854 24 26018 https://digitalcollections.library.gvsu.edu/files/original/d4ba03994a0d49216946a9c7c7ee9188.pdf c6d1c743ede22a8f5430ab39df8e1129 PDF Text Text "THE GREATEST OPPORTUNITY" Remarks by Russell G. Mawby, President W. K . Kellogg Foundation at the 1977 National Conference on Trusteeship Association of Governing Boards of Universities and Colleges Williamsburg, Virginia March 13, 1977 I I welcome the opportunity of being with you for your 1977 National Conference on Trusteeship. I am grateful to your program committee for the privilege of being a part of this opening session which launches a busy schedule of formal meetings and informal conversations dealing with topics of g r e a t importance to our nation's universities and colleges. I regard my assignment this evening as a special honor because of the high regard in which I hold you, individually and collectively, as college and university trustees. For in my judgment, there could not be assembled any group of persons involved in higher education who have greater capacity and opportunity to shape the future of higher education in this country than do you . As trustees, you will playa special role both in dealing with the realities of t o day a n d in s h a p i n g th e f u t u re o f h igher educat i on . As you well k n ow , your s is not an easy task nor one t o be taken l i gh t l y . commend you for your commitment and courage in accepting this assignment and I hope your experiences here will be useful. I �2 II The theme for my remarks this evening, "The Greatest Opportunity," comes from a letter written in 1935 by W. K. Kellogg, the founder of the Foundation with which I am now associated. Mr. Kellogg, a successful businessman, was an equally practical and pragmatic philanthropist. He was deeply concerned for the well-being of people, with a particular compassion for children and youth. In 1935, when he made the irrevocable transfer of his fortune to the Foundation, he wrote a brief letter in which he concluded, I'I am glad that the educational approach has been emphasized . Relief, raiment , and shelter are necessary for destitute children , but the greatest good for the greatest number can corne only through the education of the child. the parent, the teacher, the family physician, the dentist, and the community in general. Education offers the greatest opportunity for really improving one generation over another ." That statement is as true today as it was four decades ago. Despite all the criticisms and all the questioning, education is still basic to- -offers the greatest opportunity for--human progress. And from the standpoint of the individual. education is still the way to a better life. Education--related to but not synonymous with courses and credits and degrees and credentials; but education--the inquisitive mind; the mastery of knowledge and skills; a pattern of identifying . assembling, analyzing, thinking, planning, and doing. �3 During the next two decades, American colleges and universities will change in ways which are completely unpredictable. From my academic background as an economist, it is my custom to make estimates of the future by examining the trendlines of the past to see how they are likely to move forward in terms of reasonable assumptions. But my study of the data presented now by the most expert forecasters in higher education shows no agreement on future student enrollment, no common assumptions about the future availability of resources, and in fact, no agreement concerning the likely impact on colleges and universities of various possible events or sequences of events. One statesman in higher education predicts that by the end of the century, American colleges and universities will serve twice as many students as they now do. He observes, "The limits of education are set, not by the dimensions of the jobs we see around us, but by the capacity of human beings to learn . are today far from reaching this capacity." And we He concludes. "The higher education industry might well double or triple in size during the balance of this century and a totally new kind of society might be created in which the level and the depth of education and the richness of culture would surpass that ever before achieved or even imagined ." On the other hand, an equally respected expert has estimated that the number of students in higher education will fall to half the current enrollment . this decline corning about because of "an excess of college graduates over the numbers of jobs for which college credentials are �4 believed necessary." I suspect that what actually occurs will be determined in large part by the ways in which institutions of higher education respond to the changing circumstances ahead. My remarks this evening will have a generally cheerful tone. characterized by a cautious but deeply engrained optimism. fairness, perhaps I should first explain the caution. In The script for the future which we hear most often is that prepared by the Cassandras among us. The argument. now so frequently advanced that we could almost recite it in unison, asserts that for many reasons the outlook for higher education is dismal. The percentage of young people who go from secondary school to college is steadily dropping. as is the percentage of those students who are retained until graduation. The baby boom which began after the end of World War II--nine months after, in fact--came to an end in 1960, after which the fertility rate began a steady decline. In the inexorable course of time, the peak of the bumper crop of babies will reach college age between 1978 and 1982 after which the pool of potential enrollees will begin to drop dramatically. That drop must continue for the rest of the century. Meanwhile. many new kinds of post-secondary institutions are emerging and they will all want their shares of the declining numbers of able and willing students. Some of these institutions will be so compliant to the whims of their students that they will debase the currency of learning. economist~) (I warned you that I was an Some schools will devise curricula or methods to meet previously unserved needs, some of which lie well outside �5 the presently conceived missions of colleges and universities. Likely--if we are perfectly candid--some of them will do a better job of providing education than our existing institutions. There is already a modest growth of sustained training programs by large health complexes, research and development units of industry, and advanced and technical bureaus of government. If the number of these programs grows, if their quality is increased, and if they win the right to award degrees or credentials. they may prove to be respectable and worthy alternatives--or if you prefer. a serious threat--to our high-quality current programs of undergraduate. graduate, and professional education . If all of these predictions actually materialize, as the Cassandras expect them to do, the governing boards of colleges and universities which still remain in existence will find themselves confronted by problems of a nature and magnitude that they can hardly guess at today. One of the most pressing of these problems will be the difficulty of recruiting onto boards people of ability and imagination who can provide the guidance and understanding which so brilliantly characterize members of present boards and their predecessors. For it is the very quality of present board members and the administrators, faculty members, and alumni who share responsibility with them that offers the best hope for the future. Even considering only students of traditional college and university age, much can be done to strengthen and diversify curricula, to create new teaching styles, to provide better counseling and a more educative peer culture, and to develop distinctive institutional �6 missions which may not have universal appeal but which will exert a strong attraction for young people who hold deep religious, regional, ethical, or occupational values. Trustees can use their authority and their community influence to help build effective working relationships with outside institutions, to construct collaborative arrangements for teaching, and to make sure that adequate funds are available. We know that such efforts can be successful for they are already being widely and creatively implemented. But even if we do all of these things which we already know how to do, they will not be sufficient. The number of potential stu- dents of typical collegiate age will fall so drastically below the ever-expanding population to which we have become accustomed that our institutions must find new clienteles if institutional talents and resources are to be fully engaged. We may speculate about the nature of these new clienteles--foreigners, physically handicapped, non-academically-gifted persons, minorities, and others--all important, with educational needs to be met. But there is a further group, sufficiently large, capable, and rewarding to our society to make broad use of the talent and resources that colleges and universities possess. I refer, of course, to our adult population. When I suggest a sharpening focus on the continuing educational needs of adults, I want to stress that I do so not from any compulsion to "save our colleges and universities" by finding another market . Rather, I suggest your attention to the lifelong learning needs of adults as a consequence of our changing contemporary society. �7 the altering life patterns of our citizens . and the burgeoning of new knowledge, with the emphatic suggestion that the serving of lifelong learning needs is a legitimate, but yet unfulfilled, role for institutions of higher education . It seems obvious that the day is long past when colleges and universities can continue to be youth-centered , even youth-bound. Between 1903 and 1906, Seaman Knapp, a crippled, elderly student of the classics, developed in Louisiana and Texas the teaching techniques which became the basis of the Agricultural Extension Service, effectively reaching and changing the practices of farmers, then the largest economic group in the country . It should be clearly understood that he and his colleagues did not teach simple tricks and skills but conveyed the profoundest principles of soil science . plant management, animal husbandry and engineering then known. On the basis of his work, which grew rapidly in the next eight years and was permanently linked to the land-grant colleges in 1914, the whole nature of American agriculture and rural life has been changed. It should be further noted that the success of this lifelong learning enterprise--beginning with children on the farm and continuing to influence the minds and actions of farm families and of farm operators throughout their careers--brought an acclaim and recognition to the sponsoring universities which nobody had ever dreamed they could achieve. The little "cow colleges" then out at the edge of academe have become the Purdues, the Michigan States , the Cornells, and the Nebraskas of today . One cannot give complete �8 credit for such changes to the Agricultural Extension Service, but its basic principle of coming to grips with the realities of adult life in the community setting has been profoundly effective _ It is to such deep tradition that our governing boards, administrators, and faculty members must now turn if they are to bring their institutions into a new era of vital service to society. Each institution must work out its distinctive destiny in terms of its resources and the needs and interests it wishes to serve. To start your intellectual adrenalin running . I suggest the following initial ideas: 1 . Creativity in institutionalizing the concept of continuing education. No institution of higher education has really accepted the full implications of the concept of lifelong learning and done something about it in terms of the organizational chart of the institution. patterns of financing, the reward system for faculty, functional activities and relationships within the institution and with organizations beyond. It is true that we have examples of efforts in this direction but they are fragmentary and incomplete. To quote President Wharton of Michigan State University, "Lifelong education is a facet of the educational enterprise which has been discussed for years but no single institution has ever made the intellectual investment necessary to effectively integrate this function into the university structure ." �9 2 . C r e a t i v i t yi np r o b l em o r i e n t e dp r o g r am s ,i na d d i t i o nt ot h emo r e t r a d i t i o n a ld i s c i p l i n e o r i e n t e da p p r o a c h . Mo s t p 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 ; on t h ec o n t r a r y ,t h e s 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 eo fp r o b l em sa n d s 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 na n df a i l u r e . A s e 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 hc a r ed e l i v e r y , w i t ht h ev i a b i l i t yo fo u rl o c a lp o l i t i c a li n s t i t u t i o n s ,w i t h t h ee f f i c a c yo fe l em e n t a r y s e c o n d a r ye d u c a t i o n ,w i t ht h ef am i l y a st h eb a s i cs o c i a li n s t i t u 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 e u 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 d a d e q u a t ew ay w i t h s u c hi s s u e s . 3 . C r e a t i v i t yi nwo rk w i t ht h ei n f o rm a lnet o ~ o fc o n t i n u i n g 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 g e n c i e s , s e r v i c eo r g a n i z a t i o n s ,c omm u n i t yi n s t i t u t i o n ss u c ha sl i b r a r i e s , mu s eum s , a r tc e n t e r s ,c h u r c h e s . W h i l e i t ' st r u et h a tc o n t i n u i n g e d u c a t i o na c t i v i t i e so fu n i v e r s i t i e sc u s t om a r i l yi n c l u d ec o n t a c t sw i t hs u c he n t i t i e sa st h e s e ,s u c hi n t e r r e l a t i o n s h i p s a r en e i t h e ra ss y s t em a t i cn o ra sc om p r e h e n s i v ea st h e ys h o u l db e . 4 . C r e a t i v i t yi nd e v e l o p i n gl i n k a g e sb e tw e e nt h e o ~ ( t r a d i t i o n a l u n d e r g r a d u a t ea n dg r a d u a t e )a n di n f o rm a lt e a c h i n gp r o g r am s U s u a l l yt h e s et e a c h i n ga c t i v i t i e sa tt h eu n i v e r s i t ye x i s ts i d e b ys i d ew i t hv i r t u a l l yn oi n t e r a c t i o n . �10 5 . C r e a t i v i t yi ni n t e r i n s t i t u t i o n a la r r a n g em e n t s , im p l y i n g c o o r d i n a t i o na n dc o o p e r a t i o n . I n s t i t u t i o n so fh i g h e re d u c a t i o nm u s t b el e s su n i l a t e r a li nt h e i re d u c a t i o n a la c t i v i t i e s . S o c i e t yw i l l no l o n g e rt o l e r a t et h ea p p a r e n ti n e f f i c i e n c i e s o fm u l t i p l e , d u p l i c a t ee f f o r t s . B e t t e ra n sw e r sm u s t b e d em o n s t r a t e di nt h er o l e sa n dr e l a t i o n s h i p so fu n i v e r s i t i e s , f o u r y e a rc o l l e g e s . commun i ty c o l l e g e s p u b l i ca n dp r i v a t e i nm e e t i n g e d u c a t i o n a lg o a l s . 6 . C r e a t i v i t yi ni d e n t i f y i n gs p e c i f i ct a r g e ta u d i e n c e si nv a r i o u s s e t t i n g s . W i t h som ea u d i e n c e s .e x em p l a r ye f f o r ti nc o n t i n u i n g e d u c a t i o nc a nb ec i t e d ;o t h e ra u d i e n c e sa r ev i r t u a l l yo r a b s o l u t e l yu n r e a c h e d . N o o n ew o u l da d v o c a t et h a ta u n i v e r s i t y s h o u l db ea l lt h i n g st oa l lp e o p l e . B u ts h o u l dn o ti n s t i t u t i o n so fh i g h e re d u c a t i o nb ec h a r g e dw i t hs t r e n g t h e n i n ga l l o fe d u c a t i o n -w i t hc r e a t i n gn ew i n s t i t u t i o n a lf o rm si f t h e y a r en e e d e d ,n u r t u r i n gt h em ,p r e p a r i n gp e r s o n n e l ,e v a l u a t i n g t h e i re f f e c t i v e n e s s ,a n dd e v e l o p i n gm o d i f i c a t i o n s t h a te d u c a t i o n a ln e e d sm ay b eb e t t e rm e t ? 7 . C r e a t i v i t yi nt h eu s eo f .n ew tec no ~ i nl e a r n i n g . Mu ch h a s b e e nm ad e o fn ew h a r dw a r ea n ds o f tw a r ea v a i l a b l ef o rt e a c h i n g . Im p r e s s i v ee x am p l e so fe x p e r im e n t a le f f o r t sc a nb ec i t e d . B u t c h a r a c t e r i s t i c a l l y ,t e a c h i n gt e n d st ob e mo r e o ft h es am eo l d t h i n g . Th ec h a l l e n g ei nt h eu t i l i z a t i o no fn ew t e c h n o l o g ya p p e a r s t ol i ew i t ht h ehum an e l em e n t .b o t ht e a c h e ra n dl e a r n e r . I nsumm a ry o ft h i sp o i n t ,i t s e em sa p p r o p r i a t et h a tl e a d e r si n e d u c a t i o nb e g i nt or e c o g n i z ea n dr e f l e c ti nt a n g i b l ew ay s a comm i tm en t �11 to lifelong learning. Is it too much to expect that entering freshmen should recognize that they are launching a process of learning that will be lifelong and a relationship with the academic community which should be continuous, that undergraduate students should be consistently exposed to faculty members who are rolemodel lifelong learners, that commencement should be exactly that-simply a threshold to continuing education? As a society we have built a great industry around the concept of estate planning, but these elaborate plans are implemented only at death . Why not a comprehensive approach to building an individual plan for living-for lifelong learning and growth , reflecting the latest notions of the stages of adult development, incorporating an individual's personal values and goals. and representing a totally comprehensive and refreshingly new accommodation of institutions to the interrelationships between work (profession, career), family, leisure, and learning? III In the hope that you will at least give serious thought to the ideas I have expressed about a possible direction for the future, I will offer two admonitions . First, never think that the path for creating new programs for adults is either simple or easy. Since 1970, a number of people have believed that the essential idea of non-traditional education was simply to do the opposite of what tradition suggested. If, for example, a program had previously been completely prescribed , than let it be �12 made completely elective; or, if all courses had been taught during the daytime on campus, let them all be taught at night somewhere else. Some very costly mistakes have resulted. Another common error is to try to pick up a successful program in one field and t o put it down intact in another. work. Such a practice will almost never Scores of people, for example. have tried to use agricultural extension in other settings and with other content . They have not understood how extraordinarily complex is the model they seek to use and how carefully it has been tailored to fit the situation in each of the places it is used . Perhaps its princip1es--or, at least, some of them--can be transplanted but their application to their new setting is never easy. We must remember how long it has taken for us to create our existing colleges. graduate departments, and professional schools and the extent of the trial and error, "labor , and thought that has been required to bring them to their present level of perfection. If continuing education is to be as firmly rooted in future practice as introductory education for young people is today, we must expect no easy and quick gains but be prepared for dedicated and even dogged effort . My second admonition is particularly needed because of the way by which I introduced my remarks this evening . If colleges and universities are to become true centers of learning throughout the adult years, then the desire to bring about this result must be ardently pursued for its own sake and not merely because such a course of action is thought to be necessary to save the institution . �13 Within this decade, one university governing board has grudgingly voted that the institution might admit not more than 100 adult students if they did not take places desired by regular students and if the classes attended were held after dark so the adults would not be too conspicuous on campus. Since the board of governors which voted that regulation were all adults . one wonders what kind of an image they could have had of themselves Men and women--particularly the intelligent and capable ones which a university would wish to have as students--are subjected to all the persuasions and blandishments of a sophisticated society in which the arts of communication have been brought to such a high level that it is a major task to attract their attention, much less to convince them that demanding and often difficult study is in their own and in society's best interest , It seems inescapably true. therefore, that the only colleges and universities which can effectively serve continuing lifelong desires and needs for learning will be the ones in which the governing boards first allocate adequate resources for the fostering of such study programs and then shape and enforce the policies which will support long-sustained efforts in that direction. Men and women join the governing board of colleges and universities because they believe that higher education is crucial to our society. This feeling is intensified because most trustees when they were young experienced themselves the benefits of higher education as it has traditionally existed. I need not remind you that as board members you have also experienced in your own lives the benefits of continuing education. Generally people who are trustees have needed or desired �14 to learn how to remain at the forefront of their professions or businesses, to gain the ability to cope with their own or their family's problems, to share in the delights of the arts and the humanities, to re-assess their values as they grow older and as times change, to fulfill an absorbing interest in new knowledge or unaccustomed skills, to gain a deeper sense of spiritual and religious truths, and to experience the companionship of shared ventures into the unknown . What you as board members have dis- covered for yourselves. you need to try to provide for everyone. In the last hundred years, the central mission of our colleges and universities has been to carry the benefits of preparatory education to all young people who can profit from it .. We still have much to do to fulfill that aim and we must not cease our efforts to do so. But perhaps the central mission of the next hundred years will be to provide ways by which everyone can take part throughout life in the kinds of continuing education which will be rewarding not only to those who engage in it but to the societies of which they are members or leaders. Colleges and universities are among the most powerful instruments for the provision of such education but they will not be able to fulfill their destiny unless their governing boards take the lead in creating the climate and generating the resources which will make such a result possible . I have complete confidence that they will be able to do so. In conclusion, then . I view the future for higher education , and the colleges and universities which are its foundation. as bright, expanding. exciting. I base this vision on a simple set of premises: �15 First, we are a learning society. Change is one of the most pervasive characteristics of our times ,. We have come to recognize the vital role of learning in accomplishing and accommodating to change. Second, learning is for life, in all its aspects. Education is essential for all the various roles of the individual : for occupational proficiency, whether in the trades, the professions, or what have you; for civic competence in fulfilling democratic citizenship responsibilities; - for family roles and responsibilities; - for avocational interests; for self-fulfillment goals in an increasingly complex world. Finally, learning is life-long, . from the cradle through the twilight years, in myriad forms and circumstances. It's this life-long dimension of learning to which institutions of higher education have found it most difficult to accommodate. Education--in this instance, higher education--has a special place in our democratic society. Universities (I use the term here to include all institutions of higher education--two-year, four-year, graduate, public, private) are conceived in our society as knowledge resource centers, with responsibilities in teaching, research, and service. Typically, the teaching function of the university is still defined too narrowly, usually relating essentially to students in residence, young in age, and in degree-oriented programs of study , �16 If universities are to fulfill their educational potential in serving the needs and goals of society, they must define the teaching function more creatively, in diverse settings with varied student groups. This leads us to the concept of continuing educa- tion in its broadest conceptual construct. I realize that there are many forces which must be confronted . These include such realities as the financial considerations of funding 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 other than captive , post-adolescent students; and the reluctance of decision makers within our institutions and beyond to condone unaccustomed 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 patterns. It is the central task of a governing board to serve as the surrogate of the society which has established or chartered it The chief duty of such a board is not to exercise control (although it does have that responsibility) but to think creatively and in the long run successfully about the problems of the institution for which it establishes governing policies and makes major decisions. A wise board will accept many collaborators (from both within the institution and beyond) to help define and achieve its goals. But the ultimate responsibility for success or failure rests with the board. Easy answers and quick solutions are not available and panaceas �17 and sure-fire remedies do not exist. But if colleges and universities did not have hard problems, they would not need boards comprised of competent and committed persons The difficulties in the years ahead will be very great, but surely no greater than those with which our predecessors have successfully dealt through the past two centuries and more. Fortunately, our institutions of higher education still have talented and dedicated trustees who are equal to the task. I wish you Godspeed. