to r , u n t i lr e c e n t l y ,t oh av emu ch i n t e r e s t. int h eimp rov em en to fi t s e l fa san i n d u s t r y . On ly i nt h el a s tf i f t e e ny e a r sh av ev o l u n t a r yr u r a lo r g a n i z a t i o n s i n t e r e s t e di nimp rov ingI r i s ha g r i c u l t u r et h r o u g he d u c a t i o nc om ei n t ob e i n g . On eo ft h e s ei sM a c r a n aF e i rm e . I nb e g i n n i n gt owo rk w i t h young e r tw e l v e t oe i g h t e e n y e a r o l d s ,i t hop e st of o s t e ri n t e r e s ti nand e n t h u s i a smf o r l e a r n i n gand imp rov em en t . I thop e st o~n en and ' e n l i g h t e n 't h eyou th and ,t h u s ,t h ee v e n t u a la d u l t so fr u r a lI r e l a n d . " F o u n d a t i o na s s i s t a n c ei nt h ef i r s tg r a n ta s s i s t e dM a c r a n aF e i rm ei n e s t a b l i s h i n gi t sj u n i o rs e c t i o ns e c r e t a r i a tand i nd e v e l o p i n gb o o k l e t s , �18 periodicals and project literature for communication with local groups and in conducting leadership training cours es for voluntary club lead ers. In 1969, based upon the e ffective utilization of assistance in the earlier grant and progr ess of the intervening years, the Foundation provided a second five-year period of assistance to Macra na Tuaithe, which had by then become independent of the parent organization. This second grant provided for the initiation of a system of regional youth officers, with four permanently established during the period of Foundation support. In addition, the national headquarters office was established at the Irish Farm Centre and a training program was designed and implemented. This in- cluded staff training and development, volunteer leader training, and youth training. In the summary report of the second five-year development program, officers of Macra na Tuaithe stated, "We consider that the increased involvement on a voluntary basis of parents and other adults in the Macra na Tuaithe program is one of the major outcomes of the five-year development program. It appears to have resulted from our efforts in program implementation which in turn were heavily influenced by the staff training endeavors of the past few years. We now work on the consciously held assumption that a you t h development program must operate alongside a complementary adult education pro gram as an integral part of community development." In the years since Foundation assistance ended, Macra na Tuaithe has continued to expand and improve its educational programs and structure. Sustaining such an informal educational organization with limited funding and with volunteer leaders is a difficult and demanding commitment. The leaders of Macra na Tuaithe have, however, been persistent and successful. �19 The more important measure, however, is in the lives of the countless youngsters for whom "new doors" of opportunity have been opened. As the Foundation continued to be involved in Ireland with these a c t i v i t i e s , extensive conversations were carried on with leaders of the Faculty of Agriculture at University College, Dublin, and in the Department of Agriculture and Fisheries regarding other priority concerns. Because of the Foundation's traditional concern with technology transfer and the application of knowledge to problems of people and communities, these conversations ultimately led to consideration of the establishment of a program of preservice and inservice training for advisory service per sonnel. In 1967 the College received Foundation funds to assist in establishing its Department of Agricultural Extension. In a special report issued by the University in 1977, at the end of a decade of Foundation assistance, the evolution of the concept of the training centre was summarized as follows: "The history of training in agricultural extension in Ireland goes back to the early 1960s when the Department of Agriculture and Fisheries began to provide some inservice training courses in advisory methods. The broad aim of these initial courses was to make advisers aware of techniques which would make their work more effective. Early courses focused on such topics as Writing for the Farmer, Classroom Presentations and Group Methods. "Over the years the emphasis in advisory work changed from advising on specific problems to the management of the farm as a commercial business. As this change developed, it became apparent that the adviser should be concentrating on helping the farmer and his family acquire the knowledge �20 and skills to enable them to operate newer farming systems and techniques successfully. Such an approach would promote more integrated and systematic farming development. "This broader, more comprehensive approach to advisory work would involve the adviser in a more systematic way in the planning and selection of advisory methods and in the more efficient use of his own time and of advisory resources. This approach which came to be known as programming was a complex undertaking which required continuous long-term development and considerable training for the members of the service. It also became apparent that worthwhile progress in such an undertaking could not be achieved without the involvement of the University." Visiting professors were helpful in the early days of the Centre, as faculty members undertook advanced study in Extension Education. The post- graduate courses of the Centre evolved into two major patterns: Course A with emphasis on a technical field. In this option, one-third of the student's work was devoted to the subject of programming and communications and the remainder to a study of the technical subject-matter area. Each student undertook a research project in his own technical field. Course B with emphasis on extension education. In this option, students devoted all of their time to the study of the education process as applied to the area of agricultural extension and completed a research project in this area. In addition, the Centre staff undertook the initiation of an inservice training program for various categories of personnel in the Advisory Service. These pro- grams have included chief agricultural officers, farm home advisers, instructors �21 from pilot areas, and personnel of the Department of Agriculture and Fisheries. In addition, special update workshops were held for graduates of the Centre program. Foundation funds were used by the College in a variety of ways in pursuing its ultimate purpose of establishing postgraduate training in Agricultural Extension as an integral part of the Faculty of Agriculture. This objective was accomplished when the Department of Agricultural Extension was established in 1974 as the seventh department of the Faculty. The courses of study offered by the staff at both the undergraduate and graduate levels were approved by the ,Faculty and the Academic Council of University College as well as the General Board of Studies of the National University of Ireland. In addition, the staff of the Department became involved in significant ways in the activities and functions of the faculty and the University. Thus, this new component of agricultural education, intended to facilitate the transfer of new technology from researcher to farmer was successfully integrated into the life of the University. It is one of a network of Foundation- assisted such centres in England, Norway, Denmark, Sweden, and Finland. In 1971, probably a consequence at least in part of the Fellowship Program and the activities of the Department of Agricultural Extension, the Faculty of Agriculture requested Foundation support in undertaking a comprehensive curriculum design and development project. Among the considerations which prompted the Faculty to undertake this comprehensive effort were the following: Advancing technology in agricultural sciences; changing require- ments and opportunities for university graduates in agriculture; rapid changes in all facets of the agricultural industry; a substantial increase in recent �22 years in the numbers of students studying agriculture at the university level, the size of teaching staff, and agricultural research output directly related to agriculture in Ireland; ongoing changes and improvements in physical resources and facilities of the University for providing curricula in agriculture; and program activities of the Agricultural Extension Centre, which increased staff awareness of ideas, procedures and opportunities for examining and redesigning curricula and for improving the learning experiences of University students. Undertaking a thorough review of a major curriculum area like that encompassed in the Faculty of Agriculture was an ambitious and arduous task. We were impressed that leaders of the Faculty gave priority to such a process and prepared a very comprehensive and detailed procedure for accomplishing their objectives over a five-year period. While Foundation funds provided for an executive secretary and clerical services, necessary supplies, equipment and library resources, study tours for faculty members, and consultants for specific phases of the process, the primary investment was of faculty time, usually in addition to normal teaching and research assignments. We were impressed indeed with the attitude which prevailed throughout the process and with the constructive approach which generally characterized individual and collective efforts. Hopefully the changes have been worthwhile and a system for continuing curriculum examination, adaptation, and adjustment has become an integral part of the life of the faculty. The final area of Foundation concentration in Ireland is related to the development of the professional fields of food science and food technology. Because of the importance of agriculture to the Irish economy and the significance of food exports, it seemed to Irish agricultural leaders that the �23 development o f this competence could add a significant new dimension to Irish agricultural industry. Thus, since 1969, the Foundation has provided assistance to University College, Cork, in implementing a food science and technology pro gram. The Foundation first made modest funds available for a consultant to help conceptualize a nd develop