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1977-03-13_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 13, 1977 for the W. K. Kellogg Foundation at the 1977 National Conference on the Trusteeship Association of Governing Boards of Universities and 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 1977-03-13 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/321c54bd42e5850c3254eac35ed5a88e.pdf cf2b71cff3d891e12cae962dc59e7638 PDF Text Text "THE GREATEST OPPORTUNITY" Remarks by Dr. Russell G. Mawby, President, W. K. Kellogg Foundation at the Inauguration of Dr. Hugh O. LaBounty, Jr. California State Polytechnic University, Pomona Pomona, California October 31, 1978 I It's great to be with you at Cal Poly-Pomona today. Ruth and I thank you for inviting us to be here for the University's 40th Anniversary. And it's a special privilege for me to be par- ticipating in the inauguration of President LaBounty. Since 1965 when I joined the staff of the W. K. Kellogg Foundation, it has been my pleasure to visit this campus often. In those visits, in addition to corning to feel very much at horne here, I've become well acquainted with Chancellor DQmke and others of the California State University and Colleges System; and with many students, faculty, staff, and friends of Cal Poly. I have come to know many of you as valued colleagues and good friends. To all of you, our thanks for your warm hospitality always, and our gratitude for being a part of this very special occasion. �2 II Anniversaries are important occasions, providing an opportunity to celebrate--to reflect on things past and to look ahead. Cal Poly's ~ Oth birthday--40 years--just a brief interlude in the recorded history of man, but more than half a lifetime for an individual. Four decades--two generations. For some of us, 1938 seems only yesterday; to students, 1938 is ancient history. For Cal Poly-Pomona, 1938 was the beginning. The United States was still struggling through the Great Depression. From the vantage point of today, historians would note that 1938 was near the end of the depression decade, a worldwide economic debacle which ended only with the onset of World War II, but the end certainly was not in sight in T938 for those who lived through those troubled days. Things were rough; times were tough. Economic downturns which we describe today as recession are abundantly prosperous in comparison. In the light of that discouraged setting, what remarkable vision, sheer courage, rare commitment was reflected in the actions of those who launched here a satellite of our parent Cal Poly at San Luis Obispo. We're eternally indebted to that creative educator and our founding President, Julian McPhee and his colleagues; to the Voorhis Family who provided the original campus; to the legislature, the faculty, the staff, to all who made possible the beginning. They saw a need, designed a plan, and began-- �3 though the circumstances were most difficult and the future was uncertain. Some few here today were here then--you lived through, were a part of, those initial steps. On this anniversary it is important that we remember--and we salute once again those who made it happen. They built wisely and well; we are the continuing beneficiaries of their vision and efforts. A decade later in the late 1940s, the W. K. Kellogg Arabian Horse Ranch here in the Pomona Valley became a part of Cal Poly. W. K. Kellogg had established the Kellogg Company in 1906 and in 1920 began coming to California for the winter months. He developed an interest in Arabian horses and in the mid-1920s acquired 800-plus acres of land and began building his lovely ranch estate--the big house on the hill, the smaller house for family members, the gardens and ponds, the stables and pastures, the orchards--and the development of the Arabian herd, assembling select animals from the United States and imports from abroad, especially from Lady Wentworth's Crabbet Park Stud in England. The Sunday shows, which became a tradition in Southern California, were started soon thereafter. Mr. Kellogg loved the ranch, not only because of its beauty and because it was the perfect home for his Arabians, but also becasue it was "home" for a number of years for his son Karl and family, and daughter Beth and her family. A number of his grand- children spent their early years here on the ranch. It's a special pleasure to have members of the Kellogg Family here today. �4 As a part of the colorful heritage, many famous guests visited the ranch: Colonel Lindberg, Madam Schumann-Heink, Clara Bow, Gary Cooper, Laura LaPlant , Olivia DeHaviland, Douglas Fairbanks, Mary Pickford, Wallace Berry, Marlene Dietrich, the Our Gang kids, Will Rogers. Rudolph Valentino used the great horse, Jadaan, in several movies and Tom Mix rode Kellogg Arabians in several Tournament of Roses parades. In 1932 , the ranch and the horses were given to the University of California, Davis, for their research and demonstration programs in agriculture. Mr. Kellogg reserved only 50 acres and the residences for his personal use, including certain relationships with the horses. When World War I I carne along, he asked the University of California that the ranch be returneo to him so that it could be used by the United States in the war effort. Thus, during the war the Army used the ranch and horses as a cavalry remount station and as a training center for dogs of the K-9 Corps. After the war, the Army had no further use for the ranch and transferred it to the U.S. Department of Agriculture. The USDA, deciding that it had no use for the ranch and inadequate budgets to maintain the program here, declared the ranch surplus in 1948 and turned it over to the General Services Administration for disposal. With the help of many people, including local leaders in Pomona, in this County and in the State of California, and lovers �5 of Arabian horses, and helped by the intervention of members of Congress, Mr. Kellogg succeeded in having the ranch returned to the Foundation with the understanding that it would be used for the benefit of the people of California. Many alternative uses for the property were considered. In 1949, the ranch was deeded to the State of California "to be used for occupational training consistent with the philosophy and objectives of California State Polytechnic College." Thus began this campus. While Mr. Kellogg loved this ranch and his horses, his greatest concern was for people. Nothing would please him more than that his beloved ranch is now the campus of this fine University. Anniversaries are not an occasion just for reflecting back on our beginning. They represent also an occasion to look ahead. How appropriate that in this anniversary year Cal Poly-Pomona has been vigorously engaged in Project 88--A Plan For the Next Decade. I compliment President LaBounty and his predecessor, President Kramer, for their foresight in establishing the Project 88 Commission. And I commend all of you who have been involved-- as members of the Commission which included students, faculty, staff, and interested representatives from the community, and those who served on the advisory committee and the rainbow committees which were a part of the Commission process. I have read the Project 88 document thoroughly. It wisely begins with a statement of philosophy and then details general goals, �6 student-related goals, faculty and staff goals, resources and facilities goals, and community service-public relations goals. It is an enlightened, foresighted, thoughtful, progressive yet realistic plan for the next ten years. I'll not comment on the many specific recommendations which are a part of this important document. But I would emphasize this one statement from the general goals : "Cal Poly-Pomona is dedicated to the concept of career oriented education in all disciplines. This concept is applicable to every field of study at the University. A primary objective is to provide each student with a combination of intellectual awareness and skills which will allow him or her to advance in a chosen career. Students come here knowing that not only will they be educated in the professions, I arts, and sciences of their choice, but they will be shown how to .- apply educational experiences in future employment. Cal Poly- Pomona's uniqueness as a career-oriented university will be reinforced in the coming decade. 11 This distinctive philosophy of higher education has earned for the two Cal Polys an international reputation. Your alumni have distinguished themselves, your students are eagerly sought by prospective employers, and young people continue to seek admission. I applaud your recommitment to that which you do so well . . On this 40th Anniversary, while we celebrate the past and salute the future, we should remember the admonition of �7 W a l t e r B . P i t k i nt h a t ,"L i f eb e g i n sa t4 0 . " M ay e a c ho fu sb e a d e q u a t et ot h a tc h a l l e n g ea sw e b e g i nt h ed e c a d e t h ee x c i t i n g n e x tt e ny e a r s -w h i c hl e a dt oC a lP o l y ' sG o l d e nA n n i v e r s a r yi n 1988 . I I I W e h a v ea s s em b l e dt o d a yt oi n a u g u r a t et h en ew p r e s i d e n to f C a lP o l y -P om o n a . I fo n ei sa ta l la t t e n t i v et ot h ep u b l i cm e d i a a n de s p e c i a l l yt op r o f e s s i o n a lp u b l i c a t i o n si ne d u c a t i o n ,h e r e a l i z e st h a tt h e s ea r et r o u b l e dd a y si nh i g h e re d u c a t i o n h e r ei n C a l i f o r n i a ,a c r o s st h eU n i t e dS t a t e s ,t h r o u g h o u tt h ew o r l d . .A tt h e K e l l o g gF o u n d a t i o nw e h a v eu n u s u a lo p p o r t u n i t i e st om e e t p e o p l e f r omi n s t i t u t i o n so fh i g h e re d u c a t i o nt h r o u g h o u tt h ec o u n t r y . I f i n di t ab i tu n s e t t l i n gt h a ts om any o fo u re d u c a t i o n a ll e a d e r s s e emp r e o c c u p i e d ,a lm o s t ~ w i t ht h ep r o b l em so ft o d a y - o ro fy e s t e r d a y . Th ey a r et o oo f t e nb u r d e n e db yt h ec o n s t r a i n t s o fs t r u c t u r e sa n ds y s t em sw h i c hh a v eg e n e r a l l yb e e ns e l f c r e a t e d , t h e ya r eg r a p p l i n ge n d l e s s l yw i t hi s s u e so fb u d g e t ,i n f l a t i o n , r e t r e n c hm e n t ,a n da l lt h er e s t . N o o n e c o u l da r g u et h a ts u c hp r o b l em sa r eu n im p o r t a n ta n da l l w o u l da g r e et h a tt h e ym u s t b ed e a l tw i t ha d e q u a t e l y . B u tt h e m a r k o ft r u el e a d e r s h i pi sem b o d i e di nt h a tc a p a c i t yt os e eb e y o n d , t od e a lw i t ht h en e c e s s i t i e so ft h emom en t , b u tt ob eu n d e t e r r e d i np u r s u i n gl a r g e rg o a l s . Th en e e dw a s n e v e rg r e a t e rt h a nnow i nh i g h e re d u c a t i o nf o rs t a t e sm a n l i k el e a d e r s h i p l e a d e r so f v i s i o n ,w i sdom , s e n s i t i v i t y ,f a i r n e s s , common s e n s e . �8 The theme for my remarks this morning, "The Greatest Opportunity," comes from a letter written in 1935 by W. K. Kellogg. Mr. Kellogg, a successful businessman, was an equally practical and pragmatic philanthropist. He was deeply concerned for the well-being of people, with a particular compassion for children and youth. In 1935, when he made the irrevocable transfer of his fortune to the Foundation, he wrote a brief letter in which he concluded, "I am glad that the educational approach has been emphasized. Relief, raiment, and shelter are necessary for destitute children, but the greatest good for the greatest number can corne only through the education of the child, the parent, the teacher, the family physician, the dentist, and the community in general. Education offers the greatest opportunity for really improving one generation over another." That statement is as true today as it was four decades ago. Despite all the criticisms and all the questioning, education is still basic to--offers the greatest opportunity for--human progress. And from the standpoint of the individual, education is still the way to a better life. Education--related to but not synonymous with courses and credits and degrees and credentials; but education--the inquisitive mind; the mastery of knowledge and skills; a pattern of identifying, assembling, analyzing, thinking, planning, and doing. While we focus in this ceremony today very appropriately on the office of the presidency, we realize that no significant human �9 endeavor is the responsibility or accomplishment of one person alone. Others inevitably share in various and appropriate ways. For Cal Poly-Pomona the challenge of tomorrow is certainly a multiple undertaking--the Board of Trustees, the Chancellor and staff of the California System; here at Pomona, the faculty, the staff, students, alumni and friends; and the community at large. The concerted efforts of all will be required if Cal Poly is to be adequate to the challenges of the days ahead. Having said all of that--recognizing that no human undertaking of real worth can be accomplished by one alone--we turn to our new president. For a recognition of interdependence detracts not at all from the office of the president and the need for leadership. Just as all human endeavors require multiple efforts, they also require leaders. This is true in families, in com- munity organizations, in student groups, in academic units, in all of our human institutions--social and political and economic. Cal Poly-Pomona is fortunate in having as its new President, Hugh O. LaBounty, Jr. this office. Dr. LaBounty has rare qualifications for He has an impressive academic background, has dis- tinguished himself as a teacher and as an educational administrator, and has been creative and imaginative, responsive and responsible in every phase of his professional career. Cal Poly-Pomona has been the central theme of his professional career and has entwined his personal life. growth and quality. He has contributed immeasurably to Cal Poly's His wife Gwen, whom we have come to admire and love, shares his commitment and enthusiasm. �10 Dr. LaBounty, Cal Poly-Pomona has benefited from strong leadership. We are delighted that you share the philosophy, the commitment, the enthusiasm of those who have preceded you in the presidency. E . H. Chapin said , "Not armies, not nations, have advanced the race; but here and there in the course of ages, an individual has stood up and cast his shadow .... " We are confident that your presidency will thus touch this fine university. The difficulties in the years ahead will be great, but surely no greater than those with which others have successfully dealt through the p ast four decades. With the energetic support of all those who share your commitments to Cal Poly's future, we know you will succeed. We wish you Godspeed. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1978-10-31_RMawby_SPE Title A name given to the resource Russell Mawby speech, The Greatest Opportunity Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 31, 1978 for the W. K. Kellogg Foundation at the inauguration of Dr. Hugh O. LaBounty at California State Polytechnic University. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1978-10-31 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/208a5173ff48e3604a5e91642573048d.pdf 83feced43505b89105857e25c29a5a78 PDF Text Text PAGE 1 HTHE GREATEST OPPORTUNITYH DELIVERED AT HTOWN AND GOWN H BREAKFAST UNIVERSITY OF NEBRASKA AT LINCOLN WEDNESDAY, SEPTEMBER 7, 1988 DR. RUSSELL G. MAWBY CHAIRMAN OF THE BOARD AND CHIEF EXECUTIVE OFFICER W. K. KELLOGG FOUNDATION THE TOPIC ON WHICH I HAVE BEEN ASKED TO COMMENT THIS MORNING IS HYOUTH IN CRISIS. H I WILL TALK ABOUT SOME OF THE PROBLEMS THAT OUR YOUNG PEOPLE FACE AND DESCRIBE SOME POSSIBLE SOLUTIONS. THESE SHOULD NOT BE CONSIDERED, HOWEVER, TO BE THE HOFFICIAL AGENDA H OF THE W. K. KELLOGG FOUNDATION. THE KELLOGG FOUNDATION HAS FROM ITS VERY FOUNDING HELD THE PHILOSOPHY THAT THE FOUNDATION DOES NOT HAVE THE ANSWERS TO THE PROBLEMS OF PEOPLE. RATHER, WE ARE ISSUE-ORIENTED, IDENTIFYING CERTAIN PROBLEMS WHICH SEEM TO BE OF SIGNIFICANCE TO SOCIETY. BUT WE DO NOT ATTEMPT TO BE PRESCRIPTIVE, THAT IS WE DO NOT TELL PEOPLE HOW TO SOLVE THEIR PROBLEMS. WE ARE ANXIOUS TO BE INVOLVED WITH THOSE WHO SHARE OUR CONCERN AND ARE TRYING TO DO SOMETHING ABOUT IT. WE WILL WORK WITH THEM TO SHARPEN AND REFINE THEIR IDEAS, BUT ULTIMATELY, SINCE THEY ARE THE ONES WHO MUST DEAL WITH THEIR CONCERNS, THE ANSWERS MUST COME FROM THEM, NOT FROM US. RECENTLY IN MY READING, I CAME ACROSS A VERY STRONG COMPLAINT ABOUT YOUTH. THE YOUNG: THE WRITER HAD THIS TO SAY ABOUT �PAGE 2 "OUR YOUTH NOW LOVE LUXURY -- THEY HAVE BAD MANNERS AND CONTEMPT FOR AUTHORITY. . . . CHILDREN ARE NOW TYRANTS -- NOT THE SERVANTS OF THEIR HOUSEHOLDS. THEY CONTRADICT THEIR PARENTS . . . AND TYRANNIZE THEIR TEACHERS . . . " THIS STATEMENT SOUNDS VERY MUCH LIKE THE STUMP SPEECH OF SOMEONE RUNNING FOR OFFICE, OR THE CRY OF A DISTRESSED PARENT, OR PERHAPS THE COMPLAINT OF THE FRUSTRATED TEACHER OR SCHOOL ADMINISTRATOR. BUT THE QUOTATION IS ACTUALLY ATTRIBUTED TO SOCRATES WHO LIVED IN THE 5TH CENTURY, B.C. WE CAN SEE FROM THIS STATEMENT THAT THE CONCERN FOR YOUTH IS NOT A PHENOMENON NEW TO SOCIETY; IN FACT, VIRTUALLY EVERY GENERATION SINCE HISTORY HAS BEEN RECORDED HAS EXPRESSED GRAVE CONCERN ABOUT THE FUTURE OF THEIR YOUNG PEOPLE. BUT IT MIGHT SEEM TO US THAT WE HAVE MORE LEGITIMATE GROUNDS TO COMPLAIN THAN HAS ANY OTHER PREVIOUS GENERATION. ONE NEED ONLY POINT TO THE CONSTANT BOMBARDMENT OF ARTICLES IN THE MEDIA AND STORIES ON THE TELEVISION NEWS ABOUT SKY-ROCKETING DROPOUT RATES, DISCOURAGINGLY HIGH PERCENTAGES OF UNEMPLOYED YOUTH, A VIRTUAL EPIDEMIC OF TEEN PREGNANCY, THE FRIGHTENING AND GROWING INSTANCES OF SUBSTANCE ABUSE, THE UNPRECEDENTED LEVELS OF TEEN SUICIDE, THE INCREASING EVIDENCE OF �PAGE 3 ANTISOCIAL BEHAVIOR, THE APPALLINGLY HIGH RATES OF ILLITERACY, AND THE GENERAL LACK OF MOTIVATION AMONG OUR YOUNG PEOPLE. IT IS ESPECIALLY EASY TO BECOME DEPRESSED WHEN WE LOOK AT THE IMPACT A LACK OF OPPORTUNITY HAS HAD UPON THE YOUNG OF MINORITIES AND THE POOR. BUT THESE GRIM STATISTICS DO NOT TELL THE ENTIRE STORY. THESE SAME STATISTICS PAINT QUITE A DIFFERENT PICTURE: SIXTY PERCENT OF ALL TEENAGE GIRLS DO NOT BECOME PREGNANT. SEVENTY PERCENT OF ALL TEENAGERS DO NOT REGULARLY GET DRUNK. SIXTY PERCENT HAVE NOT REGULARLY USED MARIJUANA FOR AT LEAST A YEAR, AND 73 PERCENT OF EIGHTH GRADERS EVENTUALLY GRADUATE (AND, ACCORDING TO FIGURES RECENTLY RELEASED BY THE DEPARTMENT OF EDUCATION, THE PERCENTAGE OF STUDENTS WHO DROP OUT HAS BEEN SLOWLY FALLING OVER THE LAST 15 YEARS). LEAVING ASIDE STATISTICS FOR THE MOMENT, WE MIGHT CONSIDER OUR OWN PERSONAL EXPERIENCE. I WOULD WAGER THAT EVERYONE OF US KNOWS PERSONALLY OR COMES INTO CONTACT DAILY WITH DOZENS OF YOUNG PEOPLE WHO ARE ALERT, INTELLIGENT, PATRIOTIC, HONEST, HARD-WORKING, AND AMBITIOUS. ARE WE TO MAKE OF THE STATE OF TODAY'S YOUTH? SO WHAT MANY, TOO MANY, OF OUR YOUNG PEOPLE ARE HAVING SERIOUS PROBLEMS. THERE IS GROUNDS FOR CONCERN AND A NEED FOR ACTION. WE MUST NEVER FORGET THE POSITIVE ASPECTS AS WELL. BUT WE MUST NOT OVER-REACT BUT RATHER CALIBRATE OUR PROPOSED SOLUTIONS TO MEET THE TRUE DIMENSIONS OF THE PROBLEM. �PAGE 4 FROM MY VANTAGE POINT WORKING FOR A FOUNDATION THAT HAS BEEN HISTORICALLY INTERESTED IN YOUTH, I AM ABLE TO SEE LITERALLY SCORES OF SUCH PROPOSED SOLUTIONS EVERY YEAR. THE GREAT TENDENCY IN AN ERA OF SPECIALIZATION AND SPECIAL INTEREST, IS TO ADOPT A CRISIS MENTALITY TO DEAL WITH THE BITS AND PIECES OF PROBLEMS: WE HAVE ALL HEARD OF THE CRISIS OF THE ENVIRONMENT, THE CRISIS OF HEALTH CARE, THE CRISIS OF ECONOMIC DEVELOPMENT. GRANTED, THESE ARE ALL CRITICALLY IMPORTANT ISSUES ON SOCIETY'S AGENDA. BUT THEY ARE ALSO COMPLEX PROBLEMS WHICH HAVE EVOLVED OVER A LONG PERIOD. IT IS UNLIKELY THAT A SPECIFIC APPROACH OR A QUICK SOLUTION WILL BE SUFFICIENT TO SOLVE THEM. AS GRANTMAKERS, WE ARE CONFRONTED WITH MANY PROPOSALS THAT ARE VERY NARROW AND SPECIFIC. ON THE SUBJECT OF YOUTH, THESE PROPOSALS FREQUENTLY ZERO IN ON SUCH NARROW AREAS AS SUBSTANCE ABUSE, TEEN PREGNANCY, OR THE DROPOUT PROBLEM. THEY TEND NOT TO DEAL WITH THE LARGER AND MORE PERVASIVE ISSUES IN A YOUNG PERSON'S LIFE SUCH AS THE HOME AND FAMILY, THE NEIGHBORHOOD AND SOCIAL ENVIRONMENT, EDUCATIONAL AND LEISURE-TIME OPPORTUNITIES. I AM SIMPLY SUGGESTING THAT IT IS TIME THAT WE AS A NATION LOOK MORE COMPREHENSIVELY AT YOUTH IN CONTEMPORARY AMERICAN SOCIETY. FINE. DO WE LIKE WHAT WE SEE? IF SO, THAT IS IF NOT, WE NEED TO DO SOMETHING ABOUT IT. SURELY, �PAGE 5 EVERYONE WILL AGREE THAT THOSE YOUNG PEOPLE WHO ARE MOST AT RISK MUST BE HELPED. LESS OBVIOUSLY, WE NEED TO FIND WAYS TO HELP THOSE WHO ARE NOT TECHNICALLY AT RISK STAY OUT OF TROUBLE. WE NEED TO CHALLENGE THEM; WE NEED TO FIND WAYS TO MAKE SURE THAT THEIR LIVES ARE TOO FULL OF INTERESTING AND EXCITING THINGS TO DO TO FIND TIME TO GET INTO TROUBLE. BEFORE. THINGS ARE DIFFERENCT TODAY THAN EVER MANY OF THE CHANGES IN SOCIETY HAVE GREAT IMPACT ON THE PROCESS OF GROWING UP. LET ME ILLUSTRATE WITH JUST FOUR ISSUES . . . ONE NEED ONLY LOOK AT THE CHANGING DEMOGRAPHICS OF THE AMERICAN FAMILY TO UNDERSTAND WHY SO MANY YOUTH TODAY ARE IN 1955, 60 PERCENT OF ALL AMERICAN HAVING PROBLEMS. FAMILIES CONSISTED OF A WORKING fATHER, A MOTHER WHO WAS A HOMEMAKER, AND TWO SCHOOL-AGE CHILDREN. By 1985, LESS THAN TWO GENERATIONS LATER, THAT NUMBER HAD SHRUNK TO SEVEN PERCENT. THE DEMOGRAPHERS TELL US THAT OUT OF EVERY 100 CHILDREN BORN TODAY, 12 ARE BORN OUT OF WEDLOCK AND 40 ARE BORN TO PARENTS WHO WILL BE DIVORCED BY THE TIME THE CHILD REACHES 18. ONE-HALF OF THESE CHILDREN WILL LIVE IN A HOME WITH THE MOTHER WORKING OUT OF THE HOUSEHOLD. WHETHER WE LIKE IT OR NOT, THESE ENORMOUS DEMOGRAPHIC SHIFTS MAKE A DIFFERENCE IN THE LIVES OF CHILDREN. �PAGE 6 YET IN OUR SOCIETY, WE FACE THESE MASSIVE CHANGES WITH INSTITUTIONS THAT ARE ESSENTIALLY UNCHANGED. WE NEED TO BE MORE RESPONSIVE TO THE NEW NEEDS THAT THIS NEW SOCIETY HAS BROUGHT WITH IT. LET ME BE MORE SPECIFIC AND TALK FOR A MOMENT ABOUT THE AREAS WHERE CHANGES MUST COME: 1. EARLIEST CHILDHOOD -- RESEARCH HAS REPEATEDLY DEMONSTRATED THAT THE MOST IMPORTANT TWO YEARS IN A PERSON'S LIFE ARE THE FIRST TWO. WE MUST WORK TO ENSURE THAT THE BEST QUALITY OF CARE AND NURTURING IS ACHIEVED DURING THOSE TWO CRITICAL YEARS. 2. PARENTING -- ALL PARENTS ARE AMATEURS. WE NEED TO FIND NEW WAYS TO PREPARE PARENTS FOR THIS MOST IMPORTANT RESPONSIBILITY OF THEIR LIVES. THE PROBLEM BECOMES EVEN MORE ACUTE WHEN WE CONSIDER THAT WE HAVE THE PHENOMENON OF CHILDREN HAVING CHILDREN. I WAS RECENTLY AT A MEETING WHICH CONSISTED OF GRANDMOTHERS -- ALL OF WHOM WERE BETWEEN 25 AND 30 YEARS OF AGE. THIS IS A PARTICULARLY IMPORTANT NEED WHICH MUST BE ADDRESSED SOON. 3. PRESCHOOL EDUCATIOI~ -- AGAIN, ALL THE RESEARCH IN THIS AREA SHOWS THAT SYSTEMATIC SCHOOLING SHOULD START EARLIER THAN IT NOW DOES. YET PUBLIC SCHOOLS CONTINUE TO BE INTERESTED IN CHILDREN ONLY IF THEY TURN FIVE BY DECEMBER 1. 4. LATCHKEY CHILDREN -- INCREASINGLY, WITH TWO PARENTS WORKING, CHILDREN LEAVE FROM AND COME HOME TO AN EMPTY HOUSE. SURELY THERE MUST BE A BETTER WAY OF SCHEDULING THE SCHOOL DAY TO ACCOMMODATE CHANGING SOCIETAL NEEDS. 5. THE ROLE OF THE HOME AND FAMILY IN FORMAL EDUCATION -- IN THE PAST, WE HAVE BEEN CONTENT TO SEND OUR CHILDREN OFF TO SCHOOL TO BE EDUCATED AND NOT TO TAKE A VERY ACTIVE ROLE IN THAT PROCESS. BUT, IT IS BECOMING INCREASINGLY CLEAR THAT FOR EDUCATION TO TRULY HAVE IMPACT, WHAT GOES ON IN THE CLASSROOM MUST BE REINFORCED AT HOME AND VICE VERSA. WE CLEARLY NEED TO HAVE MUCH GREATER TEAMWORK IN THIS AREA THAN WE DO AT PRESENT. �PAGE 7 JUST AS THERE HAVE BEEN ENORMOUS CHANGES IN THE FAMILY, THERE HAVE ALSO BEEN TREMENDOUS CHANGES IN THE ECONOMY WHICH HAVE AFFECTED CHILDREN. WHEN I WAS A YOUNGSTER GROWING UP ON A FRUIT FARM IN SOUTHWESTERN MICHIGAN, I WAS GIVEN CHORES TO DO AT AN EARLY AGE -- NOT JUST BUSY WORK OR MAKE WORK. THESE CHORES WERE IMPORTANT TO THE LIVELIHOOD OF MY FAMILY. AT THAT TIME, CHILDREN WERE AN ECONOMIC ASSET FROM A VERY YOUNG AGE. TODAY, IN THE AFFLUENT WORLD IN WHICH WE LIVE, CHILDREN ARE AN ECONOMIC LIABILITY. THEY MAY HAVE CHORES, BUT REALLY DO NOT CONTRIBUTE THAT MUCH TO THE LIVELIHOOD OF THE FAMILY. TODAY'S YOUNG PEOPLE ARE CAUGHT IN A DOUBLE BIND. THE AGE OF PUBERTY CONTINUES TO DROP EVEN AS THE TIME OF PREPARATION NEEDED TO TAKE ONE'S PLACE IN SOCIETY CONTINUES TO LENGTHEN. THE RESULT IS A PROLONGED PERIOD OF DEPENDENCY, AN EXTENDED ADOLESCENCE, IF YOU WILL. DURING THIS TIME, IT IS EASY TO BECOME BORED AND DISILLUSIONED. WE NEED TO BE FAR MORE CREATIVE THAN WE HAVE BEEN IN FINDING USEFUL AND MEANINGFUL WORK FOR THESE YOUNG PEOPLE. WE ALSO SHOULD EXPLOIT TO A MUCH GREATER DEGREE THAN WE HAVE VOLUNTEER ROLES FOR YOUNG PEOPLE THE OPPORTUNITY TO DO TRULY MEANINGFUL AND IMPORTANT WORK, NOT FOR PAY, BUT FOR THE GOOD OF PEOPLE. CHILDREN NEED TO BE PRODUCTIVE . . . THEY NEED TO CONTRIBUTE. THEY DO NOT WISH TO ALWAYS BE THE BENEFICIARY ANYMORE THAN DO RESPONSIBLE ADULTS. �PAGE 8 I HAVE COMMENTED ON SOME OF THE SWEEPING CHANGES IN THE FAMILY AND IN SOCIETY. NOw LET'S TALK ABOUT THE CHANGES -- OR LACK THEREOF -- IN THE SCHOOLS. WE HAVE IN OUR NATION'S SCHOOLS AN ESSENTIALLY AGRARIAN MODEL THAT WAS PARTICULARLY USEFUL IN THE 19TH CENTURY, HAS BECOME INSTITUTIONALIZED IN THE 20TH, AND WILL PROBABLY ENDURE INTO THE 21ST. THE SCHOOL DAY WAS INITIALLY SET FROM 9:00 TO 4:00, WHICH MADE SENSE BECAUSE YOU HAD TO DO YOUR CHORES BEFORE YOU WENT TO SCHOOL, AND YOU HAD TO GET HOME IN TIME TO DO THEM AGAIN IN THE AFTERNOON. THE SCHOOL YEAR WAS SET TO RUN FROM LABOR DAY TO MEMORIAL DAY WHICH, OF COURSE, ALLOWED FOR THE CHILDREN TO BE HOME DURING THE BUSY SUMMER MONTHS. WHILE FEW LIVE ON FARMS TODAY, STILL HAVE PRECISELY THAT CALENDAR. WE THIS CALENDAR AND THIS TIME FRAME ASSUMED THAT THE PARENTS WERE AT HOME AS INDEED MOST OF THEM WERE AND, AS INDEED, THE MAJORITY ARE NOT TODAY. THIS ENTIRE MODEL WAS EVOLVED FOR THE NEEDS OF THE ONE-ROOM SCHOOL HOUSE. IF WE WERE TO DEVELOP THE CALENDARS AND SCHEDULES APPROPRIATE FOR TODAY, WE WOULD DEVELOP A QUITE DIFFERENT PATTERN. WE WOULD SURELY MAKE THE SCHOOL DAY LONGER TO ELIMINATE THE LATCH-KEY PROBLEM AND WORK OUT AN ARRANGEMENT WHEREBY SCHOOL WOULD BE PLANNED DIFFERENTLY THROUGH THE YEAR. THIS IS PARTICULARLY IMPORTANT SINCE STUDIES HAVE SHOWN AGAIN AND AGAIN THAT WHEN CHILDREN BEGIN SCHOOL AFTER A THREE-MONTH VACATION IT TYPICALLY TAKES THEM TWO TO THREE MONTHS TO CATCH UP TO WHERE THEY HAD BEEN. �PAGE 9 THE SCHOOL AS AN INSTITUTION NEEDS TO BECOME MUCH MORE RESPONSIVE IN VERY FUNDAMENTAL WAYS TO THE CHANGES IN THE WIDER SOCIETY. SPECIFICALLY: WE SHOULD CONSIDER A YEAR-ROUND SCHOOL YEAR. WE NEED UNIVERSAL PUBLIC PRESCHOOL EDUCATION BEGINNING AT LEAST AT AGE FOUR AND PREFERABLY AT AGE THREE. WE NEED PROVISION FOR DAY-CARE AND LATCH-KEY CHILDREN. AND WE SHOULD LOOK CAREFULLY AT THE PRIORITIES FOR ALLOCATION OF RESOURCES. AS AN ASIDE, I USED TO SERVE ON A SCHOOL BOARD, AND I ALWAYS ASKED THE ADMINISTRATORS WHY THEY FORCED US TO MAKE THE WRONG CHOICES. WHEN TIMES WERE TOUGH, WE WERE COMPELLED TO CUT RESOURCES FROM THE ELEMENTARY BUDGET TO PUT THEM INTO THE HIGH SCHOOL BUDGET SO THAT THE HIGH SCHOOL COULD RETAIN ITS ACCREDITATION. AND YET RESEARCH SHOWS CONVINCINGLY THAT THE EARLY YEARS ARE CRITICALLY IMPORTANT, MORE SO THAN THE LATER YEARS. WHY NOT ACCREDIT THE ELEMENTARY SCHOOLS -- AND LET HIGH SCHOOL GET THE RESIDUAL? SCHOOLS CANNOT DO EVERYTHING. TO ALL PEOPLE. THEY CANNOT BE ALL THINGS BUT SOCIETY'S NEEDS HAVE CHANGED SO DRASTICALLY THAT THEY MUST BECOME MORE RESPONSIVE. IT IS INSTRUCTIVE TO CONSIDER THE WAY THAT OTHER SOCIAL INSTITUTIONS HAVE CHANGED TO MEET THE DIFFERENT NEEDS OF THE POPULATION. I CAN REMEMBER A TIME WHEN BANKS WERE OPEN FROM 10:00 UNTIL 2:00. NOW, I CAN GO TO MY BANK THROUGH AUTOMATIC TELLER MACHINES AND COMPLETE TRANSACTIONS 24 HOURS A DAY, 365 DAYS A YEAR. NOW SURELY, IF BANKS CAN BECOME THAT RESPONSIVE TO THE NEEDS OF THE PUBLIC, SO CAN THE NATION'S SCHOOLS. �PAGE 10 THE FOURTH AREA OF CHANGE THAT HAS SUCH IMPACT UPON AMERICAN YOUTH, IS THE FRAGMENTATION OF THE INFLUENCE AND SERVICES THAT OUR SYSTEMS AND PROGRAMS HAVE DEVELOPED. THERE IS SIMPLY A MULTIPLICITY OF SOCIAL PROGRAMS AND ADMINISTRATIONS OUT THERE IN THE REAL WORLD, AND MANY OF THEM ARE AT WAR WITH EACH OTHER AND CERTAINLY ARE INCONSISTENT AMONG THEMSELVES. EXAMPLE. LET 'S TAKE A CONCRETE SUPPOSE THAT YOU ARE THE PREGNANT TEENAGE DAUGHTER OF AN ADC MOTHER, YOU ARE HAVING DIFFICULTY IN SCHOOL, AND GET PICKED UP FOR SHOP LIFTING. THINK OF THE NUMBERS OF ORGANIZATIONS WITH WHICH YOU WILL HAVE TO DEAL -- WITH THE SOCIAL WELFARE SYSTEM; WITH THE PUBLIC HEALTH SYSTEM; WITH OUR SYSTEM OF JUSTICE, AS DELIVERED THROUGH THE COURTS; WITH THE SCHOOLS; WITH THE STATE EMPLOYMENT OFFICES. IF YOU HAVE EVER DEALT WITH THE MEDICAID SYSTEM, YOU KNOW HOW DIFFICULT IT IS EVEN FOR WELL-EDUCATED PEOPLE WITH FEW CHALLENGES TO DEAL WITH BUREAUCRACY. IMAGINE THE BEWILDERMENT THIS YOUNG PERSON, LABORING UNDER MULTIPLE DIFFICULTIES, MUST FEEL. AT THE KELLOGG FOUNDATION WE ARE TRYING TO ENCOURAGE SOME EXPERIMENTAL EFFORTS TO FURTHER THE BEST INTERESTS OF ALL OF OUR YOUNGSTERS. WE ARE PERSUADED THAT MORE EFFORT SHOULD BE MADE TO DO THE FOLLOWING: �PAGE 11 1. COMMUNITY-BASED EFFORTS -- THE PROBLEMS OF PEOPLE ARE TOO IMPORTANT TO LEAVE THEM TO THE PROFESSIONALS. CITIZENS MUST BE INVOLVED IN EVERY PHASE -- DISCUSSION, PLANNING, EXECUTION, EVALUATION OF EVERY PROJECT THAT HAS TO DO WITH THEIR OWN WELL BEING. 2. COMPREHENSIVE -- ALL OF THE INFLUENCES DIRECTLY AFFECTING THE CHILD MUST BE CONSIDERED -- HOME, FAMILY; NEIGHBORHOOD; SCHOOL; CHURCH; AGENCIES AND AREAS OF GOVERNMENT; THE COURT; VOLUNTARY SERVICES AND PROGRAMS. 3. COLLABORATIVE -- THE SCHOOLS MUST WORK WITH VOLUNTEERS. YOUTH PROGRAMS MUST WORK WITH THE JUSTICE SYSTEM. THE PROBLEMS WITH WHICH WE GRAPPLE ARE TOO COMPLEX FOR ANY ONE PERSON OR ANY ONE ORGANIZATION TO SOLVE THEM ALONE. TEAMWORK IS ABSOLUTELY ESSENTIAL. 4. CONTINUITY -- THE PROBLEMS THAT WE FACE HAVE EVOLVED OVER MANY YEARS. IT IS SIMPLY IMPOSSIBLE THAT A QUICK FIX WILL SOLVE THEM. WE NEED TO COMMIT OURSELVES AND OUR RESOURCES TO STAY AS LONG AS IT TAKES TO FINISH THE JOB. AND THAT MAY WELL BE A GENERATION, OR EVEN MORE. WHAT GOAL SHOULD WE HAVE? SIMPLY THIS: TO MAKE OUR COMMUNITY THE BEST PLACE IN THE "WORLD IN WHICH TO BE BORN AND GROW UP. I AM HERE TODAY TO TALK WITH THE LEADERSHIP OF THE UNIVERSITY OF NEBRASKA SYSTEM TO SEE IF THERE ARE WAYS IN WHICH THE MAGNIFICENT KNOWLEDGE RESOURCES THAT THIS UNIVERSITY HAS CAN BE MOBILIZED MORE EFFECTIVELY TO DEAL WITH THE PROBLEMS FACED BY YOUTH AND BY SOCIETY. THIS, IN MY ESTIMATION, IS THE GREATEST OPPORTUNITY THAT WE AS PROFESSIONALS HAVE: FULLEST POTENTIAL. TO HELP OUR YOUNG PEOPLE REACH THEIR �PAGE 12 THE YEARS AHEAD SHOULD BE EXCITING FOR OUR YOUNG. THEY SHOULD BE CHALLENGING AND FUN, NOT THREATENING AND STRESSFUL. THEY SHOULD BE REWARDING AND ENRICHING, NOT INTIMIDATING AND BORING. OUR YOUNG PEOPLE SHOULD BE EXCITED BY LIFE; MANY OF THEM ALREADY ARE, BUT ALL SHOULD BE. DEMOGRAPHICALLY, WE NEED EVERY ONE OF OUR YOUNG PEOPLE TO BE MOTIVATED, CREATIVE, RESPONSIBLE, AND PRODUCTIVE. THE CHARGE IS TO RESPOND TO THE CHANGING CIRCUMSTANCES OF TODAY, TO ADOPT NEW AND EXCITING PROCEDURES, TO CHANGE OUR POLICIES AND OUR INSTITUTIONS TO A NEW DAY AND A NEW WAY. GIVEN THE LESSONS OF HISTORY, DO WE HAVE GROUNDS FOR OPTIMISM? WE SHOULD BE GRATEFUL TO REALIZE THAT, DESPITE UNPARALLELED TEMPTATIONS AND ALTERNATIVES, THE MAJORITY OF OUR YOUTH DO NOT FAIL, AND MOST OF THOSE WHO HAVE GONE ASTRAY ARE NOT BEYOND REDEEMING. AMERICAN HISTORY IS REPLETE WITH CRISES THAT HAVE BEEN MET BY THE YOUNG, AND WITH FEWER RESOURCES AND LESS KNOWLEDGE THAN WE NOW HAVE AT OUR DISPOSAL. OUR CREDO MIGHT PROPERLY COME FROM RALPH WALDO EMERSON, WHO WROTE HIS POEM, "VOLUNTARIES" DURING THE CIVIL WAR: so so NIGH IS GRANDEUR TO OUR DUST NEAR IS GOD TO MAN, THAT WHEN DUTY WHISPERS LOW, "THOU MUST" THE YOUTH REPLIES "I CAN." WPC0961N � 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_1988-09-07_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 September 7, 1988 for the W. K. Kellogg Foundation at the University of Nebraska during the Town and Gown breakfast. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Youth Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1988-09-07 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/3781b85f9f5a3ede98e2a3a5a55eb2cf.pdf 1e15ade606c7f1931e0c62aea94e3071 PDF Text Text "Th eI n c r eas i n gInvo l vem en t o fNon -L and -G ra n t Tn ati . t . u t .Lo r . s and G o v er -nmen t . aL A ge n c i e sI n Do ing E x t e n s ion Wo r k : Im p l i c a t i o n s " R em a rks by ss e ll G .~ ftaTNb~r, Pr e s id en t Ru W . K . Ke l l ogg Founda~i on C en t e rF e l lows Co n fe r e nc e Uni v e r s it yo f' , -T is co n s in , ~·Iadi son J u l y2 , 1976 I . I n t r o d u c to r yR ema r ks I ti sa g r ea tp l e a s u r ef o rm et ob em e e t ing w i t h you f o rt h i sReunio~ COL re ren c e o fV i.K . K e l logg Found at i on F e l low so fthe N a t . i o n a lA g r i c u l t u r a l Ex ten s ion C en t e r fo : : : 'Adv an c ed S tud y. N yf i f t e e ny e a r s as an E x tens i o npr o f e s s i o n a li nt~ ichiga n c o i n c i d ed\ I i t ht h ey e a r si nwh i ch t h eC e n te r w a s es tab lished and va s mc st a ct i v e , t h r o u g ht .h e1950 s and f i r s th a l fo ft h e1960 s. T hu s, Ip e r s o n a l l yv a sv o ; ; ' ! 'y m uch aw a r eo ft h eC en te rand i t st r em end ou s cont r i b u t i o nt oEx t e n s i o npr o f es s i o n a l l e a d e r s h i p . Any ob se r v e ro ft h eC o o p e r a t i v e Ex t e n s i o nS e rv ic et h r o ugh t h eyea r s wou ld a g r e et h a tt h eC e n t e r,t h r o u gh i t sg radua t es and i t sv a r i edp r og r am so f edu cat i o nand r e s e a r c h ,h ad a t r em endou s i~p act upon E x t e n s i o n wo rkin t h i s c o u n t r y. T hr o u gh t h eye a r s,a~ M i ch ig an S t a t e and subsequen tly a tt h eFoundat i on, I h av e h ad t h e pl e a su reand p riv il e g eo f be ing asso cia t . ed' . . r i ththe C en t e r staf ' f and g r a d u a te s. I th a sb e en an i n s p i r a t i o nto be a ssoc ia ted w i t hyou and you r co ll e a g u e s . On eo fmy l a s td u tiesa sS ta t e4 -HLeade ri nM i ch ig&n \ [ 2 5 t os e r v e a s cha irm an o fa c o n f e r e n c e comm i t tee ,wo rk i ng w i t hD r . C la rk aLd o t h e r s he r e a tt h eUn iv e rs i t yo fW i s cons i n .,i np lann ing and c a r r y i n gou t oneo ft h ef i r s t p rof e s s i o n a lm e e t i ng so fS t a . t e4 -H L e a d e r s,vhichw a s h e l dh e r ei n1964. �2 Fo ra l lt h e s er e a s o n s ,p e r s o n a l andp r o f e s s i o n a l ,It h a n kyou f o rt h eopportuni~ o fm e e t i n gw i t h you tod ay . I I . Th eh i s t o r yo ft h eN a t i o n a lA g r i c u l tU i ' a lE x t e n s i o nC e n t e rf o rAdv an c ed S tudy andt h es u p p o r to ft h eW . K . K e l logg Found a t ion a r ei n s e p a r a b l e . I np r e p a r i n g f o rt h e s er em a rk st h i smo rn ing , Ir ev i ew edb r i e f l yt h eF o u n d a t i o n ' sf i l e sr e l a t i n gt ot h eC e n t e r . Th ef i r s tm emo r andum i sd a t e di n1 9 5 2andwa s p r e p a r e d by D r . R a lph T y l e ro ft h eU n i v e r s i t yo fCh i c ago on t h et o p i c ,"Upg r ad ing L e a d e r s h i pi nt h eC o o p e r a t i v eE x t e n s i o nS e r v i c e . " Th i sm emo r andum E a rk ed t h e b e g i n n i n go ft h eF o u n d a t i o n ' se x p l o r a t i o no ft h i sp o s s i b i l i t yand l e du l t im a t e l y t of i n a n c i a ls u p p o r t . N ex tw a sa l e t t e rd a t e dS ep t emb e r8 ,1 9 5 2f romC .M . F e rgu son ,t h e nD i r e c t o ro fE x t e n s i o ni nOh io , r e g a r d i n ga m e e t ing h e l dw i t h s t a f fm emb e r s o ft h eK e l logg Found a t ion . A comm i t t e et h e nw a s a p p o i n t e dby t h eN a t i o n a lA s s o c i a t i o no fS t a t eU n i v e r s i t i e s andL and -G r an tC o l l e g e s ,w i t h D .B . V a rn e rt h e nD i r e c t o ro fE x t e n s i o ni nM i ch ig an a s ch a i rm an , andw i t h D i r e c t o rG ib son o fT ex a s ,M i s s H e l en P r o u to fCo lo r ado A&M , andM i s s F r an c e s S cudd e ro fN ew Yo rk . Th e wo rk o ft h i scomm i t t e eb eg an t h ep r o c e s s wh i ch l e dt o t h ee s t a b l i s hm e n to ft h eC e n t e ra tt h eU n i v e r s i t yo fW i s con s in ~~der t h ea u s p i c e s o fNASULGC i n1 9 5 5 . F rom 1 9 5 5th r o u g h1 9 6 7th eFound a t ion c o n t r i b u t e d$ 1 ,638 ,595 .26 i ns u p p o r to ft h eC e n t e r ' sa c t i 7 i t i e s . Th ea n n u a lr e p o r to ft h eC en t e ri n1 9 6 6 6 7 h~gh ighted someo ft h ea c comp l i shm en t s o f i t sf i r s te l e v e ny e a r s . Th ef o l l ow i n ga r eb r i e fq u o t e sf romt h a tr e p o r t : "Th eC en t e rh a sb e en t h efo cu so fi n f l u e n c e sl e a d i n gt ot h eupg r ad ing o f s t a f fo fE x t e n s i o ns e r v i c e sf romt h ecoun ty t ot h eh i g h e s tu n i v e r s i t yl e v e l . . . I ni t se l e v e ny e a r s ,t h eC en t e rh a sp rodu c ed 8 3m a s t e r ' s d e g r e ei n d i v i d u a l s and8 5w i t h a Ph .D . I th a s aw a rd edmo r e Ph .D si nt h ea r e ao fa d u l tedu c a t i o nt h a nany o ft h eo t h e rl e a d i n gi n s t i t u t i o n sd u r i n gt h e2 0 3 0y e a r s t h e yh av eo f f e r e dt h ed eg r e e. . . A lmo s ta l lo ft h o s er e c e i v i n gt h em a s t e r ' s �3 d e g r e e anda l lb u t twoo ft h ePh .Ds av i c ep r e s i d e n to fa u n i v e r s i t yand ad i r e c t o ro fa dm i s s i o n s r em a i ni nsom eph a s eo ft h eE x t e n s i o nS e r v i c e. . . F o r t y f i v es t a t e s ,P u e r t oR i c o , andt h eF e d e r a lE x t e n s i o nS e r v i c eh av es e n t f e l l ow st ot h eC en t e r. . . I n s e r v i c et r a i n i n gf o rs em i n a r s ,wo rk shop s , and c o n f e r e n c e sh av es e r v e dd i r e c t o r s ,s t a t el e a d e r s , and s u p e r v i s o r sf roma l l p a r t so ft h ec o u n t r y . r u eC en t e rh a sb e en v i s i t e dby r e p r e s e n t a t i v e sf rom m any c o u n t r i e sf rome a cho ft h ec o n t i n e n t s . I th a sc o n t r i b u t e de x t e n s i v e l y t ot h el i t e r a t u r e .R e s u l t so fC en t e rr e s e a r c hi na r e a so fp rog r am p l a n n i n g , a dm i n i s t r a t i v er e s t r u c t u r i n g ,p e r s o n n t l ,s e l e c t i o n ,e v a l u a t i o n ,andt h el i k e , h av eb e en a p p l i e dw i d e l yi nm any s t a t e s . . . I ti sam a z ing t h a tan i n s t i t u t i o n h a sp rodu c ed su cha r e c o r do fa c h i e v e !o en tandh a sg a i n e dsu chh igh p r e s t i g e , n a t i o n a l l yand i n t e r n a t i o n a l l y ,i ne l e v e ny e a r s . " Th e imp a c to ft h eC e n t e r on E x t e n s i o n ~s g r e a ti n d e e d . As im i l a rimp a c tc anb e o b s e r v e di nFound a t ion p rog r amm ing i ncon s equ en c eo ft h es u c c e s so ft h eC e n t e r ' s e f f o r t s ,f o rt h eFound a t ion s u b s e q u e n t l yi n c r e a s e di t ss u p p o r to fE x t e n s i o n a c t i v i t i e st h r o u g h o u ti t sg e o g r a p t i ca r e a so finvo lv em en ti nNo r th and ou~h Am e r i c a andEu rop e . Th es u p p o r ti n c l u d e dt h ee s t a b l i s hm e n to fc e n t e r ss im i l a r t ot h i si nCo lumb i a , Sou th Am e r i c a , and i nI r e l a n d ,Eng l and , No rw ay , Sw ed en , F i n l a n d , andD enm a rk . I I I . My t o p i cf o rt h i smo rn ing i s" I n c r e a s i n gInvo lv em en to fNon -L and -G r an t I n s t i t u t i o n sandGov e rnm en t a l Ag e n c i e si nDo ing E x t e n s i o n Wo rk : A ta f am i l yre ~ion Im p l i c a t i o n s . " l i k et h i s ,i ts e em si n a p p r o p r i a t et op r e s e n t a fo rm a lp a p e r . I n s t e a d ,I w i l lv i s i ti n f o rm a l l y ,s h a r i n gsom et h o u g h t son t h i st o p i c . Wh i l e Iw i l ln o tp r e s e n t em p i r i c a le~idence t os u p p o r tt h ec o n t e n t i o ns t a t e di n t h et i t l ea s s i g n e dm e , c e r t a i n l yt h e r ei si n c r e a s i n ginvo lv em en to fn o n I a n d g r a n t �4 i n s t i t u t i o n sand gov e rnm en t a la g e n c i e si nd o i n gwo rk w eh av et r a d i t i o n a l l y c a l l e d"E x t e n s i o n . " T h i s invo lv em en ti n c l u d e st h eAASCU i n s t i t u t i o n s ,t h e l a r g epU b l i cu n i v e r s i t i e s ,p r i v a t el i b e r a la r t sc o l l e g e s ,p r i v a t eu n i v e r s i t i e s ,commun i ty c o l l e g e s , gov e rnm en t a la g e n c i e so fv a r i o u sd e s c r i p t i o n s , l i b r a r i e s ,mu s eum s , p r o p r i e t a r ys c h o o l s t h el i s ti sa lm o s te n d l e s s . W i th t h i si n c r e a s e di n v o l v em e n t ,t h eim p l i c a t i o n sc e r t a i n l ya r eg r e a t . F i r s t , w eo fc o u r s et h i n ko ft h eim p l i c a t i o nf o re d u c a t i o n a li n s t i t u t i c n s ,wh i ch i n as e n s ea r ei nc om p e t i t i o nf o rt h eo f f i c i a lo r fo rm a ld e s i g n a t i o no ft h e i r r e s p e c t i v er o l eand r e s p o n s i b i l i t yi no f f c ampu sE x t e n s i o na r rd commun i ty s e r v i c e a c t i v i t i e s .M u l t i p l e qu estion sh av eb e en d e b a t e df o ry e a r s ,s u c ha s "Shou ld u n i v e r s i t i e sb ed i r e c t l yi n v o l v e di nE x t e n s i o ne d u c a t i o no rs h o u l dt h e yp r e p a r e o rt r a i nt h o s ew h od o c a r r yo u tE x t e n s i o na c t i v i t i e s ? " I na d d i t i o n ,i n s t i t u t i o n s a r ei nc om p e t i t i o nf o rc l i e n t e l e ,i nc om p e t i t i o nf o rr e s o u r c e s ,i nc cm p e t i t i o n f o rt r a i n e dp e r s o n n e l . F rom t h ep e r s p e c t i v eo ft h el e a r n e ro rt h econs ~er o fE x t e n s i o ne d u c a t i o n , t h i si n c r e a s e di n v o l v em e n to fv a r i e di n s t i t u t i o n sh a sg e n e r a l l yf a v o r a b l e c o n s e q u e n c e s . T h el e a r n e ri sg i v e ni n c r e a s e dv a r i e t yo fa . l t e r n a t i v e sp r o v i d i n g a d d i t i o n a la c c e s s ,c o n t i n u i t y , and comp r eh en s iv en e s so fE x t e n s i o no f f e r i n g s . A t t h es am et im e ,t h el e a r n e ri sc o n f r o n t e dw i t hq u e s t i o n so fq u a l i t yand w i t hc o n s i d e r a t i o n so fc o s t . Fo r my r em a rk st h i smo rn ing , Ih av e cho s enn o tt oe x p l o r et h e s ei s s u e sf rom t h ei n s t i t u t i o n a lp e r s p e c t i v e . Th e r ea r ee x p e r t sh e r ewho c o u l ddo t h a tmu ch mo r e c om p e t e n t l yt h a nI .M o r e im p o r t a n t l y ,I s e n s et h a t ,a se d u c a t o r s ,w e s h o u l da l lb yn owb ef a rb eyond t h ep h a s eo fs emm a t i c s . Af ewy e a r s ago w e w e r eb e l a b o r i n gt h eb o u n d a r i e so ft h ev a r i o u si n s t i t u t i o n a lu n i t si n v o l v e d i nE x t e n s i o ne d u c a t i o n . Th en w et a l k e dabou ta d u l te d u c a t i o n ,e v e n i n gc o l l e g e , �5 C o o p e r a t i v eE x t e n s i o n ,u n i v e r s i t yE x t e n s i o n ,c o n t i n u i n ge d u c a t i o n , andw e a rgu ed e n d l e s s l yo v e ra l lo ft h es u b t l enu an c e s wh i ch t h o s ed e s i g n a t i o n s s e em ed t oc a r r y . Now ,w e a r esom ewh a ts im i l a r l yi n v o l v e di nd e b a t i n gt h ed i s t i n c t i o n sb e tw e en n o n t r a d i t i o n a ls t u d i e s ,l i f e l o n gl e a r n i n g ,u n i v e r s i t i e sw i t h o u tw a l l s , op en u n i v e r s i t i e s , comp e t ency -ba s e de d u c a t i o n , ande x t e r u a ld e g r e e s . Too mu ch en e rgy h a sa l r e a d yb e en s p e n ton i n s t i t u t i o n a lw a r f a r e . I nt h ef u t u r e ,t h e s u c c e s s o ft h o s ei n v o l v e di nE x t e n s i o ne d u c a t i o n -w h e t h e rt h e yb el a n d g r a n t u n i v e r s i t i e so ro t h e r s ,w i l lb ed e t e rm in edmo r e by t h epow e ro ft h ei d e at h a n by t h e pow e ro ft h ei n s t i t u t i o n . IV . Fo ro u rb r i e fp r e d i s c u s s i o nc o n s i d e r a t i o n ,Is u g g e s tt h e s ep o i n t so fr e f e r e n c e : A . We a r ea l e a r n i n gs o c i e t y . Ch an ,g ei son eo ft h emo s t p e r v a s iv ec h a r a c t e r i s t i c so fo u rt im e s . We h av e com et or e c o g n i z et h ev i t a lr o l eo~ l e a r n i n gi na c c om p l i s h i n gand a c commod a t ingt och ang e . B . L e a rn ing i sf o rl i f e ,i na l li t sa s p e c t s . E d u c a t i o ni se s s e n t i a lf o ra l l t 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 ro c c u p a t i o n a lp r o f i c i e n c y , wh e th e ri nt h et r a d e s ,t h ep r o f e s s i o n s , o rwh a th av e you ; f o rc i v i ccomp e t en c ei nf u l f i l l i n gd emo c r a t i cc i t i z e n s h i pr e s p o n s i b i l i t i e s ; -f o rf am i l yr o l e sandr e s p o n s i b i l i t i e s ; -f o ra v o c a t i o n a li n t e r e s t s ; f o rs e l f f u l f i l lm e n tg o a l si nan i n c r e a s i n g l ycomp l exw o r l d . C . L e a rn ing i sl i f e l o n g ,f romt h ec r a d l et h r o u g ht h etw i l i g h ty e a r s ,i nmy r i ad fo rm sand circ~stances I t ' st h i sl i f e l o n gd im en s ion o fl e a r n i n gt owh i ch i n s t i t u t i o n so fh i g h e re d u c a t i o nh av e foundi t mo s t d i f f i c u l tt oa c commod a t e . �6 Education--in this instance, higher education--has a special place in our democratic society. Universities (I use the term here to include all institutions of higher education--two year, four-year, graduate, public, private) are conceived in our society as knowledge resource centers, ¥ith responsibilities in teaching, research, and service or Extension. Typically, the teaching function of the university is defined too narro,fly, usually relating essentially to students in residence, young in age, and in degree-oriented programs of study. If universities are to fulfill their educational potential in serving the needs and goals of society, they ~ust define the teac~ing function more creatively, away from the traditional classifications of teaching, research, and Extension and incorporating "Ext ens i on" as a part of "t.each i ng , II in diverse settings \ri th varied student groups. This leads us to the concept of Extension in its broade3t conceptual construct. I realize that there are many forces which must be confronted. These include such realities as the financial considerations of funding higher education, usually involving some fonnula related to full-time equivalent enrollment; the constraints of self-created systems of acc?editation and credentialing; the frequent discomfiture of the faculty in dealing ~ith other 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, IILess Time, More Options"; the Newman Report; the Commission on Non-Traditional Studies; and widespread interest in such ideas as the open university, the external degree, and a university without walls. �7 And sot h et im es e em sr i g h t f o ra v a r i e t yo fr e a s o n s f o ryou a sl e a d e r s i nE x t e n s i o nt op r o v i d ee s s e n t i a ll e a d e r s h i pf o rinno ati~ns i nt h et e a c h i n g p rog r am so fyou ri n s t i t u t i o n s .A sa s ym p a t h e t i cb u t som ewh a tc r i t i c a lo b s e r v e r , i t wou ld a p p e a rt h a tt o oo f t e nt h o s ew i t hr e s p o n s i b i l i t i e si na d u l te d u c a t i o n , c o n t i n u i n ge d u c a t i o n , i l l l i v e r s i t yE x t e n s i o n ,o rc a l li t wh a t youw i l l ,h av e d r i f t e di nt h ea c ad em i cm i l i e u , s l i g h t l ya p a r tf romt h em a in s t r e am g e n e r a l l y l i t t l ei n f l u e n c e dby and l i t t l ei n f l u e n c i n gt h ec u r r e n to ft h ei n s t i t u t i o n ' s c o u r s e p r o n et os h i f tr e s p o n s i b i l i t yt osom em y s t i c anda l l e g e d l yd i s i n t e r e s t e d t h i r dp a r t y : " I fo n l yt h e yu n d e r s t o o d. . . "o r" I ft h e yj u s tg av eu st h emon ey. . . " Bu t t h i sv a cuou ss i t u a t i o n ,t owh a t ev e re x t e n ti t m ay e x i s t ,c anno l o n g e rb e p e rm i t t e dbyyou andyou r profession~ p e e r s ,f e rt h el o to fc o n t i n u i n gedu c a t i o n l i e sw i t ht h el o to fa l lh i g h e re d u c a t i o n . And h i g h e re d u c a t i o ni sc r y i n g f o r t h ew i sdom , i n s i g h t ,c r e a t i v i t yo fa l li t sp e o p l e ,t ore~apture p u b l i c c o n f i d e n c e'andt or e g a i ni n t e r r u p t e dmom en tum . v . A lookahead: L e tm es h a r ew i t h you nowwh a tt om ea sa f o u n d a t i o ne x e c u t i v es e emt ob e c e r t a i nc h a l l e n g e si nc o n t i n u i n ge d u c a t i o nf o rt h ef u t u r e . Founda t i o n s ,by t h e i rn a t u r e and comm i tm en t ,t e n dt ob ec J n c e r n e dw i t hi n n o v a t i o n s ,e x p e r i m e n t a t i o n , p i o n e e r i n ge f f o r t s . We h av e a som ewh a tun iqu eo p p o r t u n i t yo fb e i n g ap a r to fs i g n i f i c a n td ev e lopme n t si ne d u c a t i o nandy e t be i n gsom ewh a ta p a r t f rom . H o p e f u l l y , t h i sp e r s p e c t i v ew i l lb eh e l p f u lt oyou i ny o u rd e l i b e r a t i o n s h e r e . Am o n gt h ec h a l l e n g e swou ld s e emt ob et h ef o l l ow i n g : 1 . C r e a t i v i t yi ni n s t i t u t i o n a l i z i n gt h econ c ep to fc o n t i n u i n ge d u c a t i o n . No i n s t i t u t i o no fh i g h e re d u c a t i o nh a sr e a l l ya c c e p t e dt h ef u l lim p l i c a t i o n s o ft h econ c ep to fl i f e l o n gl e a r n i n g( ap o s s i b l ee x c e p t i o ni sM a r y l h u r s t E d u c a t i o n a lC en t e ri nO r egon , f o rm e r l yM a r y l h u r s t C o l l e g e ) and don e som e th ing �8 abou ti t i nt e rm so ft h eo r g a n i z a t i o n a lc h a r to ft h ei n s t i t u t i o n ,t h e p a t t e r n so ff i n a n c i n g ,t h er ew a rdsy s t emf o rf a c u l t y ,f u n c t i o n a la c t i v i t i e sandr e l a t i o n s o i p sw i t h i nt h ei n s t i t u t i o nandw i t ho r g a n i z a t i o n sb eyond . I ti st r u et h a tw eh av e ex amp l e so fe f f o r t si nt h i sd i r e c t i o n (Ou rh o s t i n s t i t u t i o n ,t h eU n i v e r s i t yo fW i s con s in , i sc e r t a i n l ya s t e l l a rex amp l e . ) b u t t h e ya r ef r agm en t a ryand i n c om p l e t e . We do i n d e e dn e ed comp r eh en s iv e mod e l s o fwh a tm igh tb ed e s c r i b e da sa c o n t i n u i n ge d u c a tion un iv e r s i t y . To quo t eP r e s i d e n t Wh a r ton o fM i ch ig an S t a t eU n i v eT s i t y : "L i f e l o n gedu c a - t i o ni sa f a c e to ft h ee d u c a t i o n a le n t e r p r i s ewh i ch h a sb e en d i s c u s s e df o r y e a r sb u t no s i n g l ei n s t i t u t i o nh a se v e rm ad e t h ei n t e l l e c t u a . li n v e s tm e n t n e c e s s a r yt oe f f e c t i v e l yi n t e g r a t et h i sf u n c t i o ni n t ot h eu n i v e r s i t y s t r u c t u r e . " We n e edmo r e su cham b i t i o u s and comp r eh en s iv ei n s t i t u t i o n a le f f o r t s a tt h e u n d e r g r a d u a t el e v e l ,i ng r a d u a t es c h o o l ,w i t ha l um n i ,i nc o r r e c t i n gp rob l em s o fknow l edg eo b s o l e s c e n c e and c o n t r i b u t i n gt ot h er en ew a lo fi n t e l l e c t u a l c a p i t a l . 