a food science and technology curriculum based on UCC's existing dairy science and food and microbiology programs. A number of courses have been a dop t ed for the new program, although the introduction of new offerings was limited by faculty shortages. To assist in strengthening the professional faculty, four faculty members participated in a Foundation-aided Irish Fellowship Program and an additional three obtained advanced degrees in food science and technology in th e United States. After several delays caused by financial and construction problems, a new food science and t e chnology fa cility was inaugurated in January of this year. Throughout the development of this new curriculum, students at UCC have evidenced great interest, with more than 150 individuals per year now applying for admission. Based upon the College's success in designing the new curriculum and constructing an adequate facility, the Foundation has recently made a major grant to University College, Cork, which has not yet been publicly announc ed by the University. This support over a five-year period will provide faculty inservice training, fellowships for advanced study abroad, visiting faculty, postdoctoral fellowships for faculty exchange with other countries, a nd the purchase of sophisticated equipment such as food analysis instrumentation. While the first payment of this new commitment has not yet been made because of postal service delays , we are confident that this support over �24 the next five years will mak e a further substantial contribution to agricultural pro gress in Ireland. There, in br ief, is the record of Ireland a nd the W. K. Kellogg Foundation -- 25 years, $3.5 million, 20 grants to 8 institutions and organizations. Worthwhile? We think so. Other choices could have been made, for f ar more good proposals have been presented to us than we could fund. Hopefully our bit of assistance has furthered your efforts in useful ways--brought a bou t the inevitable a bit sooner, more completely, with greater substance. IV A private foundation like the W. K. Kellogg Foundation is a product of the for-p rofit, free enterprise system. It is a component of a pluralistic approach to human progress--voluntary private initiative for the public good, complementing the functions of the compulsary tax-supported sector of society. "Education -- the greatest opportunity for really improving one generation over another." His conviction to that notion led Mr. Kellogg to commit his fortune to the promotion of human well-being through "the application of knowled ge to the problems of people." Now, as then, it is apparent that -- Learning 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 responsibilities, For f ami l y roles ) For leisure avocation, For self-fulfillment in an increasingly complex world. �25 Learning is lifelong, from the cradle through the twilight years. Each must develop a pattern of study and intellectual exploration which becomes a part of life, ensuing a lifelong interaction among work, learning. leisure, and family. We commend you for your progress toward such ends. We look forward to continuing relationships in pursuit of Ireland's further goals. Godspeed. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1979-04-27_RMawby_SPE Title A name given to the resource Russell Mawby speech, The Greatest Opportunity Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given April 27, 1979 for the W. K. Kellogg Foundation at the Royal Dublin Society. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1979-04-27 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/90803aecb8e6ce345a60052afcf9486e.pdf 6ac9bb849849ce3f9869a0c37fddb704 PDF Text Text "THE GREATESTO t>PORTUN ITY " R em a rk sb yR u s s e l lG . M awby , P r e s i d e n t W . K . K e l l o g gF o u n d a t i o n a tt h e O p e n i n gG e n e r a l S e s s i o no ft h eA n n u a lA s s em b l y o ft h e C o u n c i lf o rt h eA d v a n c em e n t a n dS u p p o r to fE d u c a t i o n \ o J a s h i n g t o n , D .C . J u l y1 4 ,1 9 7 6 I I ti sa p l e a s u r ei n d e e df o rm e t ob ew i t hy o uf o rt h i sA n n u a l A s s em b l yo ft h eC o u n c i lf o rt h eA d v a n c em e n t a n dS u p p o r to fE d u c a t i o n . Iw e l com e t h eo p p o r t u n i t yo fb e i n ga g a i nw i t hs om any good f r i e n d s c o n c e r n e dw i t hh i g h e re d u c a t i o nt h r o u g h o u tt h ec o u n t r ya n da p p r e c i a t e t h eo p p o r t u n i t yo fm a k i n g n ew a c q u a i n t a n c e s . Th ank y o uf o rt h eh o n o r o fp a r t i c i p a t i n gi ny o u ro p e n i n gG e n e r a l S e s s i o n . You rA s s em b l y t h em e"A D e c l a r a t i o no fI n t e r d e p e n d e n c e "h a sa n a p p r o p r i a t eB i c e n t e n n i a lf l a v o ra n d ,f u r t h e r ,r e p r e s e n t sa ni n s i g h t f u l p e r c e p t i o no ft h ei n t e r d e p e n d e n t~ature o fo u rc om p l e xmod e rn s o c i e t y a n dw o r l d . C e r t a i n l yt o d a ym o r e t h a ne v e r ,e v e r yt h o u g h t f u lp e r s o n i sc o n s c i o u so ft h ei n t e r d e p e n d e n c eo fp e o p l e ,o ft h e i ri n s t i t u t i o n s , o ft h e i rp o l i t i c a lc r e a t i o n s . T h i sr e a l i t yc a n n o tb eb e t t e rs umm a r i z e dt h a ni nt h ew o r d sw r i t t e n 350 y e a r sa g ob yJ o h nDonn e - �2 "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 ." Education -- generally available to individuals from all walks of life; in myriad forms; formal and informal; publicly and privately supported -- has been a crucial ingredient in the development of our American society. If Century Three is to build upon the traditions and achievements of our first two hundred years and if the days and years ahead are to be brighter , in the fullest human sense, than those gone by, education must continue to play its full role. For you as professionals coqcerned with the advancement and support of education, the challenges of tomorrow will be both gigantic and complex. But, while some bemoan the demise of the "golden days" of the recent past, I suggest that the next two decades may represent education's greatest opportunity for its full contribution to further progress in transformin g the American dream into reality. My brief comments this afternoon address the interdependent relationships of higher education and private foundation philanthropy to that end. �3 II Dr. Clark Kerr l, one of our most respected educational statesmen, & World in a recent issue of V.S. News Report, observed that "The predominant mood among leaders of higher education today is one of deep gloom about the future. I believe this mood is not fully warranted by realistic prospects. This is not to say it has no justification." After commenting briefly then on the stress points in higher education, the evidence that higher education is in a stronger position within American society than at any time in more than 300 years, and his perceived "steady state but changing" future for higher education, Dr. Kerr concludes with this emphasis: "One thing is certain, nevertheless, and that is that, in the condition of the modern world that requires ever higher skills and ever better ideas, the long-run importance of high-quality higher education can only increase." Dr. Alan Pifer, in his President's statement in the 1975 Carnegie Corporation's Annual Report, thoughtfully discusses "Higher Education in the Nation's Consciousness." In his usual thorough and insightful analysis, Dr. Pifer reviews the current status of higher education in America. He suggests the forging of a new consensus regarding the position of higher education in American life and suggests that academic institutions themselves can do much to assist this evolution. First. they must stop trying to sell higher education to potential students on the grounds primarily of its economic benefits ... Second, higher educational institutions must continue to press ahead with the 1 V. S. News and World Report, JulyS, 1976. �4 administrative and educational reforms on which they are now embarked ... The most important task ahead for the academic community is to cut costs while at the same time preserving or even improving quality ... Another area for consideration is that of faculty productivity ... Finally, higher education must review every aspect of its operations its governance, administration, teaching, research, student life, and external service -- to be certain that in a moral sense it really does qualify for public trust and approval. While each of us might debate the details of either of these analyses by two distinguished educators, I subscribe to their general thesis: Namely, that education is a vital component of American life; that, while there may be disenchantment in many circles and even by the public at large with certain aspects of our current educational establishment and system, the public commitment is substantial and unaltered; and that, if those responsible for higher education prove adequate in respondin g to changing societal needs, remedying imperfections, and serving the highest purposes of education, they will continue to deserve -- and have - '- the public's trust and support. I would emphasize that this does not suggest simply doing more of the same in the future as in the past, or just doing it more efficiently, or grandly invoking new technology and gadgetry. Rather, the changing lifestyle of our people suggests the need for substantive changes in our educational system and the institutions which comprise it. �5 Th ec a s ef o rt h ef u t u r eo fh i g h e re d u c a t i o ni nt h eU n i t e dS t a t e s c a nb ep r e s e n t e db r i e f l ya sf o l l ow s : 1 . W e a r ea l e a r n i n gs o c i e t y . Ch ang ei so n eo ft h em o s t p e r v a s i v ec h a r a c t e r i s t i c so fo u r t im e s . W e h a v e com et or e c o g n i z et h ev i t a lr o l eo fl e a r n i n g i na c c om p l i s h i n ga n da c c omm o d a t i n gt oc h a n g e . 