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 rog r am s ,i na d d i t i o nt ot h emo r e t r a d i t i o n a l d i s c i p l i n e o r i e n t e dapp ro a ch . Mo s t p rob l em s wh i ch con c e rno u rs o c i e t ya r ecomp l ex ,i n t e r r e l a t e d ,m u l t i d i s c i p l i n a r y ,d i f f u s e ; on t h ec o n t r a r y ,t h es o l u t i o n sw ec o n t r i v ea r eu s u a l l y h 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 I l i s dichotor~ b e tw e en t h en a t u r e o fp rob l em s ands o l u t i o n si sa m a jo r s o u r c eo ff r u s t r a t i o nand f a i l u r e . A s ex amp l e s ,c o n s i d e rou r con c e rn sw i t hh e a l t hc a r ed e l i v e r y ,w i t ht h ev i a b i l i t y o f ou rl o c a lp o l i t i c a li n s t i t u t i o n s ,w i t ht h ee f f i c a c yo fe l em e n t a r y s e c o n d a r y �9 education, with the family as the basic social institution. Extension resources from throughout the university must be mobilized to deal in a comprehensive and adequate way with such issues. 3. Creativity in work with the inforffial network of continuing education organizations. Here I mean voluntary agencies, service organizations, community institutions such as libra:d.es, museums, art centers, churches. While it's true that continuing education activities of universities customarily include contacts with such entities as these, such interrelationships 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 activi- ties at the university exist side by side with virtually no interaction. Again, there are encouraging exceptions. (Where are colleges of agriculture and of home economics in non-traditional studies and the competency-based concept of education? These are the only colleges with faculty members in virtually every county of the country, with the potential of serving learners in new ways, including the external degree. economics that have addressed this question. image and na~e change than with innovation. I know of no colleges of home They seem more concerned .nth Why not an associate degree in home economics, incorporating home study, competency-based credits, and other innovative approaches? I know of only one college of agriculture which is experimenting with this approach. With food as one of the most pressing of hlMan concerns in the world and with a growing recognition of the need for enlightened rural leadership, this systematic approach would seem to have tremendous potential.) �10 5 . C r e a t i v i t yi ni n t e r i n s t i t u t i o n a la r r a n gem en t s , imp ly ingc o o r d i n a t i o n and c o o p e r a t i o n . I n s t i t u t i o n so fh i g he re d u c a t i o nmu s t b el e s su n i l a t e r a l i nt h e i re d u c a t i o n a la c t i v i t i e s . S o c i e t yw i l l no l o n g e rt o l e r a t e t h ea p p a r e n ti n e f f i c i e n c i e so fm u l t i p l e , d u p l i c a t i v ee f f o r t s . B e t t e r an sw e r s mu s tb ed em o n s t r a t e di nt h er o l e sandr e l a t i o n s h i p so fu n i v e r s i t i e s ,f o u r y e a rc o l l e g e s , commun i ty co l l e g e s p u b l i c andp r i v a t e i n m e e t i n ge d u c a t i o n a lg o a l s . 6 . C r e a t i v i t yi ni d e n t i f y i n gs p e c i f i cta r g e ta u d i e n c e si nv a r i o u ss e t t i n g s . W i th som ea u d i e n c e s , ex emp l a ry e f f o r ti nc o n t i n u i n ge d u c a t i o nc anb e c i t e d ;o t h e ra u d i e n c e sa r ev i r t u a l l yo ra b s o l u t e l yu n r e a c h e d . No~one wou ld a d v o c a t et h a ta u n i v e r s i t ys h o u l db ea . l lt h i n g st oa l lp e o p l e . Bu ts h o u l dn o ti n s t i t u t i o n so fhi~her e d u c a t i o nb e ch a rg edw i t h s t r e n g t h e n i n ga l lo fe d u c a t i o n -w i t hc r e a t i n gn ew i n s t i t u t i o n a lfo rm s i f t h e ya r en e ed ed ,n u r t u r i n gth em ,p r e p a r i n gp e r s o n n e l ,e a uat~ng t h e i re f f e c t i v e n e s s ,andd e v e l o p i n gm o d i f i c a t i o n s t h a tt h ee d u c a t i o n a l n e ed sm ay b eb e t t e rm e t ? 7 . C r e a t i v i t yi nt h eu s eo fn ew t e c h no logy j nl e a r n i n g . M u c h h a sb e enm ad e o fn ewh a rdw a r e and s o f tw a r ea v a i l a b l ef o rt e a c h i n g . Mo s t im p r e s s i v e ex amp l e so fe x p e r im e n t a le f f o r t sc anb ec i t e d . Bu tc h a r a c t e r i s t i c a l l y , ev eni nE x t e n s i o n ,t e a c h i n gt e n d st ob e mo r e o ft h es am eo l dt h i n g . Th e c h a l l e n g ei nt h eu t i l i z a t i o no fn ew t e c h n o l o g ya p p e a r st ol i ew i t ht h e hum an e l em e n t . V I . Ap e r v a s i v e con c e rn : A . A sa s o c i e t yw eh av eb u i l t& g r e a ti n d u s t r ya roundt h econ c ep to fe s t a t e p l a n n i n g . Ap r e c o n d i t i o nf o rt h ei p e en~ation o ft h ee l a b o r a t es ch em e e s i g n Imu s t d i e . w ed �11 B . Why n o t a comp r eh en s iv e app ro a c r -t ob u i l d i n gan i n d i v i d u a lp l a nf o r l i f e l o n gl e a r n i n gand g row th 1 . R e f l e c t i n gt h el a t e s tc o n c e p t so ft h es t a g e so fa d u l td ev e lopm en t ; 2 . I n c o r p o r a t i n gmy p e r s o n a lv a l u e s and g o a l s ; and 3 . R e p r e s e n t i n g at o t a l l ycomp r eh en s iv eandr e f r e s h i n g l yn ewa c commod a t ion o f i n s t i t u t i o n st ot h ei n t e r r e l a t i o n s h i p sb e tw e en -wo rk ( p r o f e s s i o n ,c a r e e r ) , -f am i l y , -l e i s u r e ,and -l e a r n i n g . V I I . H e a l t hc a r e sy s t em sa r ed e s i g n e dt ot h econv en i en c eo ft h ep r o f e s s i o n a ls t a f f ; e d u c a t i o n a lsy s t em so p e r a t ef o rt h econv en i en c eo ft h ef a c u l t y . Bo th w i l l c h a n g e a n dd r am a t i c a l l y i nt h ey e a r s i~ediate ~ ah e ad . o p t im i s t i cp e r c e p t i o no fE x t e n s i o nf o rt h ef u t u r ei sb a s e dontwo u n d e r g i r d i n gp r em i s e s : 1 . T h a ti n s t i t u t i o n so fh i g h e r edu c a ti .on,i nf a c t ,w an tt om ax i rn i . ze t h e i r c o n t r i b u t i o n st ol i f e l o n gl e a r n i n gr a t h e rt h a np e r s e v e r ei nt r a d i t i o n andt h es t a t u squo . Th ee v i d e n c ei sen cou r ag ing ( a tl a s t )t h a tt h i s m ay b et h ec a s e . Ag l a n c et ot h eh e a l t hc a r ef i e l ds h o u l db es u f f i c i e n t m o t i v a t i o n . Un l e s s c r e a t i v el e a d e r s h i pcom e sf romw i t h i nt h es t r u c t u r e s o fe d u c a t i o n ,o t h e r s( u s u a l l yi nl e g i s l a t i v : ec i r c l e s )w i l lb ep romp t ed o rf o r c e dt od e s i g nt h eb l u e p r i n t andl a yt h efo rm s . 2 . Th a tl e a d e r s h i pi nm e e t i n gt h ec h a l l e n g eo fl i f e l o n gl e a r n i n gw i l l com e f romt h o s ee x p e r i e n c e di nE x t e n s i o n ap a r to ft h ea c ad em i c commun i ty o f t e nt o omod e s t , t o oh e s i t a n tandd e f e r r i n g ,t o op ron et op rog r am �12 l o g i s t i c s ,t o ol i t t l e i n c l i n e dt os e e kt h ec e n t e ro ft h ea c ad em i c a r e n a . I twou ld a p p e a rt h a ta c o n s t r u c t i v e l ya g g r e s s i v est a n c ei s a p p r o p r i a t ef o ra d u l te d u c a t o r s , mov ing fo rw a rdw i t hn o ta p l e af o r fund sb u t ap rog r am f o ra c t i o n p r om p t i n gf a cQ l t yc o l l e a g u e s , con v i n c i n ga dm i n i s t r a t i v el e a d e r s ,e d u c a t i n gd e c i s i o nm ak e r s w i t h i n t h ef r am ewo rko ft h ea c ad em i cp r o c e s st ot h eu rg en cy o fi n n o v a t i o n s t ot r a n s f o rmt h econ c ep to fc o n t i n u i n ge d u c a t i o nt or e a l i t y . V I I I . I nc l o s i n g W e l l , I ' v en o ts a i dmu ch t h a t ' sn ew . Th ep rob l emi nE x t e n s i o n( a si nmo s t a r e a s o fh u . r r : a n end e avo r )i st h a t ,wh en a l li ss a i dand don e , mo r e i ss a . idt h a ndon e : . u ti ti nmy boyhood v o c a b u l a r y , "W e know howt of a rma who l el o tb e t t e r To p t h a nw e ' r ef a rm ing .a Ho s to ft h er e q u e s t so u r Found a t ion r e c e i v e di nt h i s f i e l dh av e goa ls o ff i n d i n go u tmo r e abou tap rob l em ,o fc om p l e t i n ga n o t h e r s t u d ya sa b a s i sf o rp o s s i b l ea c t i o n ,r a t h e rt h a nr e a l l ydo ing som e th ingabou t i t ,b a s e dupon t h ew e a l t ho fknow l edg e and e x p e r i e n c ec u r r e n t l ya v a i l a b l et o u s . W i th r e f e r e n c e ,t h e r e f o r e ,t oa s y s t em a t i cimp l em en t a c ; iono ft h econ c ep to f l i f e l o n gl e a r n i n g t h en e ed sa r ea p p a r e n t ,w eh av et h eknow -how f o rs u b s t a n t i a l p r o g r e s s ,w en e ed o n l yg e t on w i t hi t ! � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1976-07-02_RMawby_SPE Title A name given to the resource Russell Mawby speech, The Increasing Involvement of Non-Land Grant Institutions and Governmental Agencies In Doing Extension Work: Implications Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given July 2, 1976 for the W.K. Kellogg Foundation Fellows of the National Agricultural Extension Center for Advanced Study 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 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 1976-07-02 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/e3c1bf251999a314e3fb4c7fd27a8ff6.pdf 3c8d06fb5c16d50ccb94865a33cc54fe PDF Text Text /C - .,- -P I THE KELLOGG FOUNDATION EVALUATES A PROPOSAL Remarks made by Telelecture by Dr. Russell G. rilawby, Vice President, W. K. Kellogg Foundation to the Na t i ona l Conference for Less-Than-Baccalaureate Degree Programs in Agriculture Pennsylvania State University October 9, 1968 Thank you for the privilege of participating in your Conference program in this way. I very much regret that the pressure of other commitments ma k e s it impossible for me to be with you in person today. Ma ny of you are friends and colleagues of long stfulding and I would appreciate nothing more than the opportunity of being with you to discuss less-thanbaccalaureate degree programs in agriculture, the timely theme of this Conference, as well as to visit with you about other subjects of mutual interest. lNhen Dr. Snyder wrote and extended the invitation for this presentation, it was necessary for me to decline with regret because of other commitlnents. vfuen he pressed further and the possibility of this discussion by telephone ~aterialized, I was delighted, for it is better to be with you electronically than not at all. My assi gned topic in this discussion is "THE KELLOGG FOUNDAT ION EVALUATES A PROPOSAL." My remarks, of c ourse , will not have the benefit of t h e earlier discussions of your Conference, but I hope they will be relevant nonetheless. My comments will be brief and I will be anxious to have specific questions so that I ca n c omme nt on points of gr e a t e s t interest to you. �-2 - A s you r Con f erence f o c u ses t h i sa f t e rnoono nthe p r o bl em so ff i n a n c i n g a s s o c i a t ed egr e ean dl e s s t h a n b a c c a l a u r e a t ed e g r e ep rog r am s in ag ri c u l - & tu r e ,i t isa p p a r e n t th a t I amt or e p r e s e n tt h e" found a tio n "a s p ec to f p o s si b l eso u r c e so fsu p p o r t. w i t on c ed es c r i b e da fo un d a ti o na s "an is l and o fm o n e y, en tir e l ysu r r o und ed by peop l ew ho w an ts om eo f it . 1; H h i l et h e r e ' sa m o d i cumo ft r u t hi nth a t face tious s t a t em e n t,fo u n d a ti o n s c anb e t t e rb e ch a r a c t e ri z e da s-"p riva te, nonp r o f i to r g a n iz a t i o n se s t a b l i s h e dt op rov ide a s y s tem a tic and r e s u lty i e l d i n gp a t t e r no fg i v i ng t o ai dso c ia l,e d u c a t i o n a l , ch a r i t a b leo ro t h er a c t i v i t i e ss e r v i n gthe common w e l f a r e . " Th e r ea r et o d a ym or et h a n1 8,00 0g r a n t -m a k i n gf o u n d a t i o n si nt h eU n i t e dS ta t es ,a l ll i s t e d and d e s crib ed b r i e f l yi nT h e Found a ti o n D i r e c t o r y pr e p a r e dby T h e Founda tion Li b r a ryC e n t e r , 444 M ad i son A ven ue, N ew Yo rk C i t y. A syou t h i n ko fp o s s i b l e suppo r tf r om f o u n d a t i o n s ,su cha d i r e c t o r yo fcou r s e ,w i l lb ee s s e n t i a l ,f o r it i s im p o r t a n tt h a t you kn ow t h ep u r p o s e s an d ph i l o s o p h yo ft h efou nd at i o ns f r om~ i y ou m a yb es e e k in gs uppor t . I ns c ann i n gt h i sl i s to f founda - ti o n s ,it w ill b e read i l ya p p a r e n tt oyou th a tv er yf e wf o u n d a ti o n sh a v e i d e n t i f i e da gri c u l t u r eint h eU n i t e dS t a t e sa sa p r im ea r e af o rp rog rm a s u p p o r t. T he W . K .K e l logg F o u n d a t i o ni sa lm o s ts i n g u l a ram o n gt h ema j o r found a tion s,n a t i o n a l ins cop e,t oiden t i fydom e s t i ca g r i c u l t u ra li s s u e s a sam a j o ra r e ao fp r og r a min te rest .A s your e v i ewt h efo u n d a t i o nw o r l d , i t w i l lb er e a d i l ya p p a r e n t ,how ever ,t h a tv er ym a n y f o u n d a t i o n s t h o s e o fl o c a l ,s t a t e , r e g iona l andn a ti o n a ls cop e -g i v eh igh p r i o r i t yt o e d u c a t i o n al p r o je cts . I tm a yb e int h i sc o n t e x tt h e nt h a tyouw i l ln e ed t ocou ch a pr o p o s a lf o ra s s i s t a n c efo ra ss o c i a t ed e g r e eo rl e s s t h anb a c c a l a u r e a t ed egr e ep rog r& a si na g r i c u l t u r e . �-3 B e c au s et h ep u r po ses ,p rocedu re s ,p h i losophy andp ri o r i t ies o f fo und a t i o n sv a r yg r e a t l y ,i ti sd i f f i c u l tt og e n e r a l i z e . I amg ra t e fu l th a t D r . Snyd e ra s k edm eto sp e ak sp e c ifica llyf romt h ere f e r en ce p o in to ft h e fo u n d a t i o nwh ich I rep r e s en t . I ams u r e ,how ev e r , th a tm any o fthese commen ts w i l l b e appr o p r i a t ef o rm a n yo the r fou nda tions as we l l . I nsee k ingfoundat i on sup po rt ,y ou rf i rs trespo n s i b i l i tyw i l l be t ob ec om e a ~ ai t e d w ith t h e founda tio ny ou choos eto ap p r o a c h . T h is c a nb ed on e s t th rough Th e Founda t i on D ir e c t o ry, t h e nth ro ugh as t u dy o fann u a l fir r e p o r t sand p e r h aps a d e s cr i p t i v ebr o chu re w h ich m a ybe av ail a b l efr om t h ef o u n d a t i on. A s you do su chhom ewo rk abou tt h e W . K . K e ll o g gFounda t i on , youw i l ll e a r nth e fo l l ow ing t h i n g s wh i ch w i l l hav ere l ev anc et o t h ek i n do f a propo s a l you w o u ldsubm i tf o rou rc on si d e r a ti o n : 1. Ou r found a ti o n ,l i ke m os t found a t i o ns ,isch i e f lyi n t e r e s ted i npi o n e e ri n go rexp e rime n ta l pr o j e c t s . We a r e in te res ted ,i n n ov at i v e ap pr o a c h e s, s i g n i f i c a n tn ew e f f o r t s newideas wh i chrep resen t ad if f e r e n t a r a ~ W ea re no t i np r o v i d i n ga s s i s t a n c et ot h eo p e r a t i o n a l bu d g e to fan e s t a b li s hedp rog r am. Q u itef r ank l y ,m a n yo f t h er e ~ e t w e e i vein ag ri c u ltu re a r es imp lyf o r"m o re o fthe s am e," rec fo r rep e t i t i on o f an i d e aa l re adyw e l l dem on s t r a t e d ,o rf o r t a k e o v e r fo ra p o r tion o fa budg e tt h a ti si nt r ou b l ef o r on e reasono ra n o t h e r. 2. Th e K e ll o gg Found a ti o nis c once r n ed w i t ht h eappli c a t i o no f know ledg e . ' { b i l e w er e c o g ni z ec om p l e t e l yth e im p o r t ance an d t h e con tri b u t i o no f resea r c h ,w ed o no t suppor t rese a r chpr o g rw a s t �-4 p e r s e . R a t h e r , i ti so u rc o n v i c t i o nt h a to n eo fo u r p r o b l em sa sa s o c i e t yi st h eu t i l i z a t i o no fe x i s t i n gk n ow l e d g ea n ds ow e p r o v i d ea s s i s t a n c et oe f f o r t sw h i c hr e p r e s e n t t h e a p p l i c a t i o no fk n ow l e d g ei nn ew a n di n n o v a t i v ew ay s t o m e e t s i g n i f i c a n tn e e d so rs e r v ec o n s t r u c t i v ep u r p o s e s . 3 . Ou r f o u n d a t i o nd o e sn o tp r o v i d ee n d owm e n t s . W e do n o t c o n t r i b u t et od e v e l o pm e n t a lc am p a i g n s ,n o r do w e p r o v i d e f u n d sf o rc a p i t a lf a c i l i t i e s ,e x c e p twh en s u c hb r i c k sa n d m o r t a rm ay b ea ne s s e n t i a lp a r to fa p r o g r am t ow h i c hw e a r e p r o v i d i n ga s s i s t a n c e . 4 . Our f o u n d a t i o n ,a s som eo fy o u know f r omp r i o rc o n t a c t s , d o e sn o tm ak e g r a n t sf o rc o n f e r e n c e s ,f o rp u b l i c a t i o n so r f o rf i lm su n l e s st h e ya r ep a r to fa p r o j e c tt h eF o u n d a t i o n i sa l r e a d ya s s i s t i n g , 5 . Inc o n s i d e r i n ga p r o p o s a l ,w e a r ei n t e r e s t e di nt h er e s o u r c e s o ft h ea p p l i c a n t . W e s e l d om ,i f e v e r ,p r o v i d e 100% o ft h e mon ey n e c e s s a r yf o ra n yp r o j e c ts i n c ew e f e e lt h er e q u e s t i n g i n s t i t u t i o ns h o u l dm ak e as u b s t a n t i a lc o mm i tme n ta l s o . I n a d d i t i o n ,w e do n o tw a n t t op r o v i d ee n c o u r a g em e n tf o ra n y p r o g r amt h a tm ay b eb e y o n dt h er e c i p i e n t ' se v e n t u a lc a p a c i t y f o rc o n t i n u i n gs u p p o r t . And , s i n c et h eF o u n d a t i o nc a n n o t , b yi t sn a t u r ea n dp u r p o s e ,b ei na p o s i t i o no fp r o v i d i n g u n e n d i n gs u p p o r t ,w e a r ea lw a y sc o n c e r n e dw i t ht h ep l a n sa n d p r o s p e c t so fu l t im a t et a k e o v e ro ft h ef i n a n c i a lr e s p o n s i b i l i t y i f t h ei d e ap r o v e ss u c c e s s f u l . �- 5Within t he broad philosophi cal context s ugges t e d abo ve , I would emphas ize that our f oundation, lik e mo st foundat i on s , has an open mind when i t comes to con side ri ng idea s. We a r e careful not t o prejudge a proposal bec a us e o f it s c harac ter or source . So l on g as a p roposal co mes wi th in the broad scope of i nt e r e sts of our f ounda t i on-- a s I have indi ca ted , the f i elds of a gr i cul t ure and educati on a r e two o f t he f our a reas of interest of the Kel logg Foundat ion , t he other t wo b e ing t he broad a reas of he alth and pub l ic affairs - -and is conc e rned with t h e appl icat io n of knowledge in some i nnovat ive way to serve a signi fi ca nt purpos e, you can be ass ur e d that the proposal wi l l be ca r e fully studied . I n eval uati n g a spe ci fi c propos al, ou r first co ncer n , ther efore, is wi t h the ide a---wi t h t h e nat ure and significance of the problem which i s i denti f i ed, with t he statement of purposes , a nd with the program which is propo s ed. Th e si ze of the r e Que s t is not an immediat e concer n , although ult imately, of cour s e, we wi l l have to a ssess the benefits antic ipated i n r elation t o t h e inv e stment. Ini tially, however, it i s t he Qual ity of t he idea tha t wi l l be our pr ime cons i dera tion. Our f oundat i on, lik e most f oun da ti ons , has no standard applicat ion f orrn or format fo r the submiss ion of proposals . Further , our Board of ·Trustees me et s mont hly so that there i s no a nnu a l or ot her deadli n e before whi ch proposals must be con s idered . I f , after do ing yo u r ho mework about the Fou nda t i on ' s purpose , philosophy , and the f ields o f interest , you f eel you have a pr oj e c t whi ch comes within thi s fr amework, t he next st ep is to establish contact . This can be done by a telephone ca ll or a l et t e r. In �.... -6 ag ri c u ltu ra l edu c a t i o n , th ec o n t a c tw iththe K e llo gg Fou n da t i on co u l d b ew ith m e, w i t hD r. R o be r tE . K in si n g e r, on eo f ou rP rog r am D i rec t o rs a ck gr o und i si ncommun i ty c o ll e g eand u n iv e r s i t ye d u c a ti o n ,o r who se b w i t hD r. Ga r yK in g --u n til rece n t l ya r u r a lso c i o l o g i s ta t P enns y l va n i a S t a t eUn ive r s i t y and nowan A s so ci a t eP rog r am D i rec t o r on ou rs t a f f co n c ern ed pa r t i c u l a r l yw ith r u r a lan d ag ri c u ltur a lp r o g r am s. W ep r e f e r t ob e co nt a c t e dea r l yint h ee v o l u t i o no fa pr o p os a lo n ani n f o rm a lb a si s , a f t e r you h a v eg iven c a r e fu l though t andp r ep a r a ti o nto your p l a n s bu t b efo r ee v e r yd e t a i li sf i na l i zed . T hi sp r o vi d e so ppor t u ni t yf o rus t o reac t andi n t e r a c t ,w i t h anyp r o po sa l wh ich m a yu ltim a te lyresu lt r e pr e s e n tin gt h ee x p e r i e n c eo fb o t hp a r t i e s . I fi nyour i n i t i a lc o n t a c tt h e i d ea se em st oh av em e r i t andt ob ew i t h i n th e sco pe o fF ou nd ati o np r i o r i t i e s a tt h et im e ,you w i l lb ei n v i t e dt osubm i ta m o r ec om p reh en si v es ta t e m en t, s e ttingf o r t ht h ep r o b l em ,t h ep u r po se s ,t h epr o c e du res, an d ap r elim ina ry budg et re~ e t We a r en o ti n t e r e s t ed in v o lum in ous s t a tem en t s,b u t ra t h e r in a c on cise,c l e a r c u tandu nd e r s t an dab le pr e s e n t a t i o no f the i d e ay ou hav e in m in d. W h e nsu cha p r o p o s a l is rec e i ved , it w ill th en b er e v i ew edby on e o rmo r e s t a f fm embe rs a n d ,i fit looksp r om i s i n g, w i t ho ffi c er so ft h e Found a ti o n . I f ,a f te rth i sc a r e f u land som e t im e st im e c onsum i n gr e v i . ew , t h eideas t il l s e e m s t ohave p o t e nt i a l fromth e st a nd p o i nt o fFounda t i on i n te r e s t s ,w e pr o b ab l yw ill a rr a ng e a vi s i t t oy ou ri n s t i t u t i onto f u r t h e r di s c u s st h e pr o p o s a lw i t h yo u and o t h e r si np os iti o ns o fr e s p o n sib ilit y . im e ,w ew ill a lsoi n v i te y outo su bm it af u l l f l edgedw r i t ten A t tha t t p r oposa lto be su bm i t t e do ffi c i a ll ybyt h eC hi e f Admin is t r a t i v eO f fi c e r o fyou r ins t i t u t i on . S om ewh er eint h i sp r o c e s so fev a l u a t i o n, o fcou r s e , �-7i t may well be tha t we will invit e highly competent e xp er t s in whom we have confiden ce to evaluate t h e i dea we a re considering or we may review it with on e or another of the a d hoc committees which we from time t o time a s semble t o pr ov i de c ouns el in the r evi ew o f effective proj ect a r eas a nd t h e est abli shment of progr am pri orities. Af t er we rec eive your fo r ma l propo s al, a final de cision will be made by of f i cer s with r eferenc e t o t he specific reque st. the staff a nd If their decision is affirmative, a r e c ommendati on will then b e submitted to our Board of Trustees who, if they concur, will make a financial appropriation t o co ver t he amount o f the budg et reque sted. Usu ally our program commit·- nlent s are fo r a t hree t o fiv e year peri od and we require annual na r rat i v e and finan cial rep orts an d budget revision s a s a basi s f or our annual commi t me nt payments. This then is a brief sk et ch of the background against which and the procedure by which our Fou ndat io n YTould c onsi a er a propo sal whi c h you mi ght submit. May we now turn t o your s pec i f ic questions r elating t o the Kellogg Foundati on or to the fo unda t ion world in ge ner a l . � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1968-10-09_RMawby_SPE Title A name given to the resource Russell Mawby speech, The Kellogg Foundation Evaluates a Proposal Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 9, 1968 for the W. K. Kellogg Foundation to the National Conference for Less-Than-Baccalaureate Degree Programs in Agriculture at Pennsylvania State University. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Michigan Charities W. K. Kellogg Foundation Speeches, addresses, etc. Agriculture Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1968-10-09 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/9a67fff9eb6afc767bf6fa3104084abd.pdf aa9ff7a9b7649ae6c55a09cff7f6ad57 PDF Text Text - ", THE LAND GRANT RESEARCH AND EDUCATIONAL FRAMEWORK OF THE NEXT CENTURY Remarks by Dr. Russell G. Mawby, Vice President, W. K. Kellogg Foundation at Agricultural Science Week, University of Missouri February 6, 1970 I. It is a special privilege to be a part of the program of Agricultural Science Week in the Centennial Year of the College of Agriculture. Quite appropriately, this significant anniversary represents an occasion when we should pause to take stock, reflecting on the past and looking to the future . There is indeed much of which we can be proud as we survey the scene in American farming and agriculture today . Among the significant accomplishments are the following : 1. The productivity and efficiency of American farmers. On the average, one person in U.S. agriculture today supplies abundantly the food and fibre needs of 40 persons compared to 26 in 1960 and only 10 persons 30 years ago. 2. The ability of American farmers to apply mushrooming technology to problems of farming. Between 1950 and 1965, output per man hour in agriculture rose nearly three times as fast as in non-farming occupations--132 per cent in agriculture against 47 per cent in the rest of the economy. If we were as far ahead of the Russians in the space race as we are in agriculture, we would be running a shuttle service to the moon. 3. The contribution of agricultural productivity in making it possible for America to have the highest standard of living known to man. Without the immense labor-saving contribution on the part of agriculture--freeing manpower for other productive endeavors-our nation would not enjoy the abundance of goods and services of all kinds which we have . �2 - 4 . Th ev i a b i l i t yo ft h ef am i l yf a rm . Th e fm i l i ly -own edando p e r a t e df a rme n t e r p r i s ec o n t i n u e st o c h a r a c t e r i z et h eAm e r i c an f a rm ings c e n e ,sp ann ingt h ech ang e f romt h es u b s i s t e n c ef a rm ingo fa c e n t u r yago t ot h eh i g h l y comp l ex comm e r c i a lf a rmo p e r a t i o no ft o d a y . ~. Th e sy s t emo fl a n d g r a n tc o l l e g e sandu n i v e r s i t i e s . Th e s ei 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,a p r o d u c to ft h ev i s i o n o fp i o n e e rf a rml e a d e r s ,h av ep rog r am s.o ft e a c h i n g ,r e s e a r c hand e x t e n s i o n . I nt h ee a r l yd e c ad e so ft h e i re x i s t e n c e ,t h el a n d g r a n ti n s t i t u t i o n sw e r ep r e o c c u p i e dw i t ha g r i c u l t u r e . A st h e y hw r ec o n t i n u e dt os e r v et h en e ed so ft h ep e o p l eo ft h e i rs t a t e s , how ev e r ,t h e yh av eb e com e comp r eh en s iv eu n i v e r s i t i e so fs c a l e andq u a l i t y . S p e c i f i c a l l y ,t o d a yw em e e t on t h ec ampu so ft h e U n i v e r s i t yo fM i s s o u r i , on eo ft h el e a d i n gl a n d g r a n ti n s t i t u t i o n s , w i t hi t sf a c u l t y ,p r o g r am s , andg r a d u a t e sc om p i l i n ga s t a t e ,n a t i o n a l , andi n t e r n a t i o n a lr e p u t a t i o n . S im u l t a n e o u s l y ,a sw er e v i ewt h ep l u ss i d eo ft h el e d g e ro fAm e r i c an a g r i c u l t u r e ,w es h o u l da l s or e c o g n i z esu chc o n c e r n sa s : 1 . Th ep e r s i s t e n tpoo rp r o f i ts i t u a t i o ni nmu ch o fa g r i c u l t u r e ,w i t hf a rm p e o p l eg e n e r a l l yn o ts h a r i n gi nt h ea f f l u e n c eandp r o s p e r i t yo fo u r s o c i e t y . 2 . Th ec o n t i n u i n gO I l ru sh o fn ew t e c h n o l o g y ,n ew c i r c um s t a n c e s ,n ew i n f l u e n c e s , wh i ch i ncomb in a t ionf o r c ec o n t i n u i n gch ang e anda d j u s tm e n ti nt h ef a rm e n t e r p r i s eanda l lo fa g r i c u l t u r e . 3 . Th ef r u s t r a t i o n s ,d e l a y s andf a i l u r e sw ee x p e r i e n c ea sf a rmi n s t i t u t i o n s and o r g a n i z a t i o n sr e s p o n di n a d e q u a t e l yt oc u r r e n tn e ed s and c i r c um s t a n c e s . 4 . The p e r s i s t e n te v i d e n c et h a tr u r a lcommun i t i e s ,o fwh i ch f a rm ingand f a rmf am i l i e sa r ea p a r t ,l a gb e h i n dmu ch o fAm e r i c ai nt h eq u a l i t yo f e conom i c and s o c i a ll i f e . �3 I ti sw i t h su chs u c c e s s e s a n ds h o r t c om i n g s i nm ind t h a tw et u r no u ra t t e n t i o n s t ot h en e x tc e n t u r y . I I . Th e r ew a sa t em p t a t i o n ,i np r e p a r i n gt h e s er em ro 'k s ,t ot u r nt h ec a l e n d a r ah e ada n o t h e r100 y e a r s ,f rom1970 t ot h ey e a r 2070 , and c omm e n tf romt h a t v a n t a g ep o i n t on t h er e s e a r c hand e d u c a t i o n a lf r am ewo rko ft h el a n d g r a n t i n s t i t u t i o n s . ~ It odo s o ,I wou 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 among t h 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 s t h ec o l l e g e so fa g r i c u l t u r ep a s s e di n t oo b l i v i o nm idw ay t h r o u g ht h e i rs e cond c e n t u r y . Th ep o s s i b i l i t yt h a tsu chwou ld b e an a c c u r a t ep r o j e c t i o no ft h e s i t u a t i o na c e n t u r yh en c ei sa s o b e r i n gi d e a ,b u t on ef o rwh i ch I b e l i e v e ac o n v i n c i n gc a s ec o u l db eb u i l t . T h i s" p r o j e c t i o no fo n e ' ss e l fi n t ot h ef u t u r e "i sa f a s c i n a t i n gt e c h n i q u e andw a s emp loy ed e f f e c t i v e l yby T r i s t r am B e r e s f o r d . anE n g l i s hf a rm e rw h oi n p r e p a r i n ga p a p e ra f ewy e a r s ago l o o k e dah e ad o n l y6 0y e a r st ot h ey e a r 2015 i nd e s c r i b i n gt h et r a n s f o rm a t i o no fB r i t i s ha g r i c u l t u r e . O fd a i r y i n g , f o rex amp l e ,h es a i d : "Nowh e r ed i dt h ecomp l ex o fs o c i a land e conom i cf o r c e sb e a rmo r e s e v e r e l yt h a non t h ed a i r y i n gi n d u s t r y . T h 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 e ed t ok e ep u pw 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 l k cow ss ev end ay s aw e ek i nanag eo fi n c r e a s i n g l e i s u r e .F am i ly f a rm e r sw e r ep r e p a r e dt o ,f o rs u b j e c t i v er e a s o n s , b u to n l y sol 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 , andt h ef l i g h tf romt h ev a l l e y so fW a l e s w a s r e s p o n s i b l ef o ra c r o po fa g r i c u l t u r a le conom i s t swh i ch w a s q u i t e af e a t u r eo ft h e' 5 0 sand ' 60 s . I ts e em st h a tt h eg i r l sw 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 yf o l l ow e d . T h eo l d p e o p l er em a in edb e h i n d . T h en e x tg e n e r a t i o nw e r eg l a dt os e l l t h ef am i l yf a rmwh en i nc o u r s eo ft im ei t c am et oth em . Tho s e who w e r el e f ton t h eh o l d i n g sf a i l e dt of i n dw iv e s andt h er a c e o fdom e s t i cm i l kp r o d u c e r s dw ind l ed . �·-4"At the other end of the scale the big operators were fighting a losing battle with costs. Cows refused to be milked by remote control even when sYmmetrical Jersey udders had been bred on to Friesian stock . The idea of milking the cows without hired labour was unthinkable. A few tried and found that it did not agree with them.. The shortage of skilled milkers , like the shortage of outdoor shepherds, became acute. Milking contractors flourished for a time and the beef outlet kept things going , but in the end it was discovered that there were economic advantages in the feed-lot on one side and the cattle ranch on the other. So dairying succumbed to the Plant Milk Industry, which converts grass more efficiently than the cow, and whose production schedule can be geared to the four-day week. The switch was gradual, and there is little evidence that the public objected to the change from the biological to the bacteriologically purer industrial substitute. After all , by that time , our diet consisted of standard food products, a nd many young people disliked the idea as well as the taste of cow's milk . It had ceased to be natural to drink i t." III I am grateful indeed to Dean Kiehl for the invitation to be with you today and also for two specific aspects of the assignment he has given me. he has asked me to look ahead a century, not just 10 or 20 years. First, The longer time span with which I can d ea.l, the less I must be concerned with accountability. Even Professors with tenure cannot hope to be here a century hence to measure my remarks today against reality then. Second, the assigned topi c refers not just to the College of Agriculture but rather to the total landgrant research and educational framework. Therefore, in my remarks I will not deal with such issues as the semantics of college or departmental titles; the intricacies of organizational char t s; and the troublesome details of professionalism, provincialism, and protectionism which tend to be among the Ln- -houae problems of higher education. Rather, I propose to look at the �- 5issues, the problems, the concerns of farming and of farm people, of rural America, of our total society and comment on what I hope, as one who is a part of and concerned with this milieu, will b e the response of our land-grant institutions _ IV. The land-grant system is perhaps our country's only original contribution to higher education. For perspective in looking ahead, it is useful to turn back to the period in history a century ago when this innovative system was conceived. The land·-grant idea first became visible in the decade of the 1850s and resulted in the passage of the Morrill Act in 1862 , The establishment of this new system of colleges grew out of a concern f or farming and farm people and the desire to make t h e advantages of higher education available to the sons and daughters of farmers and the working classes . Until then, the advantages of higher education had been generally restricted to the children of do ctors, lawyers, theologians, and the wealthy few. It was also envisioned by the proponents of the land-grant idea that the common good could be served by instituti ons of higher education which directed their attention to the problems of earning a living as well as living a life. As these fledgling colleges began to develop teaching curricula in agriculture, it soon became apparent that kn owledge resources were inadequate:, �- 6that there were many questions to which answers were not know. This led, a quarter of a century later, to the establishment of the network of agricultural experiment stations as a part of the land-grant system, through passage of the Hatch Act in 1887, As the programs of the Land-vgr-arrt colleges of agriculture continued to develop, the leaders of these institutions began to realize that a concern with farm productivity was in itself not enough and that there must also be a concern with the quality of life available to the farm family. This concern evolved into the development of curricula in home economics, with the first such formal program established about 1898. As the calendar turned from the 19th to the 20th century, a combination of concerns on the part of agricultural leaders led to other significant developments which changed the complexion of the land-grant colleges First, many were deeply concerned that the benefits of the knowledge resources of the colleges were available only to those who could come to the campus, usually as students in residence. Recognizing that basic knowledge of agricultural science and the new information and techniques continually emanating from on-vgoLng research would be useful to practicing farmers. concerned agricultural professors began to go to the field to meet with farm groups throughout the state. This informal pattern represented the rudimentary stages of the extension idea. Simultaneously, there was a concern on the part of many in agricultural education that the traditional schooling of the rural one·-room school was not preparing youngsters for �-1the kinds of lives they would lead. Therefore, agricultural educ ators worked with rural s chool t eachers in developing the practical concept of Boys a nd Gi r l s Cl ub work, whi ch has evolv ed now into the hi ghly s ophisticated , informal educat ional program we call 4-H . Finally, a s college s b ecame i ncreasingly c onc er ned wi t h the total wellb eing of rural people and communi ti es , not just with the improved production of c r op s a nd livest ock, t he s tructure of the c ol lege s of agr icultu re wer e changed t o refle ct t hi s conc e r n. The development of curricula a nd f a culty specialization in such fields as rural education and rural s ociology are tangible mani fe st a t i ons of this broadened commitm ent. Finally, in 1914, the Smith-Lever Act f ormalized t h e system of informal, off ·-c ampu s educ at i on whi ch we now know a s the Cooperative Ext en s ion Serv ice, ma ki ng the res ourc e s of t he campus available to al l pe ople t hrougho ut t he state. These signi fic a nt dev elopments i n t he l a nd- gr ant syst em, i nnovati ons of t h e high e st or d e r a nd of t he gr ea t est s oc i a l a nd e con ornic signific anc e, were a produc t of farm l eader sh ip and r ep r es ented a concer n not onl y fo r i mpr oved f a r m production and management but a comprehen sive conc ern f or the f armer, his family, and his c ornrnunity as well, v. Change has c e r t a i nl y been a charact eristic of this past century. While we have been impressed with the dr amatic changes of the re cent past, all evid enc e �- 8would suggest that the na tur e and magni tude of change in the years ahead will far over s hadow tho s e t o dat e . An Americ an Pre sident onc e sai d-- "Th e d ogma s of the quiet past are inadequat e t o the stor my pr es ent. , ,As our case is new, s o must we t hi nk anew and act anew ." That President wa s Abr-aham Lincoln, speaking in 1 862 . the y e ar in which the Land-igr-arrt sy st em was e s t.ab l ishe d . Since Gov ernor McClur g s igne d t he legis l ation which est abl ish ed this Col l eg e of Agri culture, there have indeed been many change s" Among t hem we might not e t he fo l lowing: 1. Ou rs was then an agrar ian soc iet y , just on t he thr e shold of the pr oc e s s of industrialization-urbanization whi ch has so ma rkedly changed th e status of ag r icul t u re i n the soc i.o -v e c onomi.c complex. 2. Wherea s a century ago , the Col lege of Agriculture in most land-grant i ns tit utions was a dominant ac a demic un it , today the Col l eg e of Agr icul t ure is usually onl y a mode st part of a comprehe n s i v e , s ophisticated, l arge·sc al e inst i tut ion of higher education. Too oft en it would a lso s e em to b e a r ather insular s egment of th e univ er sity, not int egrally r elat ed to t he larger academi c and s c i entific c ommuni t y . 3. One hundr ed y ears ago , we were just l aunching i nto a cent ur y of t e chnological d evelopment which has pr oduced t he highest standard of livlng in th e hi s tory of man. Now, however , our soc i ety seems t o b e turn i ng f r om this hist oric preoccupation with the standard of living and is ev i denc i ng an increa sing conc e rn fo r the quality of life (not jus t t he qua ntity ) av a i lab le to each individu al. �9 ' " 4 . As agri c u l t u ra ls c i e n c e has p r og res s ed , th ereh a sb e en a co n tinu in g p r o c e s so ff r a gm en ta t i on and sp e c i a liz a t i o n-int h es t r uc tU l ' eo fc o l l e g e s and d e p a r t m e n t s , i nt h ef a b ri co fr e s e a r c h ,i nt h ei n d u s t r yo ff a rm ing" h em a ze o ff a rmo r g a niz a t i ons and i n st i t u t i on s wh i ch s e r v e ag ricu lint t .u r e . Ac e n t u r yago, o u r fa c u l t i e si n c l u dedP ro fe s so r so f A g r ic u l t u r e r i ed t odea lw i t h th eb r o a d e s t dim en s io no f ag ri c u l t u r a l co n c er n s, wh ot Now , how eve r ,as w ep u r s u e ex cel l e nce t h r o ug hi n c r e a s e dsp ec i a l i za t i o n , w e mu s t a s ko u r se l v e s , "w h olooks a tt h ew ho l e? " T h ec l i ch e. . ." F 'a rm e r s h a v ep robl em s, co l l e g e sh ave d ep a r tm en ts"... is n o tw it h o u tsubs t a n c e. VI . Tu rn ing nowt ot h ef u t u r e ,l e tus use t h r e ed i f f e r e n tr e f e r e n ce po i n t s an d commen ting on t h eres e a r c h andedu c a ti o n a lfr am e w or ko fl a n d· g r a n t i n s t i t u t i o n si nre l at i onto ag ri c u l t u r e , F i r st ,a p r i o r i t ycon ce rn mu s tc on tin u et ob ew it hc omme rc ia l agri c u ltu re . Y ou c a n do cum en tb e t te rt h a nI t h es t a rtlingch a ng e s wh i ch hav et a k en p l a c e i ncomm e r ci a la g r i c u l t u r ei nt h elas td e c ad e. P ro ject i o ns fo r th e fu t ur e mu s t be b a s e d on t h ea s sump t i onth a tt h ech a ng e so f th en e x tt e nyea rs w i l lc au se t h ep as td e cade t oapp e a r tranqu il inre t r o s p e c t . I nloo k i n g ah eadw e mu s t re m ind ou rse lv e sa ls otha tn ear l ya l lp a s tp re d i c t i on so f t h efu tu r ehav e beenw rong onth ec on se r v a t i v es i d e . I nlo o k i n gt othe f u tu r e , hop e f u l l yth e fo ll o w ing Obs e r v a t i o n sw i l lb ep e r t i n e n tandu s efu l. 1 . T he f a n t a s t i cra te o ft e c h no l og i c a ld e v e l opm e n t i sf a s tcon sum ing t h e p r es e n ts t o ck o f bas ic s c i en t i f i c know ledge . I ngene ra l,th ed eve lop · · n t a l re sea rch s t r u c t u r ei nag ri c u l tu r es e e m s ov er b a lan c e di nth e me �1 0 - d ir e c t i o no f appli e dre s ea r ch . Fo rt h elo ngrun vi t a lity o f appli e d ag r i c u l t u r a lre sea r c h ,t h ei n ve s t me n ti nso -c a ll e db a s i co rp u re rese a r ch by u n i v e r s i ti e sneed st ob ee xpanded . 2. S u chres e a r c hs h o u l db ea ppr o ached\ i i t hloo s e l ys t r u c t u r e di n t e r d i s c i p l i n a r yt e am s ,fr o mt h r o ughou tt h eu n i v e rs i t y ,r emov ingthe c on s tra i n ingin f l u e nce o ft h espe c i a l i z e dc omm o di t y an dd isci p lin ep a t t e r n a r a c t e ri z e smo s t ag ricu ltu ra lrese a r c ht o d a y . I tha sb e e no b w h ich ch s e r v edth a tth em o s t impo rt a n tor g an i z a t i o n a l fac tl e a r n e di na p p l ied p h y s i c s and c h em i s t r yr e s e a r ch d u r i n g anda f t e r H o rl d"T a rI Icon ce r nedt h e gr e a ta d d i t i o nt or e s ea r c hp r o d u c t i v i t yt h a ta cc r u e si nl a r g er e s e a r ch gr o ups o f al 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 re con t a i n i n gt h ecom p l e t e sp ec t rumfrompu r es c i e n tis t, t h r o u gh m a them a t i c i a n s and s t a t i st i c i an s . to ap p l i edre s e a r c h e r s . T o oo f t e n ag r i c u l t u r a lr e s e a r c h e r sh av e becom e o l a t e dfrom t h e i rb a s i cs c i ent i f i cd i s c i p l i n e s anda r e no ti nt o u ch is ho th e rd i s c i p l i n e sr e l a t e dt ot h ep r o b l ema t hand . w it P erh apsthe g r a v e s t con ce rn o ft h en e a rf u t u r ew ill b et h eprob l emo f a t t r a ct i n gto a g r i c u l t u r et h eb ri g h te s ty oun gm ind si nt h e re leva n t sc ien c e s. i c u l t u r ef o rv a r i o u sr e a son s ha sl o s tm u c h o fit sa ttra c tiv en e ss f o r A gr young s c h o l a r sandt h eo p p o r t u n i t yt oc o n t i n u etob eap a r to fth eirb a s i c di s c ip line w i l lb ee s s e n t i a li na ttrac tin g su chp r om i s ing i n d i v i d u a l st o add ress t h e i rp a r t i c u l a ra t t e n t i o nt oag r i c u l t u r e . 3 . I na p p l i e dr e s e a r c h ,c o n s i d e r a t i o ns h o u l db eg iventot h em iss i o n con c ep to r sy s t em sapp ro ach . Th ei s o l a t ed,f r a gm en tedr e s ea r c h tione f f o r t so ft h et y p i ca lp r o je c tp a t t e rn ar ei n a deq ua t e applica �1 1 - and inapp rop r i a t et omode r n pr o bl em s. A sas im p l eex amp l e, w ec ou ld rthec h a l l e n g eo fu t i l i za t i o no f compu t e rt e c h n o l og yi nfa rm ing . con side Ie ha v em a ny d i v e r s ee f f o r t st od o so , th roughsu chpr o j e c ts as f a r m en t rec o r d so m an ag em HIA ,A I, and so il t e s t in g. u ta l l su ch e f f o r t s tendto bes e p a r at eand u n re l a t ed , ig n o r i n gt h e pr a c tic a ln e ed so f e fa rm e rand f a i l i n gtofu lf ill t h ep ot e n tia l rep r esen te d by c om p u t e r th c ap a ci t y . . ew l i n k ages mu s t b ef o r g e db etw e enu n i v e r s i t yr e s e a r c he r s andth e ag r i c u l t u r a li n d u s t r y-f a rm in g andtho sei n d u s t r i e swh i ch se r v ef a rm ingandwh ichmov e f a rmp roduc t stoconsum p tion . u c ho fth e applica tion -- and a p p l i e dre sea r c h -w i l l m o reap p rop r i a te l yb e don e on t h ef a rman d y ,r a th er t h an i nt h ere l a ti v e l ys t e r i l e and s ta ti cs e tti n g inindus tr o fth eu n i v e r s ity . . e sou rc es f romthet o t a lun i ve r s i t ym u s tb em o b i l izedt ode a l w i t hp ro -b lem so f ag ri c u l tu re f o rwh i ch t h eo ll e g eo fA g r i c u l t u re a sg en era lly con ce i v edo rs t r u c t u r e di sno t-andp r o b a b l ys h o u l dn o t be -p r e p a r e d tocope , A s ex amp les o fsu c hp rob l em s, w em i g h tc o n s i d e rt h efo ll o w ing a. F a rm abo r-I n a d e q u a t ea t t e n t i o ni sbe i n gg i v ent ot h ech ang ing n a t u r eo ft h ela b o ri n p u ti nfa rm in g. F a rm e r s andf a rml e a d e r sa r e be i n g com pe l l edtot a k ea w h o l en ewloo ka tf a rmlab o r ,d e p a r t i n g fr o mt h e" f am i ly f a rm "no t i o no ft h ep a s tw h e nland ,l a b o r ,c a p i t a l and m anage m en tw e r ev e s t e di non ep e r s o no r fam ily. Tod ay ,f a rm ing is beco m ing a p a r to fou ri n d u s t r i a l i z e ds o c i e t yi nwh i ch t h ep a t t e r n o f fa rm mu s t b e cons is ten tw i t ht h ef r am ewo rk o fr u le se s t a b - l i sh edbyth ei n d u s t r i a lwo r kf o r c e . and -g r an ti n s t i t u t i on ss h o u l d p rov id e coun s el and lead e r s h i pi nth i str a n s it i o n . �-12 b . F i s c a lM an ag em en t . -T h ecomm e r c i a lf a rmo p e r a t i o no ft h en e a r f u t u r e (1980 )w i l lb e a $500 ,000 ·$1 ,000 ,000e n t e r p r i s e . S o p h i s t i c a t e df i s c a landt a xm an ag em en t w i l lb ee s s e n t i a lt oa p r o f i t a b l e o p e r a t i o n . I nm any o p e r a t i o n s ev ent o d a y ,t h ew i s ec o u n s e lo fa t a xa c c o u n t a n to ra t t o r n e ym a yb emo r e c r i t i c a lt ot h ep r o f i t l o s ss t a t em e n tt h a na ch ang ei np r o d u c t i o nt e c h n o l o g y . c . L aw- Th el e g a ls t r u c t u r eo ft h ef a rme n t e r p r i s emu s tb ec o n s i s t e n t w i t h mod e rn b u s i n e s s andl e g a lp r a c t i c e . P a t t e r n so fown e r sh ip and t r a n s f e rmu s tb eu p d a t e d ,w i t hc a r e f u lc o n s i d e r a t i o no fq u e s t i o n s su cha st h ea d v a n t a g e s and sho r t com ing so ff am i l yc o r p o r a t i o n s . An ew d im en s ion j u s tem e rg ingi sa l s ot h ep r o s p e c to fb a r g a i n i n g i nf a rmm a r k e t i n g . d . I n s t i t u t i o n a lP rob l em s- M a n yo r g a n i z a t i o n s and i n s t i t u t i o n swh i ch s e r v ea g r i c u l t u r e ,f romt h eg e n e r a lf a rmo r g a n i z a t i o nt ot h em u l t i p l i c i t yo fc omm o d i t y r e l a t e dg r o u p s , a r el e s st h a nf u l l ye f f e c t i v e . Som e a r eev en d i s f u n c t i o n a l . T h ef o l l ow i n gq u o t a t i o n sc om ef roma r e c e n ti s s u eo ft h eM i ch ig an F a rm e r : ". . . . . m any a g r i c u l t u r a lo r g a n i z a t i o n sa r ei ns a dsh ap e, h a v i n gf a i l e dt ok e ep u pw i t hs o c i a lch ang e . T h i sd e c l i n e b eg an abou t 1925 . P r i o rt ot h a t ,a g r i c u l t u r a lo r g a n i z a t i o n h ad b e en soe f f e c t i v ei t h ad b e en a mod e l f o ro t h e r s t h eUSDA , t h eA g r i c u l t u r a l Exp e r im en tS t a t i o n , andt h el a n dg r a n tc o l l e g e s f o rr e s e a r c h ;t h eE x t e n s i o nS e r v i c ef o re d u c a t i o n ; andf a rm e r s i n n o v a t i n gandu s i n gn ew i n f o rm a t i o nq u i c k l y . "Th enc am e am a jo r r e v o l u t i o ni ns o c i e t y . Th ec e n t u r yo f t e c h n o l o g i c a ld ev e lopm en tb eg an t og i v ew a yt ot h ee r ao f hum an d ev e lopm en t ando fe f f e c t i v em anpow e ru s e . A g r i c u l t u r e h a sc o n t i n u e dt op rodu c ep e rm a n e n t l yd am ag ed p e o p l e f i l l i n g c i t yw e l f a r er o l l sw i t he x f a rm e r sandf a rml a b o r e r s . �-1 3-"Agri cultur e has been on th e wr on g side in the revolution, and h as emerged wi th a s orry image. Agriculture must, con-· sequently, update its or g an iz at i ons and its image) so that farmers be come--and l ook-- s ocially responsible and useful." The social sci enc e s--sociology, poli t ical science, psychology -- have much to offer in relat io n t o such p rob lems if mobilized. 6. Unlversity e ducat iun i n ag r iculture should be an integral part of the t otal unive rsit y, not i ns ul ar) p rovi nc ial , pedant ic as i s too often now the case . Sir Eri c Ashby sugg e st s that t e chnology its elf sho u ld be the philos ophi cal and orga nizat i onal center of al l university education . He ar gues pe rsuas i vel y that the gr e at chasm now dividing edu cated men .. .. the gul f betwee n s cienc e and the huma ni ti e s . ... is art i f ic ial a nd can be eliminat ed f rom edu cat ion by organi zi ng curriculum and ph i losophy ar ou nd technology. Command ov er s ome tech no l ogy is necessary f or an lndividual to survive in mod e r n s oci ety and Ashby argues that it combine s the concerns and approa ches of b oth sc ienc e and the humanities. In Technology and the Academics, he says : "Technology is ins eparable fr om men and communities . In this respect technology differs f rom pure s cience . It is the essence of the scientific method that the human element must be eliminated . Sc i e nce does not dispense with values but it does eliminate the variability of human response to values . .. It describ es, measures , and classifies in such a way that variation due to human judgment is eliminat ed. Unlike sci enc e, t echnology concerns the appli cation of science to the needs of man a nd society . Therefore t echnology is inseparable f rom human ism . The technologist is up to his neck in human problems whether he likes it or not • . . The social cons equence s of his work are therefore an integral part of his profession . " This conc eptual app roach h as signi f i c anc e f or agriculture. As s t ude nt s deman d releva nc e i n t he un i v er s i t y, ag r icultur e -- with a soli d re c ord �-1o fa ch i ev em en t and e x p e r i e n c eo n wh i ch t ob u i l d-c o u l db eo u t f r o n ti f i t w i l ld e a lw i t hp rob l em so fb r o a ds i g n i f i c a n c esu cha s foods u p p l yandhum an n u t r i t i o n u a l i t yi nh um a nl i f e-r u r a land u r b a n andt h ee n v i r o nm e n t . 