2 . L e a r n i n gi s ~ l i f e ,i na l li t sa s p e c t s . E d u c a t i o ni s e s s e n t i a lf o ra l lt h ev a r i o u sr o l e so ft h ei n d i v i d u a l : f o r o c c u p a t i o n a lp r o f i c i e n c y ,w h e t h e r i nt h et r a d e s ,t h e p r o f e s s i o n s ,o rw h a t h a v ey o u ; -f o rc i v i cc om p e t e n c ei nf u l f i l l i n gd em o c r a t i cc i t i z e n s h i p r e s p o n s i b i l i t i e s ; -f o rf am i l yl i v i n g ; -f o ra v o c a t i o n a li n t e r e s t s ; f o r s e l f f u l f i l lm e n tg o a l si na ni n c r e a s i n g l yc om p l e xw o r l d . 3 . L e a r n i n gi sl i f e l o n g ,f r omt h ec r a d l et h r o u g ht h etw i l i g h t y e a r s ,i nm y r i a d f o rm s~ c i r c um s t a n c e s . I t ' st h i sl i f e - l o n gd im e n s i o no fl e a r n i n gt ow h i c hi n s t i t u t i o n so fh i g h e r e d u c a t i o nh a v ef o u n di t m o s t d i f f i c u l tt oa c c omm o d a t e . E d u c a t i o n i nt h i si n s t a n c e ,h i g h e re d u c a t i o n h a sa s p e c i a l p l a c ei no u rd em o c r a t i cs o 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 o i n c l u d ea l li n s t i t u t i o n so fh i g h e re d u c a t i o n tw o y e a r ,f o u r y e a r , g r a d u a t e ,p u b l i c ,p r i v a t e )a r ec o n c e i v e di no u rs o c i e t ya sk n ow l e d g e r e s o u r c ec e n t e r s ,w i t hr e s p o n s i b i l i t i e si nt e a c h i n g ,r e s e a r c h ,a n d s e r v i c eo re x t e n s i o n . T y p i c a l l y , t h et e a c h i n gf u n c t i o no ft h e u n i v e r s i t yi sd e f i n e dt o on a r r ow l y ,u s u a l l yr e l a t i n ge s s e n t i a l l yt o �6 students in residence, young in age, and engaged in degree-oriented programs of study. If universities are to fulfill their educational potential in serving the needs and goals of society, they must define the teaching function more broadly and creatively in the years ahead. Teaching in this expanded concept--on and off campus, credit and non-credit, for varied clientele in non-traditional patterns--should be a normal faculty role. I realize that there are many forces which must be reckoned with. These include such realities as the financial considerations of fundin g higher education, usually involving some formula related to full time equivalent enrollment; the constraints of self-created systems of accreditation and credentialing ; the frequent discomfiture of the faculty in dealing with o ther than captive, post-adolescent students ; and the reluctance of decision makers within the institution and beyond to condone non-traditional approaches to reaching educational objectives. But I also sense a readiness . today in academia--and on the part of learners--to consider, explore, test new concepts and approaches. This readiness is evident in such developments as the Carnegie Commission's report, "Less Time, More Options;" the Newman Report; the Commission on Non-Traditional Studies; and widespread interest in such ideas as the open university, the e xternal degree, and a university without walls. As a private foundation with a long tradition of involvement with higher education in a variety of ways throughout the country, we are �7 attuned to the issues which are very much on your agenda--changing clientele, improved teaching effectiveness, economy and cost containment, retrenchment, management and governance, changing roles of trustees, on and on. We share the urgency of these concerns and in fact have made a great many institutional grants for efforts which address issues such as these. But I would suggest for your consideration that one of the most pervasive realities--and opportunities--confronting your institutions as they face tomorrow 'is the implementation of the broad concept of lifelong learning. The rhetoric has all been said; what remains is the doing. For a brief moment, let me share with you a few ideas which to me as one foundation executive seem to represent challen ges in implementing the concept of continuing education . Foundations, by their nature and commitment, tend to be concerned with innovations, experimentation, pioneering efforts. We have a somewhat unique opportunity of being a part of significant developments in education and yet being somewhat apart from them. Hopefully, this perspective will be helpful to you in your deliberations at this Assembly and beyond. Among the challenges would seem to be the following: 1. Creativity in institutionalizing the concept of lifelong learning continuing education. No institution of higher education has really accepted the full implications of the concept of lifelong learning and done something about it-done somethin g about it in terms of the organizational chart of the institution, the patterns of financin g, the reward �8 s y 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 sa n dr e l a t i o n s h i p s w i t h i nt h ei n s t i t u t i o na n dw i t ho r g a n i z a t i o n sb e y o n d . I ti st r u et h a tw e h a v ee x am p l e so fe f f o r t si nt h i s d i r e c t i o n ,b u tt h e ya r ef r a gm e n t a r ya n di n c om p l e t e . W e do i n d e e dn e e dc om p r e h e n s i v em o d e l s o fw h a tm i g h t b ed e s c r i b e d a 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 . W e n e e dm o r e s u c ham b i t i o u sa n dc om p r e h e n s i v ei n s t i t u t i o n a le f f o r t s . 2 . C r e a t i v i t yi np r o b l em o r i e n t e dp r o g r am s ,i na d d i t i o nt ot h e mo r e t r a d i t i o n a ld i s c i p l i n e o r i e n t e da p p r o a c h . Mo s t p r o b l em sw h i c hc o n c e r no u rs o c i e t ya r ec om p l e x , i n t e r r e l a t e d ,m u l t i d i s c i p l i n a r y , d i f f u s e ;o nt h ec o n t r a r y , t h es o l u t i o n sw e c o n t r i v ea r eu s u a l l yh i g h l ys p e c i f i c , p r o s c r i b e d ,s im p l i s t i c . T h i sd i c h o t om yb e tw e e nt h en a t u r e o fp r o b l em sa n ds o l u t i o n si sa m a j o r s o u r c eo ff r u s t r a t i o n a n df a i l u r e . A se x am p l e s ,c o n s i d e ro u rc o n c e r n sw i t hh e a l t h c a r ed e l i v e r y ,w i t ht h ev i a b i l i t yo fo u rl o c a lp o l i t i c a l i n s t i t u t i o n s ,w i t ht h ee f f i c a c yo fe l em e n t a r y s e c o n d a r y e d u c a t i o n . R e s o u r c e s f r omt h r o u g h o u tt h eu n i v e r s i t ym u s t b em o b i l i z e d t od e a li na c om p r e h e n s i v ea n da d e q u a t ew ay w i t hs u c hi s s u e s . 3 . C r e a t i v i t yi nw o r kw i t ht h ei n f o rm a ln e tw o r ko fc o n t i n u i n o . 0 e d u c a t i o no r g a n i z a t i o n s . H e r e Im e an v o l u n t a r ya e s e r v i c eo r g a n i z a t i o n sl commun i ty i n s t i t u t i o n ss u c ha s e ~ �9 libraries, museums, art centers, churches. While it's true that continuing education activities of universities customarily include contacts with such entities as these, such inter-relationships are neither as systematic nor as comprehensive as they should be. 4. Creativity in developing linkages between the formal (traditional undergraduate, and graduate) and informal teaching programs. Usually these teaching activities at the university exist side by side with virtually no interaction. Again, there are a few encouraging exceptions. 5. Creativity in inter-institutional arran gements, implyin g coordination and cooperation. Institutions of higher edu- cation must be less unilateral in their educational activities. Society will no longer tolerate the apparent inefficiencies of multiple, duplicative efforts. Better answers must be demonstrated in the roles and relationships of universities, four-year colleges, community colleges--public and private-in meeting educational goals. 6. Creativity in identifying specific target audiences in various settings. With some audiences , exemplary effort in continuing education can be cited; other audiences are virtually or absolutely unreached. No one would advocate that a university should be all things to all people. But should not institu- tions of higher education be charged with strengthening all of education--with creating new institutional forms if they �10 are needed, nurturing them, preparing personnel, evaluating their effectiveness, and developing modifications that the educational needs may be better met? 7. Creativity in the use of new technology in learning. Much has been made of new hardware and software available for teaching. Most impressive examples of experimental efforts can be cited. But characteristically, teaching tends to be more of the same old thing. The challenge in the utilization of new technology appears to lie with the human element. As a society we have built a great industry around the concept of estate planning. There is one pre-condition for the implementation of the elaborate scheme we design ... 1 must die. As one who finds that option not appealing but who continues to be a student of sorts in various circumstances, 1 am moved to suggest: Why not a compre- hensive approach to building an individual plan for lifelong learning and growth? Such a plan should reflect the latest concepts of the stages of adult development; incorporate my personal values and goals; and represent a totally comprehensive and refreshingly new accommodation of educational institutions to the interrelationships between work (profession, career); family; leisure; and learning. 1 wish one of my alma maters had enough interest in and concern for me to remind me that my "intellectual capital" is depreciating and in fact may be obsolete. 