7. Th e gen ius o ft h eE x t e n s i o ni d e ai sa sv a l i dt o d a ya sw h e n f i r s tc o n c e i v ed, 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 ln e r tis 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 ea b i l i t yo ft h eE x t e n s i o n sy s t emt or e s p o n dt och ang e and a c commod a t et h en ew c i r c um s t a n c e s . To a s i g n i f i c a n td e g r e e , i s s o u r i s e em st ob e an e x c e p t i o nt ot h i s g e n e r a lc a s e . e s p i t ed i f f i c u l t i e s ,E x t e n s i o ni swo rk ing o u ti t s p rob l em sw i t hp e r s i s t e n c eando f t e ng rea ts k i l l . Wh e r e a s E x t e n s i o nr 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 nw i t h c e r t a i nc l i e n t e : eg r o u p s ,a p p r o a c h e st ov a r i o u sa u d i e n c e sn e ed t ob e r e f i n e d . s an ex amp l e ,t h e n i v e r s i t y mu s t c o n c e r ni t s e l f w i t ht h e c 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 . W e , i n a g r i c u l t u r e ,w e r e on c eo u tf r o n ti nt h i sr e s p e c tn ow a g r i c u l t u r eh a s b e enby-p a s s edby o t h e rp r o f e s s i o n a lf i e l d si nk e e p i n gi t sp r o f e s s i o n a l s i n t e l l e c t u a l l yu p d a t e d . ov ing f romcomm e r c i a la g r i c u l t u r e ,t h en e x tp o i n to fr e f e r e n c ec o n c e r n s u r a l m e r i c a . Th ee v i d e n c eo ft h eu r a l a gi n m e r i ca i ssoc o n v i n c i n g , andh a sb e en somu ch comm en t ed o n .t h a tI ' l l n o td e t a i lt h es i t u a t i o nh e r e . ond emn ing e v i d e n c edo cum en t sd e f i c i e n c i e si nin com ep u b l i cs e r v i c e s ,i n c l u d i n ge d u c a t i o n ,h e a l t h ,w e l f a r e ,p r o t e c t i o n h o u s i n g and c u l t u r a loppo rt u n i t i e s . Ou r l a n d g r a n tu n i v e r s i t i e s , how ev e r ,h av eg e n e r a l l yn o tr e spond ed �-15·· this evidence, certainly not to the extent they have mobilized to deal wi.t.h the urban crisis. In fact, eyen universities in rural states with a tradition of agricultural and rural commitment, seem preoccupied with the urban and usually confine their rural orientation essentially to the technology of farm production. in the apparent naive belief that more bushels per acre will bring the millenium. If the needs of rural haerica are to be served by the University, the total university must be involved- -for the expertise of the entire institution is required. But the leadership must come from somewhere·--and where more appropriately than from those in agriculture , if such leaders can recapture the humanistic character of their forebears. Our final reference point is that of Total Society. I recognize that it is arbitrary to categorize our deliberations in this way since all of these concerns are inextricably interrelated. Such focus seems appropriate, however, in light of the mentality with which we usually approach our challenges in agriculture. The stance from the vantage point of total society quickly suggests two issues of broad concern to all mankind which bear centrally on our more limited focus today. concern with food supply. First is our international In the past--and currently--food for people has tended to be correlated with agricultural production. Depending on the posture agriculture takes in responding to food needs, current and future, this mayor may not be true in the years ahead. California Institute of Technology has observed: A biochemist at the �-16"He have the tools and the technology to feed everyone in the world with our present resources. And yet it has been estimated that 80 percent of the world population normally suffers from undernutrition or malnutrition. "One hears any number of explanations for this ironic sit.uat.Lon-c-one of the larger obstacles is the simple fact that we still think of food in terms of the nineteenth century. "As long as we persist in thinking of food in terms of bushels of wheat, we will never have enough to go around. As soon as we learn to consider food as a conveyor of essential nutrients--and look for the cheapest and best way to get these nutrients··-we will find we have enough for all." Only if we in agriculture demonstrate real concern with the end objective-adequate food supplies to meet human nutritional needs--rather than a provincial, self-centered concern for the means to that end through agriculture, will we deserve and earn the responsibility for leadership in relation to this challenge. A second compelling concern of mankind today is with the quality of our environment. In his book "Not So Rich as You Think" George Stewart obs erves: "',.lhen some future hist orian sits down to summarize what the present generation of Americans has accomplished, his climactic sentence could read: 'Of the waters , they made a cesspool; of the air, a depository of poisons, and of the good earth itself, a dump... ," From the editorial in the December 19 , 1969 issue of Science, we read; " ... turning agriculture graduates loose on the world without sensitizing them to the larger environmental problems or to the serious flaws in many narrowly specialized strategies for maximizing food yields and profits must end." Agriculture, for various reasons - - some self-precipitated -- is identified as a villain in the war on pollution ..•• ironic,but t rue . Building on historic base of bridging from the academic to the real world, from the fundamental to �-1t h 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 so ft h eu n i v e r s i t yand t h e e f f e c t i v e n e s so ft h eE x t e n s i o ns y stem ,a g r i c u l t u r ec anb ei nt h ef o r e f r o n t i na d d r e s s i n gs o c i e t i e sc o n c e r nf o re n v i r o nm e n t a lq u a l i t y ,i f w ew i l l . I I . I nc l o s i n g ,I wou ld s h a r ew i t h you a t h o u g h tf rom ohn a rdn e r . book "S e l f en ew a l , "M r . I nh i s a rdn e ro b s e r v e s : " h eno r g a n i z a t i o n s and s o c i e t i e sa r eyoung,t h e ya r ef l e x i b l e ,f l u i d " n o ty e tp a r a l y z e dby r i g i ds p e c i a l i z a t i o nandw i l l i n gt ot r ya n y t h i n g on c e . A st h eo r g a n i z a t i o no rs o c i e t yag e s, v i t a 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 e sw ay t or i g i d i t y ,c r e a t i v i t yf a d e sandt h e r ei sl o s so f c a p a c i t yt om e e t c h a l l e n g e sf romu n e x p e c t e dd i r e c t i o n s . " A si n d i v i d u a l s ,a s a st h 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 wh i ch s e r v et h i n g sf a rm ,a g 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 s t ot h ec o n t i n u i n gp r o c e s so fs e l fr e n ew a l ,r e s p o n s i v e n e s st ot o d a yand tomo r row ,l e s t ,by t h ey e a r 20 0. . . . ac e n t u r yh en c e. . . . su chi n s t i t u t i o n s a s o l l e g e so fA g r i c u l t u r eb er e l e g a t e dt ot h es h e l v e so fh i s t o r y ,j o i n i n g t h e r esu cho t h e rr e l i c so ft h ea g r i c u l t u r a lp a s ta st h ew h i p p l e t r e e ,d r a f t h 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 o ck c h i c k e n s. .. and t h ed a i r ycow . � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1970-02-06_RMawby_SPE Title A name given to the resource Russell Mawby speech, The Land Grant Research and Educational Framework of the Next Century Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given February 6, 1970 for the W. K. Kellogg Foundation during Agricultural Science Week at the University of Missouri. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Michigan Charities W. K. Kellogg Foundation Speeches, addresses, etc. Agriculture Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1970-02-06 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/a462023aab33772a74a46b4e99beedd5.pdf d3d264fa4e11b624c1ddaeb5d8034505 PDF Text Text THE MI CHI GAN BI OTECHNOLOGY INSTI TUTE Remarks by Dr. Russell G. Mawby Cha i r man and Chief Executive Officer W. K. Kell ogg Foundation September 27, 1984/Lansing, MI Governor Blanchard, Mr. We i 1, Dr. Zeikus, memb e r s of the MBI Board of Direc t ors, media repres entatives, ladies and ge ntlemen Michigan, in recent years, has been sgre '¥- c ha 11e nge d by a series of difficult economic circumstances. Now we are emerging from those troubled time s and we see all around us the evidence of the human spirit's invincibility. People are addr essing the needs of our communities and our state with determination, skill" and ne~~~:C~ e sacrifice. The enthusiasm and commitment of people from Sault Ste. Marie to Battle Creek, from Muske gon to Port Huron, fr om Copper Harbor to Detroit to restore MichIgan as one of the nation's flagship states is, i n my e s t ima t i o n.-m &£-e ~an r emarkab l e ; is it awe - insp iring. ~ I f. yo e ~o can't keep a good state down! pa raphrase an old adage: You just John Gardner's words appropriately describ eA' such s p i r it when he w't"o t e : "We are not at our best perched at the summit; we are c l i mbers, at our best when the way is steep." ~~~~~ ~~~ r~~~~ ~a&~ ~~la t --. v a l uab l e lesson learned ~ is one that gives suffic i ent wisdom to avoid other pitfalls. Part of the new Michigan we a r e seeing is a mor e economically diversi fied �p r o f i l e . on e wh i ch c a p i t a l i z e son t h ev e r yb e s to fi t sn a t i v e r e s o u r c e s . And t h a ti st h efund am en t a lpoi n to f my r em a rk st h i s m o rn ing . i me l yexamp l ew i t h i nt h i sd i v e r s i f i e dp r o f i l ei st h e At ~~ b i o t e c h n o l o g yi n d u s t r y . I nt h i s A e n te r p r i s eM ich ig an i sr i c hi n r e s o u r c e se s s e n t i a lt os u c c e s s f u ld ev e lopm en t . Th e s er e s o u r c e s i n c l u d e : ~ a ~ v i b r a n t an dd i v ers ef a rm a g r i b u s i n e s ss e c t o r , e x c e l l e n ti n d u s t r i a lp r o d u c t i o nc a p a c i t y , _a g e n e r o u sw a t e rs u p p l y . - m o re t h a n1 7 . 5m i l l i o na c r e so f comm e r c i a lf o r e s t l a n d . - _an abund an t sk edwo rk f o r c e . and -aw e l ld e v e l o p e dt r a n s p o r t a t i o ns y s t em . O fe q u a l im p o r t a n c e .w eh av e an im p r e s s i v enumb e ro fs u p e r b c o l l e g e sand u n i v e r s i t i e s . in l in . ~i i an S t a t eU n i v e r s i t y and t h eU n i v e r s i t yo fM i ch ig an -twowo r ldc l a s si n s t i t u t i o n s .both w i t ho u t st a n d i n gr e s e a r c ht a l e n t . Ou r c o l l e g e sand u n i v e r s i t i e sc an i n deed h e l pt oe n s u r er e a lp r o g r e s si ns om any im p o r t a n tf i e l d so f dev e l o p m en t . A l lo ft h i si sM i c h i g a n ' s . a sw e l la sc r u c i a la c c e s s t ob i o t e c h n o l o g ym a r k e t s and v e n t u r ec a p i t a l . Th eM i ch ig an B i o t e c h n o l o g yI n s t i t u t e t h eM B I. l o c a t e di n E a s tL an s ing --w i l ll i n ku n i v e r si t yr e s e a r c hw i t ha p p l i c a t i o n so f b i o t e c h n o l o g yt oexp and ou rf o r e s tand a g r i c u l t u r a li n d u s t r i e s . c r e a t ej o b s .and f u r t h e rimp rov et h es t a t e ' se conom i cs i t u a t i o n . Tho s ep r o g r e s s i v es t e p sw i l l imp rov el i f ef o rM i c h i g a n ' s p e o p l e . 2 �Th e M B Ir e p r e s e n t sa p o o l i n go fr e s o u r c e s i n s t i t u t i o n a l n a t u r a l , hum an , and i tr e p r e s e n t so p p o r t uni t y . Fo rt h e s er e a s o n s , t ~~~~~ ~-~ ~ &eee -~ t h eW . K . K e llogg Found at i o nh a ss u p p o r t e dt h eI n s t i t u t eand i t sp o t e n t i a lf o rh e l p i n g t or e v i t a l i z eou rs t a t e . I n i t i a le~ ea gf l @ I ts s u p p o r tc am ei n Augu s t 1982 ,i nt h e fo rm & fa $150 ,000 g r a n tt ol a u n c hcomp r eh en s iv e p l a n n i n g and t oem p l o ys t a f fn e c e s s a r yt od e v e l o pt h eI n s t i t u t e ' s s p e c i a lr a n g eo ft e c h n o l o g i e s-t e c h n o l o g i e swh i ch c an l e a dt o p r a c t i c a land p r o f i t a b l ea p p l i c a t i o n si nt h efoodp r o c e s s i n g i n d u s t r y ,p h a rm a c e u t i c a l s , andb a s i ca g r i c u l t u r a lp r o d u c t i o n . I ti sa p p r o p r i a t et h a tt h eK e l logg F o u n d a t i o n cho s et ob e i n v o l v e di nt h i se x c i t i n gv e n t u r e . Th en am eK e l logg i sp r o u d l y l i n k e dw i t hM i ch ig an . C r e a t e di n1930 by t h em an who s en am ei s synonomou sw i t ht h er e a d y t o e a tc e re a li n d u s t r y ,t h eW . K . K e l logg F o u n d a t i o ni sM i ch ig anb o r nandM i ch ig anb a s e d . ~ Th es o l i d ,s t e ady g row thwh i ch h a s mov ed t h eF o u n d a t i o nf rom i t so r i g i n a l $45 m i l l i o n endowm en tt oi t sc u r r e n ta s s e t so f mo r e t h a n$1 b i l l i o ni st h er e s u l to ft h ee n t r e p re n e u r i a ls u c c e s so f p r i v a t eb u s i n e s s e s ,m a ny o f th emh e a d q u a r t e r e di nM i ch ig an . I nt h eF o u n d a t i o n ' s 54y e a rh i s t o r y ,i t h a sm ad e g r a n t s e x c e e d i n g $768 m i l l i o n t oh e l ps o l v es o c i e t a lp rob l em si nt h ea r e a s o fh e a l t h ,a g r i c u l t u r e , and e d u c a t i o n ;f u l l y$125 m i l l i o no ft h a t amoun th a ss u p p o r t e dp r o g ram s and p r o j e c t si nM i ch ig an . I nr e v i ew i n gt h o s ef i g u r e sI amr em ind edo fwh a tW . K . l l o g gw r o t e i nh i sj o u r n a li n1909 : " I fI ams u c c e s s f u li n Ke 3 �g e tt i n go u to fd e b t and b e com ep r o s p e r o u si nmy b u s i n e s sa f f a i r s ,I e x p e c tt om ak e good u s eo f anyw e a l t ht h a tm aycom e t om e . " Som e sl a t e rh e added : " I th a s beenmu ch e a s i e rt om ak e mon ey t h a n year t oknowhow t osp end i t w ise ly ." H i s t o r y vou ch e st h a tM r . K e l logg w a s s u c c e s s f u lb o t ha t making mon eyand a tm ak ing w i s eu s eo fi t . Th es t ew a r d so fh i s F o u n d a t i o n ' sa s s e t sh av eh ad , and c o n ti n u et oh a v e , ac o n s t a n tand \ ~ r ew a r d i n gc h a l l e n g et odo l i k ew i s e . - ---- Ov e r thep a st y e a r ,M B I h a sm ad e e x c e l l e n tp r o g r e s si n s t r u c t u r i n gan o r g a n i z at i o nand d e v e l o p i n g a fo cu sf o rr e s e a r c h , tr a i n i n g ,and e d u c a t i ona lp r o g ram s . I th a sc l a r i f i e dr e l a t i o n s h i p s b e tw e en i t s e l fand edu c at i o n a li n s t i t u t i o n son on eh and , and i n d u s t r yand u s e r s on t h eo t h e r. F u r t h e r ,i t e s t a b l i s h e dan ope ra t i o na lp o l i c yb ased on a l l o c a t i n g60 p e r c e n to fi t sr e s o u r c e s t or e s e a r c hand d e v e lopm en t , and 40 .pe rcen tt os t r e n g t h e n i n gt h e t r a i n i n gand e d u c a t i o n a lp r ogr am sw i t h i nu n i v e r s i t i e s . T h i si sa s o l i dc om b i n a t i o no fe f f o r t st h a tc ana c c r u el a s t i n gb e n e f i t sf o r o u rs t a t e . M B I's y e a r l o n gp r o g r e s si sh i g h l ya s s u r i n g . A sa r e s u l t , t h eK e l logg Founda tion 's Bo a rd r e a f f i rm si t scomm i tm en tt o d a yt ot h e v a l u e and p u r p o s eo ft h eB i o t e c h n o l o g yI n s t i t u t et h r o u g ha f o u r y e ar ,$10 m illion g r a n tt oMB l t oc a r r yfo rw a rdi t so b j e c t i v e s . ~~ l e e o fa d d i t i o n a lK e l logg Found a ti o nfund sf o rf u r t he r s t a g e so fM B l's p rog r am sw i l lb ed e c i d e da f t e rt h ec u r r e n two rk i s eva lua ted ,b u tw ea r eh i g h l yo p tim i s t i c . 4 �We believe that the fiscal support that the Foundation is giving to the Michigan Biotechnology Institute is evidence of wise stewardship of our financial resources. We trust that it will help. in its own way. Mi c h i ga n ' s leaders to be wise stewards of the abundant natural. human. and instit itional resources with which this state has been so generous lyeI+C:1 82li; c d ~ 5 t-eJ.:Je-d.....- � 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_1984-09-27_RMawby_SPE Title A name given to the resource Russell Mawby speech, The Michigan Biotechnology Institute Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given September 27, 1984 for the W. K. Kellogg Foundation on the Michigan Biotechnology 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 1984-09-27 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/3a3d46d63a2e733ae5e6765487ed6790.pdf 532a78e55291b7a1b152efdb09d867c7 PDF Text Text ak -1- " THE NEED FOR EXTENSION WORKERS' PROFESSIONAL I MPROVEMENT" Summary of Remarks by Dr. Russe ll G. Mawby, Chairman W. K. Ke llogg Founda tion Workshop of Epsilon Sigma Phi St. Loui s, Mi s sou r i November 8 , 1982 I have been as k e d to commen t briefly on th e topic , " The Need f o r Extension Worker s' Profes s ional Improvement. " Yo u - - as Extension pro f e s s ional s, bo th indiv idually and collec tively -are be t ter quali fied t o commen t on the need f o r profe s sional improvement t h a n am I . I n t he context o f th e workshop f o r ma t , I hop e you will b e s h a r i n g with me, as well a s wi th e a c h othe r, some of y o u r thoug ht s regarding p r o f e ss ion a l deve lopment n eeds i n contemporary Ext ension. Th u s , my commen ts wil l be o r i e n t e d to t h e i mpor tanc e of Ext e n s i o n worker s ' pro f essional improvemen t. The concept of l ife s p a n e d u c a t i o n i s b ein g increasingly und er stood and accepted. Extension is, withou t question, the mos t comprehensive and suc c ess ful man ifestation o f t hi s conc ept. In simplist te r ms , li fe span l e arning r e co gniz e s that a s a �ak -2- person matures, from early childhood through adolescence in to adu lthood and old a ge, a n d as one's career progres ses, one needs to l e a r n new skills, and assimilate and put to use different knowledge. At it s best, Extension does this supe r b l y . As Extension professionals, we should be rol e models or shining examples of "lifelong l earners. " This should be t r u e in our personal l i ve s , as well as in our professional careers. Most Ex tension pro fessionals come from subj ect mat ter backgrounds in t h e broad fields o f agriculture and home economic s -- anima l science, foods and nutrition, agricul tura l engine ering, sociology. As Ex ten sion professionals, whether at the county, district , or state l e v e ls , our role is that o f educator, communicator, group process specialist, change agent. Thus, we must develop knowledge and s k i l l s in these responsibilitie s, a s well a s keeping curren t in our subject matter specialty. As our responsibilities change during t h e course of a n Extension career, perhaps from coun ty to distric t or state, from generalist t o sp ecialist, or with different supe rvisory and admi nistrative �ak -3- du t i e s, new skil l s and k nowledge must be acquired. Thus , cont inuing p rog rams of management tra in ing i n adm inis tra tion and sup ervision ar e important. At one time, Ex tension crea ted the Nationa l Ag ricul tural Ext ens ion Cen ter f o r Advanc ed S tudy. Th i s was l o ca t e d at the Univer sity o f Wi sconsin in Mad ison but was a c r e a t i o n o f t h e Na ti o n al As s o c iat i o n of Stat e Univer si t i e s and Land- Gran t Coll ege s, through ECOP (Extension Commit tee on Organization and Pol ic y ) . Th is Center served a numb er o f very i mp or t ant purpo ses. My ques tions t o this workshop ar e a s f o l l ows : 1. Are tho s e purposes now being s e r v e d through t he various cente r s s i mil ar i n purpos e , scat tered th roughout t he country? 2 . If the purpos es are no t being se rved, s h o u l d th ey be? �ak -4- 3. If th e answer to No.2 is " y e s , " what is t h e role of Epsi lon Sigma Phi as the National Honorary Frat ernity for Extens ion profess ionals? A continuing challenge for a ll social in stitutions, i n c l u di n g Extension and a priva te foundatio n such a s th e one with which I am affiliated, is to both accommodate to and bring about change. Th e W. K. Kellogg Foundation, as a social institution, is not nearly s o old as the Cooperat ive Extension Service. you, are continually changing. We, as But, from time to time, it s e e ms important to take a hard look; and we have been engaged in that process for the last six t een months, with our Board and staff engaged in an intensive prog ram of review, a n alysi s, and decision-making. We are now moving forwa rd with some n e w priorities which represent a s ign ificant response to change -substantial, specific, even dramatic. I will not detail the Foundat ion 1s priorities at this time, though I will be happy to comment i n detail during the quest ion period. �ak - 5 - As educationa l managers, the continuing challenge t o Extension professionals is t o ident i fy prob lems which are important, then mobi l ize th e know l edge resource s nec e s sary for d eali ng with t h e m. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1982-11-08_RMawby_SPE Title A name given to the resource Russell Mawby speech, The Need for Extension Workers Professional Improvement Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given November 8, 1982 for the W. K. Kellogg Foundation at the workshop of Epsilon Sigma Phi to discuss the professional improvement of extension workers. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1982-11-08 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/d97bf9a5c2d3da0ec101d85c2188f83d.pdf b53e0bce9339264ea3675a14bf1aadaf PDF Text Text .. " The Privilege of Stewardship Russell G. Mawby Chairman and Chief Executive Officer W.K. Kellogg Foundation Battle Creek, Michigan Remarks made before the Economic Club ofDetroit February 27,1995 �I am delighted to be with you today. I regard it as an honor and a privilege to be able to visit with you, and I thank you for the invitation and this opportunity to be together. When Jerry Warren asked if I would address the Economic Club of Detroit, I wondered: What could a former fruit farmer from outside ofGrand Rapids have to say to such a distinguished group of people as are gathered here? It's good to be with a lot of old friends and relationships developed through the years, and to make a lot of new acquaintances because of our common interests, our common concerns, our common objectives. I wanted to visit with you about some very important issues affecting all of us here individually and collectively, no matter what role you play. All of us know that there are three major sectors of American society. There is the for-profit sector. There's the public or governmental sector. And there is the nonprofit sector, or what some people like to call the third sector. We all are interrelated. The for-profit sector is the engine, if you will. It 's business and industry, it's the economic force, it's the creator of wealth, it's the generator of it all. And when the for-profit sector does well, the other two sectors do well, too. And when the for-profit sector does poorly, the other two sectors are stressed and constrained. So business and industry is a very important sector that we all need to recognize and appreciate in American Society. The second, of course, is government - RGM Speech/Economic Club of Detroit the public sector. �Agencies are represented here, and they play important roles for government that are supported by tax revenue. There are very important roles for government to play at all levels to serve the needs of society in appropriate ways. The third, of course, is nonprofit sector, sometimes described as the third sector. It is so multifaceted, so diverse. Some call it the independent sector. It may be independent, but it also is very interrelated to the other two. We know the importance of the organizations, the institutions, the agencies, and the programs that are implied in this important part of society. All you have to do is look around your community, in Detroit, in Wayne County. Throughout Michigan. Most of the quality of life, in fact, is a contribution of the nonprofit sector. Yes, it's important that we have the services-of government. And then it's important that we have responsive and socially responsible business and industry and jobs. But as we think about life as it is lived every day, we think about church, about human services, the recreational opportunities for youth, programs for ' individuals who are troubled, who are in real need, and think about the cultural richness of the community. All of those are contributions of the nonprofit sector, of the various organizations which comprise this important third sector, if you please, of the American way of life. We immediately see that they are all interrelated and they are all interdependent. RGM Speech/Economic Club of Detroit 2 �Most nonprofit organizations get funds from the for-profit sector either directly or through salaries that you and I earn, and then contribute. We get resources for most of our nonprofit organizations and their programs from the public sector. So there is a great interrelationship in many organizations of a combination of public and private resources. Then, of course, there is the contribution of time and talent, not to be underestimated and somehow priceless because much of the caring and much of the compassion of the nonprofit sector is provided by volunteers. People who care enough that they give and give selflessly of themselves in a variety of ways. We've got all of these areas coming together to serve people in their respective and very special ways. So, I am just going to share some thoughts, briefly, as Russ Mawby, about the awesome responsibilities, and the challenges, facing our areas. One of those great responsibilities is what I like to call "The Privilege of Stewardship." More than anyone else, you recognize the demanding responsibilities and challenges of determining how best to invest your limited resources to meet the needs of people, communities, and institutions that serve them. I believe that all of us are "stewards." Stewards of the mission, philosophy, approaches, and resources we have been entrusted and allowed to guide. It does not matter who we are, or where we live or work. RGM Speech /Econom ic Club of Detroit 3 �To my mind, stewardship encompasses many things. It is having an integrity to the vision of the person who made it all possible. It is a matter of trust and wisdom. And it is a relationship, whereby we are charged with the wise and beneficial placement of a portion of the assets and resources with which we have been entrusted, so that they maximize public benefit today, and ensure the survival and growth of those assets in order to meet the public needs of future generations. For me , as chief executive office of the W.K. Kellogg Foundation, it indeed has been the greatest privilege to join in the stewardship of the vision and the legacy of the person who made it all possible. Will Keith Kellogg was an ingenious, hard-working entrepreneur. A social innovator. An internationalist. A visionary. Above all, he was a good steward. Mr. Kellogg was one of this century's great movers of ideas and shakers of tradition. He cared about people, both at the cereal company he started in 1906, and the Foundation he established in 1930 . Few would argue over his business abilities. But with both his Company and his Foundation, Mr. Kellogg was willing to take risks. To many of his peers, Mr. Kellogg may have seemed a paradoxseemingly stingy to family and close friends, yet generous to others less fortunate. As his wealth grew from the cereal company, Mr. Kellogg realized years later what his efforts had brought him: "It is my hope that the property that RGM SpeechlE conom ic Club of Detroit 4 �kind Providence has brought me may by helpful to many others, and that I may be found a faithful steward." This led to the creation of his Foundation. To say that Mr. Kellogg, his life's achievements, and his legacy are farreaching would be to understate the impact that this one man has had. He was deeply concerned about the welfare and well-being of all youth. In fact, the Foundation was started as the W.K. Kellogg Child Welfare Foundation, and shortly thereafter renamed the W.K. Kellogg Foundation. Its initial focus was launching the Michigan Community Health Project. This was a pioneering effort in seven southwest Michigan communities to demonstrate that the family's health, educational opportunities, and general standard of living could be enhanced through public health services, childhood medical screening and care. In addition, programs were started to strengthen school leadership, expand library services, and assist in general community development. Importantly, one of the major outcomes of this initiative was the formation of the first rural consolidated high schools in the country. In later years, as we moved from operating a program to making grants, the Kellogg Foundation expanded its horizons globally, much as Mr. Kellogg had done with his cereal company. In the 1940s, the Kellogg Foundation began supporting community development efforts in Latin America and the Caribbean. After World War II, we contributed to efforts in different areas of Europe, Canada, and RGM Speech/Economic Club of Detroit 5 �Australia. As those countries progressed, the Kellogg Foundation looked toward other parts of the world where we might be able to help. After a comprehensive review, we decided in the mid-1980s that one area that desperately needed assistance was southern Africa, which as you all know was in the throes of trying to shread apartheid. As businesses were being pressured to pull out of South Africa, we believed that investing in the people and organizations who would lead the new South Africa would be the best way to help people to help themselves. In other parts of the world, the Kellogg Foundation made a substantial grant to help launch the International Youth Foundation, which is working to spread philanthropy in an effort to help young people worldwide in Poland, other eastern block countries, Latin America, and Africa. One of the many things that sets the Kellogg Foundation apart from other organizations its size are the provisions Mr. Kellogg set for his Board of Trustees. First, that we have a Board of Trustees that meets monthly. We're the only major Foundation that has a Board of Trustees that meets 12 times a year. This means that you won't find Who's Who kind of names on the Board. But you will find people like Jonathan Walton and Howard Sims, both from the Detroit area. They're just great people, and contribute so much to the Kellogg Foundation. I'm pleased that Howard could be with us today , while Jon is making site visits to many of our projects in southern Africa. It's marvelous that they are on our Board. RGM S peec h/Economic Club o f Detro it 6 �They and the six other trustees are what I like to call civic statespersons. They're women and men who are active in society. They're successful in their own profession, career, and personal life - and they're involved in communities. They're on the college board, the hospital board, the United Way Board, the Symphony board, and community and state boards. They teach Sunday schools, they're involved in the community, they're involved in society. And so they bring to their responsibilities as trustees that kind of perspective. Just earlier this month, the 777th meeting of the Foundation's Board of Trustees was held in Battle Creek. Again, we had 100 percent attendance. The second proviso that shapes the Kellogg Foundation is that those monthly meetings be held in Battle Creek. We cherish the fact that we live and work in a small, "shirt-sleeve," Midwestern town, with all the values and all of the characteristics that those descriptors suggest. We're different than many other organizations because we're in Battle Creek. Like you, all of us are involved in the community - we teach Sunday school , we're involved in our schools, we're involved in groups that are helping others. We're active. All of us. Staying connected to where life is lived, and that allows us to take risks. One of the questions many people ask is: How are the Kellogg Company and the Kellogg Foundation connected? RGM SpeechlEconomic Club of Detroit 7 �Because of Mr. Kellogg's foresight, the Foundation and the Company are totally separate entitities. He was a very wise man, and he made it very clear that in no way would the Company ever use the Foundation and its grantmaking activities to benefit the Company, nor in any way would there be any relationship between the grantmaking activities of the Foundation which might benefit the purposes of the Company. He clearly wanted those differences, but he also recognized the inevitable relationship since the Foundation would benefit from the dividends of stock in the Company. And so there is that interrelationship of this philanthropic purpose with the business enterprise. The Foundation is entering an exciting new era. With my upcoming retirement as Chairman and Chief Executive Offic er, we have much to look forward to. . ,,-. After a lengthy search by our Board , the Kellogg Foundation whole state - indeed, our is extremely fortunate to have William Richardson, president of Johns Hopkins University in Baltimore, as my successor. What a tremendous coup for the Foundation and Michigan. I am delighted that Bill will be coming to the Foundation August. Bill has been involved with the Foundation in different ways for many years. He has served as an adviser. He's been a Kellogg Fellow. And now, as president of Johns Hopkins University, he is a grantee in our Community-Based Public Health initiative. RGM Speech/Econom ic Club of Detroit 8 �He brings a wealth of experience in many areas, wonderful character, and a grounded sense of the importance that people are best able to solve their own problems. I believe Bill Richardson is someone who will strive to hold true to the vision, philosphy, and principles of the Foundation's founder, and will do a super job helping to lead the Foundation into the next century. That philosophy has guided the Foundation for 65 years, and has made it possible to be able to work with creative, innovative people in places like Detroit, Wayne County, and Michigan, and so many other areas around the world. We can see in so many places the impact that one man has had. As Mr. Kellogg believed, "Education offers the greatest opportunity for really improving one generation over another." The Kellogg Foundation's relationship with Detroit and Wayne County goes all the way back to 1933, when we made a grant to the Detroit Department of Health for the development and promotion of clinical services. In the early years, our grantmaking focused on community-based health care, experientialleaming, and the computerization of libraries. Throughout our history of programming in the Detroit and Wayne County, the Foundation has invested more than $53 million (approximately $37 million in the past six years). RGM Speech/Economic Club of Detroit 9 �We've had the privilege of working with so many talented people and worthy enterprises: Joy of Jesus Project Hope Wayne State University The Community Foundation of Southeastern Michigan Another major initiative the Kellogg Foundation has been privileged to be associated with over the past six years is the Kellogg Youth Initiatives Program, or KYIP. You may have heard of this ambitous, long-term venture, whereby the Kellogg Foundation has become a partner with the citizens of the Northern High School area for more than six years ... KYIP is working with citizens to look at their community and all of the influences that impact the development of the individual from prebirth through adolescence to young adulthood. When you start looking at that, you see there are all kinds of factors. There are concerns with neighborhoods and with families, concerns with schools, with formal and informal learning opportunities and experiences ... and on and on the list goes . But ultimately, it's to look at helping to make a community like the Northern High School area a better place in which to be born and grow up. RGM Sp eech/E conom ic Club of Detroit 10 �That's a lot tougher to do than simply helping an organization like the Girl Scouts, or the Y Center, meet a specific kind of need of a specific client group in a certain circumstance. We want to continue to support these kinds of activities. But when you're trying to take all of the best practices from wherever you may gather them and bring them into an area like Northern, that challenge becomes great. Programs like KYJP are a much greater challenge risk - and a much greater than simply making an award to a noble program idea. That kind of approach - that kind of risk-taking - is critically important if we are to be the kind of stewards that we, our predecessors, and society expect of us. This is an important role for foundations and many other nonprofit groups. However, as you all know , what we all in the third sector can contribute to helping people is far outweighed by the resources others can bring to bear. In Michigan, there are nearly 1,200 foundations (private, corporate, and community) that have assets totaling more than $12.3 billion. Together, they make charitable distributions of more than $745 million. In your area alone (southeastern Michigan) reside more than half of those organizations (596), with assets totaling $5 billion and charitable distributions of $283 million. This is a very impressive presence, and I know we all appreciate what Michigan foundations contribute. RGM Speec hlEcon om ic Club of Delro il II �However, what philanthropy and others in the third sector can contribute is small in relation to the size of the problems and concerns facing society. Let me offer you just one illustration. In Michigan, the Department of Social Services (DSS) agency - a vast state tries to meet the needs of thousands of less-fortunate people. Now, if you take their budget, which is roughly $7.4 billion, and average it out over the number of work days in the year, they're spending more $.J.,h- ~ million a day. Imagine that! And just for comparison purposes, let's take a look at what an organization like the Kellogg Foundation dispurses . Last year, we madde about $266 million in charitable contributions. If made grants at the same pace (rate) that DSS did, we'd be in business for: nine (9) days, two (2) hours, and 48 minutes. I think this example helps to illustrate the critical balance and differences between what the three sectors can contribute, and the underlying relationships among them. Our society would not look anything like it does without this "three-legged stool." But we see some troubling challenges facing foundations and other nonprofits. One of the greatest concerns facing philanthropy, indeed everyone in the third sector, is the desire by some to shift the burden of many of society's support systems, and who is responsible for them , from the federal RGM Spee chlEconom ic Club o f Detro it 12 t:.J, �government to the states, and then to local governments. In some cases, people are calling for privatizing some services. I am deeply concerned about the desire of some people to shift the responsibility and control in addressing societal issues to the states and local communities. For more than six decades - from the "progressive era" at the tum of the century to the late 1960s, and particularly beginning with the "New Deal" in the 1930s - the federal government took an ever-increasing part in meeting the needs of the American people. Since the early 1970s, that trend was 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 fact poses problems for all states and localities, especially communities like Detroit. This puts pressure on the tax system, especially, to raise revenues to cover increased state and local expenditures. A desirable consequence is that more problems are being identified and dealt with closer to home, and, as we all know so well, the answers usually lie not in the dollars alone, but in the increased commitment and involvement of people who care. Again, opportunities for private sector initiatives are obvious: there is desperate need to become more efficient and more effective in using limited resources and in mobilizing local leadership. RGM Sp eech/E conomic Club o f Detroit 13 �There has been a great deal of rhetoric, especially in the last few years, about public/private collaborations. Such collaboration between is private philanthropy and businesses 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 child abuse prevention, substance abuse, independent living for the elderly, intergenerational initiatives, the cultural and performing arts, and a host of other examples. A concern 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 eager to mobilize and direct private resources to "their chosen objectives." They are not always as eager to be helpful to private philanthropy in addressing such concerns as increasing the resources for philanthropic purposes. I think our continuing approach should be to be cooperative with public institutions and organizations, but to be cautious and not to be coerced. The problems of concern to society tend to be complex, multidisciplinary, overarching, penetrating, and permeating. Each of us can make our own list - poverty, K-12 and higher education, health care, home care for the elderly, water quality, food systems, environmental quality, job generation, and others. To the contrary, the solutions most often devised to address such issues tend to be narrow, discipline- or profession-oriented and biased, simplistic, and RGM SpeechlEconomic Club of Detroit 14 �inadequate for the task. A major contribution of philanthropy in addressing societal needs can be to encourage and demonstrate programs which are comprehensive, collaborative, and provide continuity. We as a society, through our communities, institutions, and organizations, must put to better use that which is already known. Philanthropy can be a key catalyst. Only people are important. Only people make a difference in the long term. In conclusion, what will be the role of the nonprofit sector for the future of the common good? The hard reality - as well as the exciting fact - is that all of us here , individually and collectively, will make that determination by our decisions and actions. We may be passive and reactive - or we may be creative and participatory. While we are continually concerned with dealing with problems and addressing shortcomings, we need to keep these concerns in perspective. At the same time , there are pressing concerns which must be addressed. It is to such issues that much of our thought and resources must be directed. We in the nonprofit sector - whether in corporate grantmaking, community foundations. service organizations, or private foundations - must be responsive to changing circumstances and opportunities. Most of the significant new directions imperative to our societal future will not be charted by government. RGM Speech/E conom ic Club of Det roit 15 �We in the nonprofit sector can continue our tradition of innovation, nurturing creative, collaborative approaches to human concerns at the community level. We can provide leadership to enhance the resources of philanthropy and ensure their most effective use. Michigan has a great tradition of social concern. We all- and those who preceded us - have been important partners in this progress. There is unfinished business demanding the best efforts of us all! Godspeed! RGM Speech/Economic Club of Detroit 16 � 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_1995-02-27_RMawby_SPE Title A name given to the resource Russell Mawby speech, The Privilege of Stewardship Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given February 27, 1995 for the W. K. Kellogg Foundation at the Economic Club of Detroit. 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 1995-02-27 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/5d1fb54adaf0c52bc073db7027f17884.pdf dfcd6380040aaacfb1087806b4fa95da PDF Text Text The Privilege of Stewardship Russell G. Mawby -~ Chairman a ~ . . er W.K. Kellogg Foundation Battle Creek, Michigan \ \~ ". c.. \ Remarks made before the &m u"1ti~b ol E et, oil F'm't'+ftf'~~~~ ::r: $'1 \~ t. �I am delighted to be with you today. I regard it as an honor and a privilege to be able to visit with you, and I thank you for the invitation and this opportunity to be together. When Jerry Warren asked if I would address the Economic Club of Detroit, I wondered: What could a former fruit fanner from outside of Grand Rapids have to say to such a distinguished group of people as are gathered here? It's good to be with a lot of old friends and relationships developed through the years, and to make a lot of new acquaintances because of our common interests, our common concerns, our common objectives. I wanted to visit with you about some very important issues affecting all of us here individually and collectively, no matter what role you play. All of us know that there are three major sectors of American society. There is the for-profit sector. There's the public or governmental sector. And there is the nonprofit sector, or what some people like to call the third sector. We all are interrelated. The for-profit sector is the engine, if you will. It's business and industry, it's the economic force, it's the creator of wealth, it's the generator of it all. And when the for-profit sector does well, the other two sectors do well, too. And when the for-profit sector does poorly, the other two sectors are stressed and constrained. So business and industry is a very important sector that we all need to recognize and appreciate in American Society. The second, of course, is government - RGM Speech/Economic Club of Detroit the public sector. �Agencies are represented here, and they play important roles for government that are supported by tax revenue. There are very important roles for government to play at all levels to serve the needs of society in appropriate ways. The third, of course, is nonprofit sector, sometimes described as the third sector. It is so multifaceted, so diverse. Some call it the independent sector. It may be independent, but it also is very interrelated to the other two. We know the importance of the organizations, the institutions, the agencies, and the programs that are implied in this important part of society. All you have to do is look around your community, in Detroit, in Wayne County. Throughout Michigan. Most of the quality of life, in fact, is a contribution of the nonprofit sector. Yes, it's important that we have the services of government. And then it's .. , important that we have responsive and socially responsible business and industry and jobs. But as we think about life as it is lived every day, we think about church, about human services, the recreational opportunities for youth, programs for individuals who are troubled, who are in real need, and think about the cultural richness of the community. All of those are contributions of the nonprofit sector, of the various organizations which comprise this important third sector, if you please, of the American way of life. We immediately see that they are all interrelated and they are all interdependent. RGM SpeechlEconomic Club of Detroit 2 �Most nonprofit organizations get funds from the for-profit sector either directly or through salaries that you and I earn, and then contribute. We get resources for most of our nonprofit organizations and their programs from the public sector. So there is a great interrelationship in many organizations of a combination of public and private resources. Then, of course, there is the contribution of time and talent, not to be underestimated and somehow priceless because much of the caring and much of the compassion of the nonprofit sector is provided by volunteers. People who care enough that they give and give selflessly of themselves in a variety of ways. We 've got all of these areas coming together to serve people in their respective and very special ways. So, I am just going to share some thoughts, briefly, as Russ Mawby, about the awesome responsibilities, and the challenges, facing our areas. One of those great responsibilities is what I like to call "The Privilege of Stewardship." More than anyone else, you recognize the demanding responsibilities and challenges of determining how best to invest your limited resources to meet the needs of people, communities, and institutions that serve them. I believe that all of us are "stewards." Stewards of the mission, philosophy, approaches, and resources we have been entrusted and allowed to guide. It does not matter who we are, or where we live or work. RGM Speech/Economic Club of Detroit 3 �To my mind, stewardship encompasses many things. It is having an integrity to the vision of the person who made it all possible. It is a matter of trust and wisdom. And it is a relationship, whereby we are charged with the wise and beneficial placement of a portion of the assets and resources with which we have been entrusted, so that they maximize public benefit today, and ensure the survival and growth of those assets in order to meet the public needs of future generations. For me, as chief executive office of the W.K. Kellogg Foundation, it indeed has been the greatest privilege to join in the stewardship of the vision and the legacy of the person who made it all possible. Will Keith Kellogg was an ingenious, hard-working entrepreneur. A social innovator. An internationalist. A visionary. Above all, he was a good steward. Mr. Kellogg was one of this century's great movers of ideas and shakers of tradition. He cared about people, both at the cereal company he started in 1906, and the Foundation he established in 1930. Few would argue over his business abilities. But with both his Company and his Foundation, Mr. Kellogg was willing to take risks. To many of his peers, Mr. Kellogg may have seemed a paradoxseemingly stingy to family and close friends, yet generous to others less fortunate . As his wealth grew from the cereal company, Mr. Kellogg realized years later what his efforts had brought him: "It is my hope that the property that RGM SpeechlEconomic Club of Detroit 4 �kind Providence has brought me may by helpful to many others, and that I may be found a faithful steward." This led to the creation of his Foundation. To say that Mr. Kellogg, his life's achievements, and his legacy are farreaching would be to understate the impact that this one man has had. He was deeply concerned about the welfare and well-being of all youth. In fact, the Foundation was started as the W.K. Kellogg Child Welfare Foundation, and shortly thereafter renamed the W.K. Kellogg Foundation. Its initial focus was launching the Michigan Community Health Project. This was a pioneering effort in seven