1 wish they had developed my sensitivity to this fact during my undergraduate days, reminding me in my freshman year that what 1 was learning in sociology and chemistry would be hopelessly outdated as time passed and that 1 should undertake a �11 systematic plan for intellectual rejuvenation and expansion. Some colleges and universities have undertaken very creative alumni programs, for which you are to be commended. But such efforts seem not characteristic of higher education nor generally available to alurrmi. In general, health care systems are designed for the convenience of the professional staff; in like fashion, education systems tend to operate for the convenience of the faculty and the institution. This will change--and dramatically--in the years immediately ahead. both through modification of what is, and through the creation of new institutional structures, if that alternative seems more feasible. Hopefully , the leadership for either remodeling or building anew will corne from professionals in education, who can if they but will. In your various responsibilities--in alumni affairs , fund raising and development, publications and information, institutional and go v e r n ment relations--you can be influential in shaping the future. You have been perhaps too modest, too in awe of the "pure academic"; higher education--and society--would be the beneficiaries of your more active participation in the decisive dynamics of your institutions . III From these comments you can see that I am bullish on the future of higher education in this country. future of private foundations, Before venturin g a look at the let me comment very briefly upon the interdependence of these social institutions--instftutions of higher education and institutions of private philanthropy. The Foundation Center in New York City defines a foundation as a non- governmental, non-profit organization, with funds and programs �1 2 m an ag ed b yi t sow nd i r e c t o r s ,a n de s t a b l i s h e dt om a i n t a i no ra i d s o c i a l ,e d u c a t i o n a l ,c h a r i t a b l e ,r e l i g i o u s ,o ro t h e ra c t i v i t i e s s e r v i n gt h ecommon w e l f a r e , p r im a r i l yt h r o u g ht h em a k i n g o fg r a n t s . A t t h en a t i o n a ll e v e la f ewn am e s co rn eq u i c k l yt om i n d -F o r d, R o c k e f e l l e r , L i l l y ,K r e s g e,M e l l o n , J o h n s o n ,~ p e r h a p se v e nK e l l o g g . tt S l o a n ,C a r n e g i e , B u to fg r e a t e rs i g n i f i c a n c en um e r i c a l l ya n d v e r yo f t e no ft h eg reatest s i g n i f i c a n c et oi n d i v i d u a li n s t i t u t i o n s a r et h em y r i a d s om e 2 5 ,OOO f o u n d a t i o n sw h o s e i n t e r e s t sa r el o c a lo r r e g i o n a l ,r e l a t i n go f t e nt os p e c i a li n t e r e s t sa n ds e l e c t e di n s t i t u t i o n s . H i s t o r i c a l l ya n dc u r r e n t l y ,t h el a r g e s tb e n e f i c i a lc a t e g o r yo f f o u n d a t i o ng r a n t si se d u c a t i o n . vm i l ei ti sd i f f i c u l tt og e tp r e c i s e i n f o rm a t i o n ,p r o b a b l yh a l fo fa l lf o u n d a t i o nd o l l a r s go t oe d u c a t i o n b r o a d l yd e f i n e d . T h u s , p r i v a t ef o u n d a t i o n s i ns e r v i n gt h e i rp a r t i c u l a rs o c i a lg o a l s -m o s to f t e nl o o kt oi n s t i t u t i o n so fe d u c a t i o na s g rant r e c i p i e n t s . F rom t h es t a n d p o i n to fc o l l e g e sa n du n i v e r s i t i e s ,y o ua r eb e t t e r a b l e t ocomm en tt h a nI on t h eim p o r t a n c eo fp r i v a t ef o u n d a t i o nf u n d s . 2t I na r e c e n tr e p o r t ot h e at ~ A c ad emy o fE d u c a t i o n on "E d u c a t i o n a n dM a j o r P h i l a n t h r o p i cF o u n d a t i o n s , "t h ea u t h o r ss u g g e s ttwob r o a d f u n c t i o n so ff o u n d a t i o ns u p p o r t : 1 . To p r o v i d eb a s i cs u p p o r t ,w h e r e i t i sm o s t n e e d e d ,t ot h e e d u c a t i o n a ls y s t em . T h i si sa c o n s t r u c t i v e ,c o n s e r v a t i v e t y p eo fa c t i v i t y ,l i k e l yt ob eg e n e r a l l ya p p r e c i a t e d . 2 "E d u c a t i o na n dM a j o r P h i l a n t h r o p i cF o u n d a t i o n s , "A R e p o r t t ot h e N a t i o n a lA c ad emy o fE d u c a t i o n ,b yR o b e r tJ .H a v i g h u r s t , P r o f e s s o ro f E d u c a t i o na n dHum an D e v e l o pm e n t, T h eU n i v e r s i t yo fC h i c a g o ; D o n a l dB . H o l s i n g e r , A s s i s t a n tP r o f e s s o ro fE d u c a t i o n , t h eU n i v e r s i t yo fC h i c ag o ; a n dE r i kS . L u n d e , A s s i s t a n tP r o f e s s o r ,D e p a r tm e n t o fAm e r i c a nT h o u g h t a n dL a n g u a g e ,M i c h i g a n S t a t eU n i v e r s i t y . A p r i l1 976. �13 This is a support for the Establishment, in which the foundation allies itself with the main body of educators. 2. To support innovation and experimentation, aimed at improvement through change in the educational system and in the society. The Rockefeller Foundation President, Chester Barnard, in his 1951 report, wrote that the Rockefeller Foundation has been, "a pioneer and a supporter of pioneers." This function can and very likely will disturb the Establishment at times. It can be seen by some people as a threat to their way of life. On the other hand, the modern western society is so change oriented that innovation and experimentation are welcomed by many people in principle, even though they may be uncomfortable at times. And then analyzing seven decades of foundation activity in the field of education, the report to the National Academy concludes, "We are at once impressed with the basic and essential roles that have been filled by the foundations. They supplied the major financial support for higher education at two critical periods-the 1920's and the 1950's. Their support for endowment and for faculty salaries stimulated the private colleges and universities to raise even more through campaigns with alumni and friends to contribute their share on a matching basis. Their support for education in the South brought in the resources badly needed by the poorest region of the country. "We note that some foundations have maintained a fairly sharp and narrow focus for their programs in the field of education. The Mott Foundation, with emphasis on Community �14 School, has made a unique and important contribution. The Lilly Endowment has consistently supported religious education and programs of training for the ministry; and has been a consistent supporter of private colleges in the State of Indiana. "The Rockefeller, Carnegie, and Ford Foundations, together with Kellog g and Danforth, have worked assiduously at improvement and innovation, in league with reformers and researchers. In this respect they have occasionall y assisted controversial projects and this would seem essential if they are to serve as chan ge a gents. "As the federal government has moved into the field of support for educational research and development since 1960, there must be a reconsideration of the functions of private foundations in this area. Government support may become much larger than foundation support for research and development. So far the witness of educational researchers and policy makers who have received financial support from governmental and foundation sources is that the foundations do a more satisfactory job." A more detailed statistical or philosophical analysis is not appropriate at this time. I think most observers and participants in higher education would agree that the support of private foundations has been beneficial in promoting experimentation and facilitating constructive change. �15 IV With an optimistic view of the future for higher education and a recognition of the mutually beneficial relationships of institutions of higher learnin g and of private philanthropy in the past, let us now turn briefly to a look at private foundations in the future. It is in this element of the interdependent relationship that the prospect seems less bright. Turning back to our Bicentennial theme, it seems appropriate to remind ourselves that voluntary giving--of time, talent, money--is an American phenomenon which characterizes our society. From the days of earliest settlement, we have endorsed and employed a pluralistic approach in meetin g societal goals, mobilizin g both private and public resources . You realize that private foundations (actually private resources which are voluntarily and irrevocably committed to public benefit) are but one small part of the private voluntary sector , simply a legal mechanism by which the fruits of the free enterprise system can be systematically directed to social benefit through private voluntary initiative. All of us here should be concerned with the continuing vitality of private philanthropy and recognize that, whether donee or donor, our futures are inextricably entwined--interdependent. It is to the future of private foundation philanthropy which I propose to direct our attention now in the most candid and pragmatic terms. In the first place, it is sobering to realize that the only private foundations in tomorrow's world already exist today. Under current tax law, the birth rate of new foundations is virtually zero, �16 the few exceptions being essentially those for which irrevocable instruments had been drawn pre-TRA-69. Further, the numbers of foundations in the future--unless there are changes in the law--will be slowly declining , for coupled with the zero birth rate, is an accelerated death rate . Those passing from the sceriethus far are generally the smaller private family foundations whose vital contributions are to local philanthropy. Traditionally composed of equity holdings in the family business, they are beset by the complexities of conformance with the 1969 law and are particularly burdened by the payout rules of Section 4942 and the divestiture provisions of Section 4943. For many, the only reasonable course seems either dissolution or, of somewhat less negative consequence to philanthropy, transference of assets to a community foundation. Nonetheless, they pass from the private foundation scene. Finally, private foundations in tomorrow's world will have a lessening significance in the total social scene. Hhile our national economy will continue to grow, the resources of private foundations will not keep pace in either relative or absolute terms. of this problem relates to inflation . One aspect The educational and service enterprises which are the usual concerns of philanthropy tend to experience inflationary pressure beyond that for the economy in general. Most damaging to the capacity of private foundations to serve tomorrow's expandin g need, however, are those provisions of TRA-69 which are drying up the flow of new capital into existing foundations and which mandate the continuing erosion of their productive assets. �17 Manyof today's foundations -- the W. K. Kellogg Foundation being but one example -- started as small foundations which later received substantial assets from the donor and/or his estate. Many of the smaller foundations of today were created with the same intent. However, because of the several disincentives of TRA-69, no significant amount of new capital will now flow into these foundations. But the most debilitatin g provision of the current Code is Section 4942 , which requires that private foundations payout for their charitable purposes each year the gr e a t e r of net income or 6 percent of the market value of their assets. Investment managers know that historically portfolios produce less than 6 percent, actually over the long term somewhere closer to 3.5 or 4 percent. Thus, to meet this excessive payout requirement, foundation managers must consistently invade their corpus, thus continually eroding away the productive base on which their philanthropic activities depend . This is an unsound practice in the prudent fiscal management of private entities and will progressively impair the effectiveness of all foundations. Let me illustrate the impact of the present payout requirement using the foundation with which I am associated. From its inception in 1935 through its 1976 fiscal year, the W. K. Kellogg Foundation Trust will have made actual distribution of $296 million for charitable purposes. If the distribution requirements of TRA-69 had been in effect during those 42 years and had the Trust been required to annually distribute the higher of income or 6 percent of the market value of its assets, the distribution over the period �18 w o u l dh a v et o t a l e d$316 m i l l i o n , o ra ni n c r e a s eo fo n l y $20 m i l l i o n . How ev e r , t om e e t t h i sm a n d a t o r y p a y o u tr e q u i r em e n tt h eT r u s tw o u l d h a v eh a dt os e l l K e l l o g g s t o c kh a v i n ga m a r k e t v a l u et o d a yo f $440 m i l l i o n . T h u s , t op r o v i d ea 6 1 / 2p e r c e n ti n c r e a s et oc h a r i t y ,t h e T r u s t ' sc u r r e n ta s s e t sw o u l dh a v eb e e nr e d u c e db y5 3% t oa m a r k e t v a l u eo f $392 m i l l i o n , a so p p o s e dt oi t sa c t u a lm a r k e t v a l u eo f $832 m i l l i o n . F u r t h e rm o r e ,f u t u r ed i s t r i b u t i o n st oc h a r i t yw o u l dh a v e b e e ns i g n i f i c a n t l yr e d u c e db e c a u s eo ft h ed e p l e t e da s s e t sa n d e a r n i n g so ft h eT r u s t . T h i si se v i d e n c e db yt h ef a c tt h a td u r i n g 1976 t h eT r u s tw i l le a r na p p r o x im a t e l y$31 m i l l i o nw h i c hw i l lb e d i s t r i b u t e df o rc h a r i t a b l ep u r p o s e sa so p p o s e dt oe a r n i n g so fo n l y $15 m i l l i o nw h i c hw o u l db ea v a i l a b l eh a di t sa s s e t sb e e nd e p l e t e d b yt h eTRA -69 p a y o u tr e q u i r em e n t s . S u c he v i d e n c ea st h i sc o n v i n c e su st h a tt h eb e s ti n t e r e s t so f s o c i e t ya r en o tb e i n gs e r v e db ye x i s t i n gl e g i s l a t i o na n dt h a t ,w h i l e m any p r o v i s i o n so fTRA -69 a r el a u d a t o r y ,c e r t a i no t h e r sw a r r a n t m o d i f i c a t i o n o nt h eb a s i so fe e~ e e t od a t e . I nt h e s eo b s e r v a t i o n s , Ih a v er e f e r r e do f t e nt osm a l lf o u n d a t i o n s . Th eF o u n d a t i o nC e n t e rt e l l su st h a tt h e r ea r ea p p r o x im a t e l y2 5 , 0 0 0 p r i v a t eg r a n t -m a k i n gf o u n d a t i o n si nt h i sc o u n t r y . W h e n t h ew o r d " f o u n d a t i o n "i sm e n t i o n e d , e v e nt ot h o s ek n ow l e d g e a b l ei nt h ef i e l d , t h ei n s t a n tr e a c t i o ni st ot h i n kb i g : F o r d ,R o c k e f e l l e r , J o h n s o n , M e l l o n , K r e s g e , L i l l y ,p e r h a p se v e nK e l l o g g . T h e s ea r eh i g h l y v i s i b l ef o u n d a t i o n sw i t h l a r g ea s s e t s ,s u b s t a n t i a la n n u a le x p e n d i t u r e s , p r o f e s s i o n a ls t a f f ,a n da n a t i o n a lo ri n t e r n a t i o n a ls p h e r eo fa c t i v i t y . �19 But we need to remind ourselves that 90 percent of the foundations -or some 22,500 -- have assets of less than $1 million. At the other end of the size spectrum, only 38 have assets of $100 million or more. While the big few may be the most newsworthy in view of the media , the "quiet majority" of the private foundation world are conscientiously pursuing their respective and diverse activities in their individual communities. And to the people of those com- munities -- large and small, in every state -- and to the private voluntary or ganizations and institutions which serve local needs, the modest contributions of these quiet foundations are vital indeed. But in the public arena -- especially as policy decisions are made -- the quiet majority are not heard. Individually they have little voice; even collectively , in common with all foundations, they lack political clout. 1fhile this assessment of today's foundation in tomorrow's world may have a g l o omy complexion , it is sharply brightened by two realizations: First, the agenda of pressing human issues deservin g the best efforts of both private and public resources is long and urgent. In recent years, as government has grown ever larger and more encompassing at all levels, some have seen the public tax-supported sector as the ultimate architect and engineer in all programs of social purpose. This contrasts with the tested tradition of the American experience the mutually beneficial relationships of public and private enterprise in serving the best interests of our nation and its people. �20 But there is now a growing awareness among our citizens that burgeoning governmental programs and bureaucracies, ever greater outpourings of governmental funds are not fulfilling our nation's go a l s . Simultaneously in the voluntary sector, programs and pro- fessionals are becoming more sophisticated, responding in more adequate ways to the complex problems of society. The varied talents of volunteers are being effectively utilized in more sensitive and valuable services which meet human needs. Often working in concert, public and private efforts--in health care, education, libraries, services for the elderly and the handicapped, youth-serving organizations, church-related activities, special needs of minorities, cultural arts--are better meeting human needs than could either alone. Voluntary giving -- of time, talent, money -- will continue to be an important ingredient in the betterment of the human condition, enhancing recipient and g i v e r a l i k e . Common sense tells us that the future will be even more demandin g of individuals and institutions than the past. In the spirit of this conference, the best of both the private and the public will be required. Hopefully private initiative and voluntary effort will be permitted and encouraged to playa major and appropriate role in the future as in the past. Second, though certain provisions of TRA-69 are proving counter-productive to the best interests of society by impacting negatively on philanthropy, the law can be modified. Experience over the past six years provides a basis for careful review and revision through the Con gressional process. �21 U n h a p p i l y , t od a t ei nt h ec r ow d e da g e n d ao fp r i o r i t i e sc o n f r o n t i n gC o n g r e s s , t h es u b j e c to ft a xr e f o rmh a sr e c e i v e ds c a n t a t t e n t i o n . And wh en t a xm a t t e r s a r ea d d r e s s e d ,t h ec o n c e r n so f p h i l a n t h r o p yh a v en o tr a n k e dh i g h . H o p e f u l l y , c o n c e r t e de f f o r t b ys u c ha st h eg r o u pa s s em b l e dh e r ew i l lr e s u l ti nf u r t h e rc o n s i d e r a t i o no ft h e s em a t t e r s b yC o n g r e s s . Iw o u l d em p h a s i z et h a t my c o n c e r nr e s t sn o to n l y w i t hp r i v a t ef o u n d a t i o n s ,b u tw i t ha l l p o l i c yi s s u e sa n dl aw sw h i c hb e a r on t h ep r i v a t en o n p r o f i ts e c t o r . F o re x am p l e, w em u s t b ev i g i l a n tt h a tf u r t h e rd am ag ei sn o td o n e t h r o u g hc h a n g e sw h i c hc o u l dn e g a t i v e l ye f f e c tc h a r i t a b l eg i v i n gb y a l t e r i n gt h ec h a r i t a b l ed e d u c t i o no rd i s c o u r a g i n gg i f t so fa p p r e c i a t e d a s s e t s . On e h o p e d f o ro b j e c t i v eo ft h eComm i s s ion on P r i v a t e P h i l a n t h r o p ya n dP u b l i cN e ed s i st os t im u l a t ea s y s t em a t i c r e t h i n k i n gb yt h eAm e r i c a np e o p l eo ft h er o l eo ft h ep r i v a t e n o n p r o f i ts e c t o r . Th ea n a l y s e sa n dr e c omm e n d a t i o n so ft h eC omm i s s i o n p r o v i d eu s e f u la n ds t im u l a t i n gi n s i g h ta n dc a ns e r v ea st h eb a s i s f o rr e a p p r a i s a l ,n o to n l ya tt h en a t i o n a ll e v e lb u ta tt h eg r a s s r o o t s . Th ec h a l l e n g et ot h eg r o u ph e r ea s s em b l e di st oh e l pt h i s h a p p e na c r o s st h el a n d . L e t ' sn o tm i s s t h i s rtu t ~ I ns um n a r y ,i f p r i v a t ef o u n d a t i o n sa r et ob ea n im p o r t a n tp a r t o ft om o r r ow ' sw o r l d , s e r i o u st h o u g h ts h o u l db eg i v e nt ot h e f o l l ow i n g : 1 . Th ep r o v i s i o n so fTRA -69 w h i c h im p a c tn e g a t i v e l ya n d d i s c r im i n a t e ag a i n s tp r i v a t ef o u n d a t i o n ss h o u l db em o d i f i e d . A s r e comm end edb yt h eC o u n c i l on F o u n d a t i o n si nt h e i rr e p o r t �22 t ot h eF i l e rC omm i s s i o n , t h e r es h o u l db ea r e d u c t i o no ft h e 4p e r c e n te x c i s et a x ,w h i c hd i v e r t smon ey f r omd o n e e s ;a n a d j u s tm e n to ft h er e q u i r e da n n u a lp a y o u t ;r em o v a lo fs p e c i a l l im i t a t i o n son g i f t st of o u n d a t i o n s ;a d j u s tm e n t si nc e r t a i n d i v e s t i t u r er e q u i r em e n t s ;a n da ne a s i n go fc e r t a i np r o g r am r e s t r i c t i o n s . 2 . D i v e r s i t y among p r i v a t ef o u n d a t i o n ss h o u l db ep r e s e r v e da n d e n c o u r a g e d . F o r t u n a t e l y ,a l ldo n o th a v et h es am ep u r p o s e s , a r e a so fi n t e r e s t ,s t y l eo fo p e r a t i o n ,o rs p h e r eo fa c t i v i t y . S u c hv a r i e t y ,w i t hr e s p o n s i b l es t ew a r d s h i pby c o n s c i e n t i o u s t r u s t e e sa n dm a n a g e r s a n dw i t ha p p r o p r i a t es u p e r v i s i o ni n t h ep u b l i ci n t e r e s t ,s e r v e sd o n e e sa n ds o c i e t ya sw e l l . 3 . C o n s t r a i n t sa n dr e g u l a t i o n ,w h e t h e rb yg o v e r nm e n t a le d i c t o rs e l f im p o s e db yt h ef i e l d ,s h o u l db ek e p tt oa m in imum . A g a i n a s s um i n gr e s p o n s i b l es t ew a r d s h i pa n da p p r o p r i a t e s u p e r v i s i o n ,p r i v a t ef o u n d a t i o n ss h o u l dn o tb ef u r t h e r b u r d e n e dw i t hs t i f l i n gr e g u l a t i o n s ,b u r e a u c r a t i cp r o c e d u r e s , u n e n d i n gc a v e a t s, 4. F i n a l l y, v o l u n t a r yg i v i n g-w h e t h e ro ft im eo rt a l e n t o rmon ey a n db yw h a t e v e rm e a n s -i sa f r a g i l ehum an a c t i o n , s u b j e c tt oc a r e f u ln u r t u r i n gb u te a s i l yt u r n e do f f . Th e p e r s o no fm e an s who c omm i t sr e s o u r c e st oa p r i v a t ef o u n d a t i o nd o e ss ov o l u n t a r i l y ,i r r e v o c a b l ya n dc om p l e t e l y-100 p e r c e n t ,b e y o n da n yr a t eo ft a x a t i o n . F u r t h e r ,t h o s ef u n d s c a nt h e nb ee x p e n d e do n l yi na c c o r d a n c ew i t h t h et a xl aw , �23 under IRS supervision, and only for purposes and to organizations and institutions designated by Congress as being educational, charitable, and in the public interest. To go far beyond this in prescribing issues to be addressed, clientele to be served, procedures and policies will be counter to the interests of a vital private sector. Centralized dictation will serve only to further deplete the philanthropic reservoir. v In 1935, after five experimental years, W. K. Kellogg transferred the bulk of his fortune to irrevocable trusts of which the Kellogg Foundation is still the beneficiary. In a letter to trustees and staff, he reviewed at that time his rationale for the creation of the Foundation which bears his name and concluded with the following observation regardin g the Foundation's activities: "I am g l a d that the educational approach has been emphasized. Relief, raiment, and shelter are necessary for destitute children, but the greatest 'good for the greatest number can come only through the education of the child, the parent, the teacher, the family physician, the dentist, and the community in general. Education offers the greatest opportunity for really improvin g one generation over another." That observation is as valid today as it was four decades ago. The resources of private foundations are small in relation to need. But utilized wisely, they playa distinctive role, often critical �24 and catalytic, in providing for experimentation , redirection, exploration, service .... and thereby contribute to betterment of the human conditions. In concert with higher education, whether private or public, private initiative through philanthropy is vital to further progress in fulfillment of the American dream. Private foundations, once an apparently secure part of philanthropy, are now an endangered species . If they are to be a vital part of private effort in the future as in the past, they must have the un derstandin g, support, and help of others who feel as do we that private v oluntary effort is important . This Annual Assembly is dedicated to the promise of a stronger nation through a dynamic educational s ystem. Private foundations have contributed to your dramatic progress and accomplishments to date. In the continuing spirit of interdependence serving the common good, may we continue these mutually beneficial efforts in the years ahead. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1976-01-14_RMawby_SPE Title A name given to the resource Russell Mawby speech, The Greatest Opportunity Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given January 14, 1976 for the W. K. Kellogg Foundation at the opening general session of the Annual Assembly of the Council for the Advancement and Support of Education. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1976-01-14 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/33682b93f0244c52365764b9ba58d9d7.pdf 4120e09beee654eac16fb5b62d58630a PDF Text Text \ \ "THE GREATEST OPPORTUNITY" Remarks by Russell G. Mawby, President W. K. Kellogg Foundation at Tuskegee Institute Tuskegee Institute, Alabama March 12, 1978 I great ~e a s ure to be back at Tuskegee again. It been eight years since I last visited your campus and I your invitation here for the opportunity of seeing _ s.. .~ ~ .. .k~~~ old friends and meeting new ones f\ and to observe first-hand ~--- the dynamic growth and progress which continue f to characterize Tuskegee. And I thank you for the privilege of being a part of this Founder's Day observance in which I join a long list of those who have been honored by your invitation to participate in this special occasion each year. isited a.dmire-th Countless individuals have been a part of the miracle that is Tuskegee, perpetuating and transforming into reality the dream of your founder. It is a quality and a characteristic of American life that people give generously--of themselves, of their time and talent, of their energy and their material resources--to causes to which they are dedicated. Certainly this is true in the history of Tuskegee. �2 From the first struggling days and in emulation of the Founder whom we honor today, people have committed themselves to Tuskegee's mission, given selflessly as teachers and officers, as trustees and alumni , as students and friends in building this Institute both physically and academically. Thousands have given materially--farm products and building materials and money--that Tuske gee mi ght grow. Private foundations such as the one I represent are simply one mechanism by which people of wealth can direct their resources to further human purposes. You and I give our modest gifts to our church, to community organizations and agencies, to our alma mater. W. K. Kello gg, in his 70th year in 1930, dedicated his fortune to "helping peopl e help themselves" through the found ation which bears his name. Private phil anthropy has played a major role in fulfilling the aspirations of Booker T. Washin gton for Tuskegee and his people. There has been a recognition by philanthropists of the catalytic role which black institutions of higher education, both private and public , have made by openin g doors of educational opportunity and thus contributing immeasurably to the betterment of American society. Since 1965 the Kello g g Foundation has provided over $3 million to Tuskegee, as well as an additional $11 million to other private and public black institutions of higher education. Our support at Tuske gee has been directed particularly to the Human Resources Development Center, the School of Nursing, and the creation of the new Learning Resource Center which serves your educational mission both on and off campus. Beginning with your �3 founder, Dr. Washington and continuing , the leaders of Tuskegee have possessed a remarkable ability to generate both private and public support for Tuskegee--an institution as unique in its contributions to society as was its founder. That uniqueness has been a key element in Tuskegee's success, both in its educational missions and in the level of assistance which it has attracted over the past nine and a half decades. II In preparin g for the visit with you today, Ire-read Booker T . Washin gton's stirrin g autobio graphy, Up From Slavery. Few individual s in history have begun wi t h so little, and accomplished so much. Certainly there's no need to recite for you the details of Washington's birth as a slave in Franklin County, Virginia; his years of struggle to gain an education; or his unusual fortitude and faith in shaping the mission and future of Tuskegee Institute. In his rema rkable way, Washington had the personal courage and sense of destiny to ask the question, "What kind of a life, what kind of a world do I want for myself, and for my people, ten, twenty, thirty, or even a hundred years from now?" We are all familiar with the late Robert F. Kennedy's paraphrase of the line in Geor ge Bern ard Shaw's play Back to Methuselah, "Some men see things as they are and say 'Why?' that never were and say 'Why not?"! I dream things It was that type of visionary and optimistic view of things which made Booker T. �4 Washington an educator, statesman, and political power in America. As young Washington was carrying water to the men in the plantation fields in l860--three years before the Emancipation Proclamation and on the eve of the Civil War--another child was entering the world as the son of a struggling broom manufacturer and religious enthusiast in Battle Creek, Michigan. was Will Keith Kellogg. His name While the lives of these two were dissimilar in many respects, they shared a number of similar hardships, as well as a common visionary outlook and concern for fellowman. Both Booker T. Washington and W. K. Kellogg were born on the threshold of poverty, and both passed through life with no opportunity to experience the joys of childhood. Washington commented in his autobiography, "There was no period of my life that was devoted to play ... from the time that I can remember anything, ,a l mo s t every day of my life has been occupied in some kind of labor." Kellogg, one of seven children in a poor family, worked from age seven to help meet the needs of his family. He, too, commented later in life, "As a boy I never learned to play." Washington and Kellogg both had what would be considered today limited formal education. entrepreneur. Yet, each was an educated man and an Dr. Washington dedicated his life to building a great educational institution and to advancing the cause of his people. Mr. Kellogg, at age 46, after years of unrewarding toil in the shadow of his famous physician-brother, transformed a very modest health food venture into the modern ready-to-eat �5 b r e a k f a s tc e r e a li n d u s t r y . W i t h v i s i o ns im i l a rt ot h a to f W a s h i n g t o n , e a r l yi nh i sb u s i n e s sc a r e e rM r . K e l l o g g s t a t e d , " I fI ams u c c e s s f u li ng e t t i n go u to fd e b ta n db e com ep r o s p e r o u s i nm yb u s i n e s sa f f a i r s ,i t i sm yh o p et h a ta n y t h i n gI a c c um u l a t e , .~ c a nb eu s e df o rt h eb e n e f i to fm a n k i n d . " E q u a l l yp r a gm a t i ct o em p h a s i sw a s on k n ow l e d g eu t i l i z a t i o n ,. . . t h ea p p l i c a t i o no f f o rc o n t i n u i n gr e s e a r c h ,t h eF o u n d a t i o n ' sp h i l o s o p h yi ss ~ ~ ~. t h a ti nm o s t a r e a so fhum an e n d e a v o r ,w e "knowb e t t e rt h a nw e d o . " T h u s , t h eF o u n d a t i o n ' sr e s o u r c e sa r ed i r e c t e dt oe x p e r im e n t a l e f f o r t st om o b i l i z ek n ow l e d g er e s o u r c e st os e r v ehum an n e e d s . S i n c eM r . K e l l o g ge s t a b l i s h e dt h eF o u n d a t i o ni n1 9 3 0 ,g r a n t s t o t a l i n go v e r $400 m i l l i o nh a v eb e e nm ad e t oh e l ps o l v ehum an p r o b l em si nt h ea r e a so fa g r i c u l t u r e ,e d u c a t i o n ,a n dh e a l t h . S u c hg r a n t sd u r i n gt h ep a s t 50 y e a r sh a v er e p r e s e n t e da t e n f o l d d i s t r i b u t i o no fM r . K e l l o g g ' s o r i g i n a lc o n t r i b u t i o nw h i c h s t a r t e d t h eF o u n d a t i o n . W . K . K e l l o g gw o u l dh a v eb e e n among t h ef i r s tt o s e c o n dW a s h i n g t o n ' s o b s e r v a t i o nt h a t ,"S u c c e s si st ob em e a s u r e d n o ts omu ch by t h ep o s i t i o nt h a to n eh a sr e a c h e di nl i f ea s by t h eo b s t a c l e sw h i c hh eh a so v e r c om ew h i l e t r y i n gt os u c c e e d , " a n d "Th eo n l yt h i n gw o r t hl i v i n gf o ri st h el i f t i n gup o fo u r f e l l owm e n . " I ' v en o tb e e na b l et od e t e rm i n ew h e t h e rt h e s etwom e n e v e r m e t e a c ho t h e r ,a l t h o u g ht h a ti sa p o s s i b i l i t y . W a s h i n g t o n s p e n tf i v ed a y s ~e ~ ~ B a t t l eC r e e ki nJ a n u a r y o f 1914. I ti sp o s s i b l et h e ym e t on t h a to c c a s i o n ,a l t h o u g h M r . K e l l o g gw a s s t i l lg e t t i n go v e rt h es h o c ka s s o c i a t e dw i t h j ~ W a s h i n g t o n i nh i sa p p r o a c ht os e r v i n ghum an g o a l s ,M r . K e l l o g g ' s k n ow l e d g et ot h ep r o b l em so fp e o p l e . W h i l e r e c o g n i z i n gt h en e e d J ' ) J . . �6 the recent death of his wife and was also strug gling to obtain loans for his fledgling company. In any event, one senses that the two men would have liked each other. Both of these unusual men shared a deep appreciation for their home communities. Mr. Kellogg insisted that his company's advertising always refer to "Kellogg's of Battle Creek," and as a result our small Michi gan community has become synonymous with the breakfast cereal industry. While the scope of the Foundation's programming was to become almost worldwide, Mr . Kellogg also insisted that the Foundation's Board meet monthly in Battle Creek and that a po rtion of Foundation g r a n t s be made for the direct benefit of his hometown--a wish that is still followed today. In this re g ard, Boo ker T . Washington recalled in his autobiography, "From the first, I resolved to make the school a real part o f the community in which it was located ... 1 was determined that no on e should have the feeling that it was a foreign institution, dropped down in the midst of the people, for which they had no responsibility and in which they had no interest." Both also shared an appreciation for the character building nature of manual labor, and yet understood the importance of education. Explaining why he chose to leave his wealth to the Foundation, Mr. Kellogg wrote in 1935, "Relief, raiment and shelter are necessary . . . but the greatest g o o d for the greatest number can come only through education . .. Educationoffers the greatest opportunity for really improvin g one g en e r a t i on over another." �7 III Speaking of the early days of Tuskegee, Dr. Washington has said, "Without regard to pay and with little thought of it, I taught everyone who wanted to learn, anything I could teach him." From that simple beginning, Tuskegee Institute has become a national model, reflecting some of the most effective approaches for combining outstanding educational programs in the professional and technical fields with an abiding commitment to people, and to the community and region it serves. Tuskegee now enjoys an international reputation, and can be proud of its academic quality as reflected in the accreditation of its curricula and the success of its graduates, both in advanced study and in their chosen fields of work. But ~~~ in many respects, it is the outward community focus which maket Tuskegee unique and places it above the realm of rhetoric and empty platitudes that too often characterize the social conscience and involvement of our nation's colleges and universities. Booker T. Washington was aware that the process of education cannot be separated from other, and often more basic, aspects of the human condition. The activities of Tuskegee's Human Resources Development Center should be well known to all of you. The Center is providing technical and educational assistance to persons in 12 Black Belt Alabama counties in the areas of health, education, employment, transportaion, housing, welfare, and juvenile delinquency prevention. Its methods and skills are being utilized to assist less developed countries throughout the world, including Jamaica, Yeman and Guyana. From the delivery �8 of health services to the rural disadvantaged to the analysis of livestock production systems, Tuskegee is carrying forward its commitment to "community" in the broadest sense of the word. And as Booker T: Washington praised the virtue of manual labor linked with academic studies, the Development Center is providing practical field experiences for Tuskegee students in such areas as social work, architecture, nursing, dietetics. We of the Kellogg Foundation consider the Human Resources Development Center one of the most important and successful educational and service outreach projects ever initiated with our assistance. In its nearly one hundred years, Tuskegee has experienced remarkable transformations. From a simple beginning, it has grown to be a prestigious yet practical institution of higher education. But despite its multiple changes in response to changing needs and circumstances, certain fundamental principles persevere. In 1931, giving the Founder's Day Historical Address in the Golden Anniversary year of Tuskegee, the Reverend Anson Phelps Stokes summarized some of the main features of Tuskegee's educational creed as illustrated by the Founder's sayings: "We believe in the digni ty of labor. I We shall prosper in propositions as we learn to dignify labor and put brains and skill into the common occupations of life. ' "We believe in doing what we do well. 'The man who has learned to do something better than anyone else, has learned �9 to do a corrnnon thing in an uncommon manner, is the man who has a power and influence that no adverse circumstances can take from him. ' "We believe in the power of education. for anything . ' 'I gnorance is not a cure 'There is no defense or security for any of us except in the hi ghest intelli gence and development of all. ' "We believe in the life of service. 'The only thing worth living for is the liftin g up of our fello wmen' ... 'The greatest thing you can learn is the lesson of brotherly love, of usefulness, and of charity. ' "We believe in the spirit of coop eration between all individuals and groups. 'Cast down your bucket where you are. Cast it down in making friends, in every honorable way, of the people of a l l races by whom you are surrounded.' "We believe in fittin g all men to exercise the responsibilities of American citizen ship. 'It is important and right that all privileges of the law be ours, but it is vastly more important 0 that we be prepared for the exercise of these privileges' ... Le t the very best educational opportunities be provided for / " both races, , an d add to this the enactment of an election law that shall _Qe-incapable of unjust discrimination, at the same time providing that in proportion as the ignorant secure education, property and character, they will be given the rights of citizenship <:) �1 0 On s u c hf u n d am e n t a l sh a sT u s k e g e eb e e nf o u n d e d a n ds t i l l f l o u r i s h e s . Th ew o r d s , t h es t r u c t u r e s ,t h es ym b o l sm ay c h a n g e b u tt h eb a s i c comm i tm en ta n dc o n c e p tp r e v a i l ,t e s t e da n dt r u e . IV On t h i s6 l s tA n n u a l F o u n d e r ' sD ay , on t h ee v eo ft h e I n s t i t u t e ' sc e n t e n n i a la n n i v e r s a r yi n1 9 8 1 ,w e m e e t o n c ea g a i n t ocomm emo r a t eB o o k e rT . W a s h i n g t o n . W i t h r a r ed e d i c a t i o n , c o u r a g e ,a n de f f o r t ,h ee s t a b l i s h e dT u s k eg e eI n s t i t u t ea n d n u r t u r e di t t h r o u g hi t sf o rm a t i v ey e a r s ,e s t a b l i s h i n gs t a n d a r d s o fq u a l i t ya n ds e r v i c e ,i n s t i l l i n gp r i n c i p l e sa n dp r e c e p t sw h i c h h a v ee n r i c h e dt h el i v e so fa l lwhom t h eI n s t i t u t eh a st o u c h e d . W e r e h ew i t hu st o d a y ,D r . W a s h i n g t o n w o u l db ep r o u do ft h ew ay s i nw h i c h t h o s ewho h a v ec a r r i e df o rw a r dh i sw o r kh a v ec o n d u c t e d t h e i rs t ew a r d s h i p . H ew o u l db ep r o u do fT u s k e g e e ' ss u c c e s s f u l ra ua e~ o u t s t a n d i n gf a c u l t y ,a n de x c e l l e n t fa c i l i t i e s . H e w o u l d t a k ee q u a lp r i d ei nt h ew ay s i nw h i c h Tu sk e g e er em a i n s t r u et oi t sp h i l o s o p h yo fb o t he d u c a t i o na n ds e r v i c e . H e w o u l d comm end s u c he f f o r t sa st h o s et od e v e l o pc r o p sw h i c hw i l lp r o v i d e y e a r r o u n di n c om ef o rt h el im i t e dr e s o u r c ef a rm e ra n dt os t r e n g t h e n m i n o r i t yb u s i n e s se n t e r p r i s e si nt h i sr e g i o n . F o rB o o k e rT . W a s h i n g t o n r e a l i z e da c e n t u r ya g ot h a tt h e r ei sn o t h i n gmo r e d i f f i c u l tt ot a k ei nh a n d , mo r e p e r i l o u st oc o n d u c t ,o rmo r e u n c e r t a i ni ni t ss u c c e s st h a nt ot a k et h el e a di na n ew o r d e r o ft h i n g s . A s o n el o o k sa b o u tt h i sb e a u t i f u lc a mpu s t o d a y ,t h es i t u a t i o n w o u l d s e emmo r e c om f o r t a b l ea n dl e s sd em a n d i n g , mo r e s e r e n ea n d �11 l e s sp e r i l o u st h a ne i g h to rn i n ed e c a d e sa g o . B u ti nh i s P r e s i d e n t ' sS t a t em e n tl a s ty e a r .D r . F o s t e rr em i n d e du s , "T h e r ea r ee f f o r t s s om e t im e ss u b t l e ,o f t e no v e r t t od i sm a n t l e b l a c kc o l l e g e s .u H e t h e np r o c e e d st os t a t ea f o r c e f u lp o s i t i o n , e x t r a c t e da sf o l l ow s : "T h eb l a c kc o l l e g e sh a v ea lw a y sb e e na p l a c eo fp o s i t i v e c h a n g e e s p e c i a l l yi nt h el i v e so ft h es t u d e n t sa n do t h e r s t h e yt o u c h e d . I ITh e s eb l a c kc o l l e g e sh a v ed o n e ,t h e ys t i l ld o ,a n dt h e y p r o p o s et ok e e p on d o i n ga q u a l i t yj o bo fe d u c a t i o n a ll e a d e r s h i pa n ds e r v i c e . T u s k e g e eI n s t i t u t ei sp r o u dt ob e among t h i sn um b e ra n dt oh a v eh a dm o r e t h a no r d i n a r yo p p o r t u n i t i e s t os e r v eAm e r i c a a n di t sc i t i z e n sw i t h d i s t i n c t i o n . I I J u s to n ec l o s i n gt h o u g h t ,l e s tt h ev i b r a n c yo ft h e usk~ ee M i s s i o n i nt h er e a lmo fb l a c kc o l l e g e sb e m i s u n d e r s t o o d . C a r r y i n g fODv a rdo u rw o r k a sa ni n s t i t u t i o n w i t h ab l a c kh e r i t a g e. inn ow ay im p l i e sr a c i a l l ye x c l u s i o n a r y p o l i c i e s . W e h a v eo u rp r o p e rs e n s i t i v i t i e st oh e r i t a g e ;a n d a l s ot of u t u r es e r v i c ef o ra l lwho w o u l d j o i nu s s t u d e n t , t e a c h e r ,s t a f f e r ,a n dg e n e r a ls u p p o r t e r . W e know , t h o u g h , t h a tt h em i l l e n n i um i sn o ty e th e r e ,d e s p i t er em a r k a b l e p r o g r e s si na d v a n c i n ghum an r i g h t si nr e c e n ty e a r s . T h e r e i smo r e t odo . W e s h a l ldo o u rf u l ls h a r ew i t hf i rmr e s o l v e , g o o ds p i r i t ,c om p e t e n c e ,a n da k n ow l e d g et h a ta l lp e o p l e ... ~ \ . . _~~. a r eb r o t h e r su n d e rt h es k i n . " {. :» f4 ~~ ~ ~~ r _ _ -...~ \ ~ ) ~~ . - . .~ ~ \ �1 2 To c a r r yf o rw a r dt h em i s s i o n o fT u s k e g e ei sa nu n e n d i n g c h a l l e n g e . S om e t im e si nt h ec om p l e x i t i e so fm o d e r n l i f e ,t h e t a s k sw h i c h c o n f r o n tu ss e ema lm o s to v e rw h e lm i ng . A t s u c h mom en t s , If i n d, reassu rancea n di n s p i r a t i o ni nt h e s ef ewl i n e s w h i c hm ay b ef am i l i a rt oy o un l yo n e ,b u t I amo n e ; I amo Ic a n ' tdo e v e r y t h i n g ,b u tI c a n do s om e t h i n g ; Wh a t Ic a nd o , Io u g h tt od o ; And w h a t Io u g h tt od o , By t h eg r a c eo f God , Iw i l ld o . I fe a c ho fu si no u rr e s p e c t i v e sr o l e s a sT r u s t e e sa n d o f f i c e r s ,a sf a c u l t ya n ds t u d e n t s ,a sa l um n ia n d r e - s-~ ~~~ do w h a tw e c a n do a n do u g h tt od o ,w e w i l lh a v em ad e o u r a p p r o p r i a t ec o n t r i b u t i o nt ot h ef u r t h e r a n c eo ft h ew o r ko ft h e m an whom w e h o n o r 'D , \ , \) 'F ' -S ) Q ' . F o rt o d a y ,a sa c e n t u r yag o ,e d u c a t i o n s t i l l" r e p r e s e n t st h eg r e a t e s to p p o r t u n i t yf o rr e a l l yim p r o v i n g o n eg e n e r a t i o no v e ra n o t h e r "a n df o re n h a n c i n gt h ehum an c o n d i t i o n . ~~~ ~ G o d s p e e d i ny o u r im p o r t a n tw o r k . �TU SKEGEE INSTITUTE ot« Annual FOUNDER'S DAY SERVICE FQ1I.nded by BooKE R. T. WASHI N GT O N THE TUSKEGEE CHAPEL SUN DAY MORNING, THE TWELFTH OF MARCH N INETEEN HUNDRED SEVENTY-EIGHT TEN O'CLOCK �CROWN H IM WITHMANY CROWNS C rown H im w i th m any c rown s ,TheL ambupon H i sth ron e ; ti t sown ! Ha rk !howth eh e av en ly an th emd rown sA l l mu s i c bu Aw ak e , mysou l ,ands ing O fH im whod i edfo rth e e , a t ch l e ss K ingTh rough a l le t e rn i ty . Andh a i lH ima sthym im th eL o rdo f Lov e ;B eho ld H i sh and sands id e , C rown H R i ch wound s ,y e tv i s ib l eabov e ,In b e au tyg lo r i f i ed ; No ang e linth esky Canfu l lyb e a rth a ts igh t , Bu t downw a rdb end sH i sbu rn ingey eA t my s t e r i e sso b r igh t . C rown H imth eLo rdo fL i f e , Who t r iumph edo ' e rth eg r av e , Andro s ev i c to ri ou sinth es t r i f eFo rtho s eH ec am etos av e ; i e dandro s eonh igh , H i sg l o r i e snow w es ing Who d Whod i ed ,e te rn a ll i fetob r i ng , Andl iv e s th a td e a th m ayd i e . C rown H imth eLo rdo fY e a r s , ThyPo te n ta teo fT im e , C r e a to ro fth ero l l ingsph e re s ,Ine f f ab lys ub l im e . A l lh a i l ,R ed e em e r ,ha i l !F o r Thouh a s td i edfo rm e ; Thyp r ai s esh a l ln eve r ,n ev e rfa i l Th roughou te t e rn i ty .A -m en. T ImTUSKEGEESONG Mu si cbyN .C u r ! Sm i th Tu sk eg e e ,thoup r id eo f th esw i f tg row ingSo u th , ~e p a yth e eou rhomag etoday , Fo rth e wor tho fthyte a ch ing ,thej o yo fthyc a r e ; Andth egood w eh av eknown 'n e a ththysw a y . Oh ,long s tr iv ing mo th e ro fd i l ig en tso n s , Ando fd augh t e r s, who s es t r eng thi sth e i rp r i d e , ~e w i l llov eth e e fo r ev e r ,andev e rsh a l lw a lk Thro 'th eoncom in gy e a r sa t" thys id e . Thyhand w eh av eh e ldupth ed if f i cu l ts t e ep s , ~e pa in f u lands l ow w a sth ep a c e , Ando nwa rd andupw a rd w e 'v el abo r edw i th th e e Fo rth eg lo ryo f Godandou rr ac e . Thef i e ld ssm i l etog re e tu s ,th efo r e s t sa r eg l ad , Th er ingo fth eanv i landho e Hav ea mu s ica sth r i l l ingandsw e e ta sa h a rp ~ th out augh tu stoh e a randtoknow . Oh, m o th e rTu s k e g e e ,thous h ine s t tod ay A sag eminth efa i r e s to fl and s ; Thouga v e s tth eh e av 'n -b l e s s e dpow e rtos e e Th e wo rtho fou rm ind sa ndou rh ands . We th ankth e e ,w eb l e s sth e e ,w ep r ayfo rth e ey e a r s Im p lo r ing w ithg ra te fu la c co rd , Fu l lf ru i tfo rthys t r i v ing ,t imelo ng e rtos t r i v e , Sw e e tlov eandt ru el abo r ' sr ewa rd . - PAULU U&ENCE DUNBA a �ORDER OF THE SERVICE -- J. S. Bach PRELUDE: "Prelude and Fugue in G major" -----------------------PROCESSIONAL: "Tu es petra" Henry Mule! _ Diadcmata S.M.D. HYMN: "Crown Him with Many Crowns" IN VOCATION _ _ _ CHAPLAIN AN DREW L. JOHNSON W illy Richter ANTHEM: " T he Creation" T he Tuskegee Institute Choi r Roy Edwa rd H icks, Conductor Ned Lewis, Ins titute O rgani st INTR ODUCTIO N OF SPEAKER Chairman, Board of Trustees T uskegee Institute MR. MELVIN A. GLASSER FOUNDER'S DAY ADDRESS D R. R USSELL G. MAWBY . President, W . K. KELLOGG FO UN D AT IO N Battle Cr eek, Michigan REMARKS AND PRESENTATION S JOH N T. PORTER _ __PRESIDENT LUTHER H. FOSTER C ITIZENS AWARDS L O UISE B. T RIGG 1978 K E N N ETH B. YOUNG HONORARY DEGREE R USSELL G. MAWBY D octor of Laws SPIRIT UAL: " God's Gonna Buil' Up Zion's W alls" The Tuskegee Institute Choi r Jest er H airst on " T H E TUSKEGEE SONG" D u nbar-Sm it h BENED ICTION AND SEVENFOLD AMEN ----------------------------------------------------.-------------------- C HAPLAIN ANDREW L. J OHNSON POST LUDE: "En tree" .--------__- . Jean LaNglais �Th eFo l lowi ng P e r son sHa v e Hono r ed th eM emo r yo f Boo k e rT . Wash ing tonb yD e l i v e r ing Found e r ' s Da y Add r e s s e s a tTu s k eg e eIn s t i tu t e : HON . WILL IAM G .W ILLCOX 1 9 1 7 DR . HARRY V . RICHARDSON 1946 HON . P. P. CLAXTON 1918 HON.HENRY A . WALLACE 1946 HON . E MMETT O 'NEAL 1919 HON.EDW IN R . EMBREE 1947 HON . WILL IAM H . TAFT 1 9 2 0 DR . HUGH THO I l lPSON KERR 1948 DR .M . ASHBY JONES 1921 HON . CHARLES D .B .K ING 1949 U nv e i l ing o ft h e Bo ok er T.W a s h i n g t o n M emo r i a l 1922 DR . WALLACE BUT IR ICK DR . GEORGE CLEVELAND HALL HON .J O SEPHUS DAN IELS DR . SAMUEL C . M ITCHELL 1923 DR . TALCOTT W ILL IAMS 1924 DR . JA MES E . DILLARD 1926 DR . FRANCES G . PEABODY 1926 DR.EDW IN M IMS 1927 SIR W ILFRED T. GRENFELL 1 9 2 8 DR . JO HN H .F INLEY 19 29 DR .J OHNJ. T IGERT 1930 F i f t i e t hA n ni v e r s a r yE x e r c i s e s 1931 HON . HERBERT HOOVER DR:ANSON PHELPS STOKES DR ,R .O 'HARA LAN IER 1950 H o . c . W lLL IA . \ lL . DAWSO> I 1951 DR . EMORY R o s s 1952 DR . GUY BENTON JOH NSON 1963 DR . ERNEST O . MELBY 1954 DR . AMBROSE CAL IVER 1965 DR . BUELL G . GALLAGHER 1950 HON.FRANCES P . BOLTON 1957 DR . FREDER ICK D . PATTERSON 1958 DR . JOH N HOPE FRANKL IN 1969 DR ,W ILL I" : \ .E . STEVL :NS' )N 1960 DR . ALV :1 ' C . EUR ICH 1 961 DR . BAS IL O 'CONNOR 1952 DR .J OHN GARDNER 1963 DR . HARLEN HATCHER 1964 H is E x c e l l e n c y , ALEX QUA ISON -SACKEY 19 65 DR . W. C .J ACKSON 1932 DR . ARTHUR HOWE 1933 DR .J AMES M . NABR IT . JR . 1966 DR. T HOMASJ.JONES 1934 DR . A . HANNAH 1967 DR . KELLY MILLER 1936 HON . CARL T. ROWAN 1 969 DR . EMMETTJ AYSCOTT 1936 HON . Ai ,DREWF . BR IMMER 1970 HON .J OHN TEMPLE GRAVES I I 1 9 37 H i sE x c e l l e n c y , MR . JACKSON DAV IS 1938 J OHN .T .AKAR 1971 HON . ARTHUR W .M ITCHELL 1939 HON .S IDNEY P. MARLAND 1972 HON . JAMESA . FARLEY 1940 MR . MELV IN DR . G. LAKE IMES 1941 DR . FRANKL I ! " H .W ILL IAMS Da . ROBERT E . PARK 1942 DR . ROGER W ILL IAM HEYNS HON . CHAUNCEY SP ARKS 1943 DR . HERMAN R . BRA t ,SO I> ; 1976 DR . JER OME H . HO ILAND 1 977 DR . FRANKP. GRAHAM ~ ~ A . GLASSER 1973 1974 197 5 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1978-03-12_RMawby_SPE Title A name given to the resource Russell Mawby speech, The Greatest Opportunity Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given March 12, 1978 for the W. K. Kellogg Foundation to discuss the growth and development of the Tuskegee Institute. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1978-03-12 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text