southwest Michigan communities to demonstrate that the family's health, educational opportunities, and general standard of living could be enhanced through public health services, childhood medical screening and care. In addition, programs were started to strengthen school leadership, expand library services, and assist in general community development. Importantly, one of the major outcomes of this initiative was the formation of the first rural consolidated high schools in the country. In later years, as we moved from operating a program to making grants, the Kellogg Foundation expanded its horizons globally, much as Mr. Kellogg had done with his cereal company. In the 1940s, the Kellogg Foundation began supporting community development efforts in Latin America and the Caribbean. After World War II, we contributed to efforts in different areas of Europe, Canada, and RGM Spee ch/Ec onomi c Cl ub of Detr oit 5 �Australia. As those countries progressed, the Kellogg Foundation looked toward other parts of the world where we might be able to help. After a comprehensive review, we decided in the mid-1980s that one area that desperately needed assistance was southern Africa, which as you all know was in the throes of trying to shread apartheid. As businesses were being pressured to pull out of South Africa, we believed that investing in the people and organizations who would lead the new South Africa would be the best way to help people to help themselves. In other parts of the world, the Kellogg Foundation made a substantial grant to help launch the International Youth Foundation, which is working to spread philanthropy in an effort to help young people worldwide in Poland, other eastern block countries, Latin America, and Africa. One of the many things that sets the Kellogg Foundation apart from other organizations its size are the provisions Mr. Kellogg set for his Board of Trustees. First, that we have a Board of Trustees that meets monthly. We're the only major Foundation that has a Board of Trustees that meets 12 times a year. This means that you won't find Who 's Who kind of names on the Board. But you will find people like Jonathan Walton and Howard Sims, both from the Detroit area. They're just great people, and contribute so much to the Kellogg Foundation. I'm pleased that Howard could be with us today, · while Jon is making site visits to many of our projects in southern Africa. It's marvelous that they are on our Board. RGM Speech/Economic Club of Detro it 6 �They and the six other trustees are what I like to call civic statespersons. They're women and men who are active in society. They're successful in their own profession, career, and personal life - and they're involved in communities. They're on the college board, the hospital board, the United \Vay Board, the Symphony board, and community and state boards. They teach Sunday schools, they're involved in the community, they're involved in society. And so they bring to their responsibilities as trustees that kind of perspective. Just earlier this month, the 777th meeting of the Foundation's Board of Trustees was held in Battle Creek. Again , we had 100 percent attendance. The second proviso that shapes the Kellogg Foundation is that those monthly meetings be held in Battle Creek. We cherish the fact that we live and work in a small, "shirt-sleeve," Midwestern town , with all the values and all of the characteristics that those descriptors suggest. We 're different than many other organizations because we're in Battle Creek. Like you, all of us are involved in the community - we teach Sunday school, we're involved in our schools, we're involved in groups that are helping others. We're active. All of us. Staying connected to where life is lived, and that allows us to take risks. One of the questions many people ask is: How are the Kellogg Company and the Kellogg Foundation connected? RGM Speech/Economic Club of Detroit 7 �Because of Mr. Kellogg's foresight, the Foundation and the Company are totally separateentitities. He was a very wise man, and he made it very clear that in no way would the Company ever use the Foundation and its grantmaking activities to benefit the Company, nor in any way would there be any relationship between the grantmaking activities of the Foundation which might benefit the purposes of the Company. He clearly wanted those differences, but he also recognized the inevitable relationship since the Foundation would benefit from the dividends of stock in the Company. And so there is that interrelationship of this philanthropic purpose with the business enterprise. The Foundation is entering an exciting new era. With my upcoming retirement as Chairman and Chief Executive Officer, we have much to look forward to. After a lengthy search by our Board, the.Kellogg Foundation whole state - indeed, our is extremely fortunate to have William Richardson, president of Johns Hopkins University in Baltimore, as my successor. What a tremendous coup for the Foundation and Michigan. I am delighted that Bill will be coming to the Foundation August. Bill has been involved with the Foundation in different ways for many years. He has served as an adviser. He's been a Kellogg Fellow. And now, as president of Johns Hopkins University, he is a grantee in our Community-Based Public Health initiative. RGM SpeechlEconomicClub of Detroit 8 �He brings a wealth of experience in many areas, wonderful character, and a grounded sense of the importance that people are best able to solve their own problems. I believe Bill Richardson is someone who will strive to hold true to the vision, philosphy, and principles of the Foundation's founder, and will do a super job helping to lead the Foundation into the next century. That philosophy has guided the Foundation for 65 years, and has made it possible to be able to work with creative, innovative people in places like Detroit, Wayne County, and Michigan, and so many other areas around the world. We can see in so many places the impact that one man has had. As Mr. Kellogg believed, "Education offers the greatest opportunity for really improving one generation over another." The Kellogg Foundation's relationship with Detroit and Wayne County goes all the way back to 1933, when we made a grant to the Detroit Department of Health for the development and promotion of clinical services, In the early years, our grantmaking focused on community-based health care, experientialleaming, and the computerization of libraries. Throughout our history of programming in the Detroit and Wayne County, the Foundation has invested more than $53 million (approximately $37 million in the past six years). RGM Speech/Economic Club of Detroit 9 �We've had the privilege of working with so many talented people and worthy enterprises: Joy of Jesus Project Hope Wayne State University The Community Foundation of Southeastern Michigan Another major initiative the Kellogg Foundation has been privileged to be associated with over the past six years is the Kellogg Youth Initiatives Program, or KYIP. You may have heard of this ambitous, long-term venture, whereby the Kellogg Foundation has become a partner with the citizens of the Northern High School area for more than six years. KYIP is working with citizens to look at their community and all of the influences that impact the development of the individual from prebirth through adolescence to young adulthood. When you start looking at that, you see there are all kinds of factors. There are concerns with neighborhoods and with families , concerns with schools, with formal and informalleaming opportunities and experiences ... and on and on the list goes. But ultimately, it's to look at helping to make a community like the Northern High School area a better place in which to be born and grow up. RGM Speech/Economic Club of Dc[roil 10 �That's a lot tougher to do than simply helping an organization like the Girl Scouts, or the Y Center, meet a specific kind of need of a specific client group in a certain circumstance. We want to continue to support these kinds of activities. But when you're trying to take all of the best practices from wherever you may gather them and bring them into an area like Northern, that challenge becomes great. Programs like KYlP are a much greater challenge risk - and a much greater than simply making an award to a noble program idea. That kind of approach - that kind of risk-taking - is critically important if we are to be the kind of stewards that we, our predecessors, and society expect of us. This is an important role for foundations and many other nonprofit groups. However, as you all know, what we all in the third sector can contribute to helping people is far outweighed by the resources others can bring to bear. In Michigan, there are nearly 1,200 foundations (private, corporate, and community) that have assets totaling more than $12.3 billion. Together, they make charitable distributions of more than $745 million. In your area alone (southeastern Michigan) reside more than half of those organizations (596), with assets totaling $5 billion and charitable distributions of $283 million. This is a very impressive presence, and I know we all appreciate what Michigan foundations contribute. RGM SpeechlEconom ic Club of Detroit II �However, what philanthropy and others in the third sector can contribute is small in relation to the size of the problems and concerns facing society. Let me offer you just one illustration. In Michigan, the Department of Social Services (DSS) agency - a vast state tries to meet the needs of thousands of less-fortunate people. Now, if you take their budget, which is roughly $7.4 billion, and average it out over the number of work days in the year, they're spending more $J...S- ~ million a day. Imagine that! And just for comparison purposes, let's take a look at what an organization like the Kellogg Foundation dispurses. Last year, we madde about $266 million in charitable contributions. If made grants at the same pace (rate) that DS S did, we 'd be in business for: nine (9) days, two (2) hours, and 48 minutes. I think this example helps to illustrate the critical balance and differences between what the three sectors can contribute, and the underlying relationships among them. Our society would not look anything like it does without this "three-legged stool." But we see some troubling challenges facing foundations and other nonprofits. One of the greatest concerns facing philanthropy, indeed everyone in the third sector, is the desire by some to shift the burden of many of society's support systems, and who is responsible for them, from the federal RGM Speech/Economic Club of Detroit 12 GJ , �government to the states, and then to local governments. In some cases, people are calling for privatizing some services. I am deeply concerned about the desire of some people to shift the responsibility and control in addressing societal issues to the states and local communities. For more than 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 1930s - the federal government took an ever-increasing part in meeting the needs of the American people. Since the early 1970s, that trend was 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 fact poses problems for all states and localities, especially communities like Detroit. This puts pressure on the tax system, especially, to raise revenues to cover increased state and local expenditures. A desirable consequence is that more problems are being identified and dealt with closer to home, and, as we all know so well, the answers usually lie not in the dollars alone, but in the increased commitment and involvement of people who care. Again, opportunities for private sector initiatives are obvious: there is desperate need to become more efficient and more effective in using limited resources and in mobilizing local leadership. RGM Speech/Economic Club of Detroit 13 �There has been a great deal of rhetoric, especially in the last few years, about public/private collaborations. Such collaboration between is private philanthropy and businesses 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 child abuse prevention, substance abuse, independent living for the elderly, intergenerational initiatives, the cultural and performing arts, and a host of other examples. A concern 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 eager to mobilize and direct private resources to "their chosen objectives." They are not always as eager to be helpful to private philanthropy in addressing such concerns as increasing the resources for philanthropic purposes. I think our continuing approach should be to be cooperative with public institutions and organizations, but to be cautious and not to be coerced. The problems of concern to society tend to be complex, multidisciplinary, overarching, penetrating, and permeating. Each of us can make our own list - poverty, K-12 and higher education, health care, home care for the elderly, water quality, food systems, environmental quality, job generation, and others. To the contrary, the solutions most often devised to address such issues tend to be narrow, discipline- or profession-oriented and biased, simplistic, and RGM SpeechfEconomic Club of Detroit 14 �inadequate for the task. A major contribution of philanthropy in addressing societal needs can be to encourage and demonstrate programs which are comprehensive, collaborative, and provide continuity. We as a society, through our communities, institutions, and organizations, must put to better use that which is already known. Philanthropy can be a key catalyst. Only people are important. Only people make a difference in the long term. In conclusion, what will be the role of the nonprofit sector for the future of the common good? The hard reality - as well as the exciting fact - is that all of us here, individually and collectively, will make that determination by our decisions and actions. We may be passive and reactive - or we may be creative and participatory. While we are continually concerned with dealing with problems and addressing shortcomings, we need to keep these concerns in perspective. At the same time , there are pressing concerns which must be addressed. It is to such issues that much of our thought and resources must be directed. We in the nonprofit sector - whether in corporate grantmaking, community foundations, service organizations, or private foundations - must be responsive to changing circumstances and opportunities. Most of the significant new directions imperative to our societal future will not be charted by government. RGM SpeechlEconomic Club of Detroit 15 �We in the nonprofit sector can continue our tradition of innovation, nurturing creative, collaborative approaches to human concerns at the community level. We can provide leadership to enhance the resources of philanthropy and ensure their most effective use. Michigan has a great tradition of social concern. We all- and those who preceded us - have been important partners in this progress. There is unfinished business demanding the best efforts of us all! Godspeed! RGM Spee ch/Econ omi c C lub of Detr o it 16 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1996-01-05_RMawby_SPE Title A name given to the resource Russell Mawby speech, The Privilege of Stewardship Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given January 5, 1996 for the W. K. Kellogg Foundation at the City Club of Cleveland. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1996-01-05 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/2798d887364e2ab9db36f7bdd9af3132.pdf 0e1cf31537bbaae1b6b16fb68e00d35f PDF Text Text ) ~ - L Notes from RGM's Presentation on "The Role of Philanthropy in Serving Communities," the First ~ Rt a t J on.. i~ t pe Distinguished Lecture S ies in N profit Or n i za t i de r s h i p Wayne State University (McGregor Conference Center), Detroit, MI - October 1, 1992 ~5---tU-d c I 1- I I ( ( ( / . z. {] J �We can gain a better understanding of the third sector by looking more closely at the kinds of organizations that comprise it. The sector is made up of six basic types of organizations: 1. Educational organizations -- private elementary and secondary schools, colleges, and universities. Also vocational schools, libraries and research institutes ___ 2. Health services -- non-profit hospitals, nursing homes, out-patient care facilities, and visiting nurse organizations. 3. Human services -- the YMCA, YWCA, Big Brothers/Big Sisters, Meals on Wheels, among thousands of others. 4. The arts and cultural organizations -- museums, symphonies, repertory companies, public TV and radio stations, among many others. 5. Religion -- organized churches of every denomination. 6. Civic, social and fraternal organizations -- neighborhood organizations, fraternities and sororities, unions and service clubs. �4 I tw i l lb eh e l p f u la s g a i n an i d e ao ft h ed im en s ion so ft h i s t h i r ds e c t o r . A so f w a s e s t im a t e dt oc o n s i s to f 873 ,000 o r g a n i z a t i o n s . I tp r o v i d e sh a l fo fo u rh e a l t hc a r e ,n e a r l ya q u a r t e ro fo u re d u c a t i o n ,a s u b s t a n t i a lp o r t i o no fs o c i a ls e r v i c e s ,~~- ~ ~~~~ mo s t o ft h ea r t s ,and a l lo fo u rr e l i g i o n . I temp loy s7 . 2m i l l i o n p e o p l e , wh i ch i s6 . 1p e r c e n to fo u rt o t a lemp loym en t . I ta c c o u n t sf o r ' - $ 2 2 8 . 2b i l l i o ni nin com e ,wh i ch i s6 . 4p e r c e n to ft h en a t i o n a lt o t a l . Th e s ef i g u r e s ,by t h ew ay , a r et a k e nf roma s t u d ydon e by t h e o r g a n i z a t i o n INDEPENDENTSECTOR ,p u b l i s h e di n1987 . ~ s u p p o r t st h et h i r ds e c t o ro r g a n i z a t i o n s ? We a l ldo ,b o t h i n d i r e c t l y( t h r o u g ht a x e s ) ,and d i r e c t l y( t h r o u g hp h i l a n t h r o p y and v o l u n t e e r i sm ) . Ag row ing numb e ro ft h i r ds e c t o ro r g a n i z a t i o n sa l s o e a r n in com eby c h a r g i n gf e e sf o r ~ t ~ s e r v i c e st h e yr e n d e r . on a l ll e v e l s-l o c a l ,c o u n t y ,s t a t e ,and f e d e r a l- p r o v i d e s 20 p e r c e n to ft h es u p p o r tf o ro r g a n i z a t i o n si nt h et h i r d ~--- s e c t o r ,t h r o u g hd i r e c to u t l a y s and r e im b u r s em e n t s . A l s o , t h i r ds e c t o r o r g a n i z a t i o n sa r es u b s i d i z e dt h r o u g hs p e c i a lp o s t a lr a t e sand ex emp t ion f rom t a x a t i o n . I ts h o u l db em en t ion ed t h a tn o ta l lt h i r d s e c t o ro r g a n i z a t i o n sr e c e i v ed i r e c to u t l a y s and r e imbu r s em en t sf rom gov e rnm en t a lo r g a n i z a t i o n s ;b u ti nt h ea g g r e g a t e ,o n e f i f t ho ft h e s u p p o r to f su cho r g a n i z a t i o n s com ef romgov e rnm en t a ls o u r c e s . �" 5 The great majority of support for third sector organizations, however, comes from p i1anthropy and volunteerism. According to the publication Giving. USA, more than $93 billion was donated to such organizations in 1987. Many people imagine that corporations and large foundations give the lion's share of this support, but just the opposite is true. In 1987, 88 percent of the giving in this nation was by individuals. But there is an even larger source of support for third sector organizations than philanthropy. of support for the sector. Vo1unteerism is the largest source According to the INDEPENDENT SECTOR, a recent Gallup Poll revealed that 80 million adults volunteered in 1987, giving a total of 19.5 billion hours, representing an estimated value of $150 billion. Together then, philanthropy and volunteerism contributed nearly $250 billion to third sector organizations in 1987. The statistics I have just cited are impressive, but they can sometimes obscure the true meaning of such a complex idea as the third sector. lives. Speaking in human terms, the sector touches all of our It is possible to be born in a non-profit hospital, attend private schools, graduate from a private university, spend a career working for social service organizations, relax by visiting museums, die in a non-profit nursing home, and have a memori al s e rvice in a church. �6 In fact, it is impossible for us not to be involved with the sector. We are involved as users and donors, as professionals and as volunteers. It is an essential part of everyone's life. The sector can, in a sense, be all things to all people because of its incredible diversity. Its organizations form a mind-boggling variety. its constituent entities are polar opposites: Some of the National Rifle Association and Hand Gun Control, Inc.; Right to Life and Planned Parenthood . Their diversity helps to protect our country's pluralism, and our liberty. I The sector is the home for many of the causes in which we believe. Its organizations feed the hungry, provide shelter for the homeless, care for the ill, and fight for basic human rights. some of our most cherished freedoms: They safeguard religion, speech, and assembly. Moreover, America's third sector is the envy of the world. In no other nation is private, voluntary action for the public good practiced to such an extent. In fact, some nations, such as Japan and Italy, are deliberately attempting to stimulate the formation of a third sector in their countries. Individuals are the life blood of America's third sector. ~ Seventy-two of its support comes directly from individuals through philanthropy and volunteerism. Without these gifts of money, talent, and time, the sector would not be able to function. �- 4Fo rum f o ry o u r t h i n g sh a p p e n , y o u r e x c i t e df o rt h e f u t u r e . I I S h a r i n g t h o s et h o u g h t sl e a d su s n a t u r a l l y t ot h e t o d a y : ~~ ~~ t ~ ~~ "P h i i a n t h r o p y ,s Rol ef t o p i cf o r e . ..:::L-. . . ~~ e~~~~~~ Common G o o d . " i~ d I n t h i n k i n ga b o u tw h a t i sh a p p e n i n gi nc o n t em p o r a r ys o c i e t ya si t r e l a t e st o t h ef u t u r eo f t h e common g o o d , Iw a s t em p t e dt ob e g i nw i t h a l i s to f - c o n c e r n s n o t u n l i k e t h e a g e n d a o f t o p i c sb e i n g a d d r e s s e d a t t h i s r= c o n f e r e n c e . I db ep re s um p tuou s a n di n a p p r opr i a t ef o rm e t o p r o p o s e a rong g o o d . You are k n ow l e d gea b l ea b o u tt h eco nc e r n s p a r t i c u l a r l yi ny o u r hom ec o n n n u n i t i e s . R a t h e r , I h a v e c h o s e n , i nb r o a d o v e r v i ew , t os h a r ev e r y b r i e f l ys i x o b s e r v a t i o n s a b o u t t h i n g s g o i n g on i no u r s o c i e t y , f o r w h i c h im p l i c a t i o n sf o rp h i l a n t h r o p y a r e r a t h e ra p p a r e n t . t h e I hop e you w i l l f o r g i v emy f r e q u e n tr e f e r e n c et oM i c h i g a n and B a t t l eC r e e ka n da c t i v i t i e s o f t h eW . K . K e l l o g g F o u n d a t i o n-t h e s ea r et h ee x am p l e s I know b e s t . You w i l ls e ey o u r commun i ty a n dy o u r s e l fi nt h ei l l u s t r a t i o n sI s u g g e s t . O b s e r v a t i o n 1c o n c e r n st h es e em i n gi n a b i l i t yo fo u rp o l i t i c a lp r o c e s s e s i l lLdi n s t i t u t i o n st od e a lw i t hs i g n i f i c a n ti s s u e si ns u b s t a n t i a lw a y s . �- 5 This is most vivid at the national level where Congress is struggling ineffectively with such concerns as fiscal and financial responsibility, trade imbalance, farm programs, the arts, energy policy, and foreign affairs, child care, support of environmental quality In Lansing, our state politicians are equally ineffective on matters of school finance, other our state budget, Workmen's Compensation, and a host of concerns. I suspect you may feel the same about doings in Columbus. At the local level, you can make your own analysis of effectiveness in dealing with human services, environmental concerns, and all the rest. Technology has changed the nature of politics and politicians dramatically. New techniques of sophisticated, instantaneous polling and the of influence seems mass media treatment to have forced elected officials of every to become less society and more the followers of herd instinct. lead only when consensus has been reached, parade is going and then rush to its issue and personality the "leaders" of There is a tendency to to wait to see which way the head. Other changes which have influenced the political process to society's disadvantage have been the proliferation of the number and the dramatic increase in skill of special interest groups of every variety and the concept of entitlement whi ch ha s ~~~~~~~~~ handcuffed political response to changing needs. Today, there are few in elected office who could be described statesmen with vision, commitment, and a concern for the whole. as Patterns of political power also have changed dramatically, with greater diffusion and less loyalty to party and purpose. �- 6Th e n e te f f e c to fa l lo ft h e s ec h a n g e sh a sb e e nt h el e s s e n e da b i l i t yo f g o v e r nm e n ta ta l ll e v e l st ob ea s o u r c ea n dc a t a l y s tf o rs o c i a lc h a n g e . T h i s , n e n h a n c e d p o t e n t i a l r o l e o f t h e n , s u g g e s t s a i n i t i a t i v e st od em o n s t r a t en ew a n sw e r st os o c i e t a ln e e d s , t oi n i t i a t i v e v e n t u r e s ,t op r o v i d et h ev i s i o na n dc om p r e h e n s i v ea p p r o a c hw h i c h p o l i t i c s f a i l st op r o v i d e . O b s e r v a t i o n 2 c o n c e r n s t h e s e em i n g r e t u r n ( s h i f t b a c k ) t o l o c a l r e s p o n s i b i l i t ya n dc o n t r o li na d d r e s s i n gs o c i e t a l ~ F o ra s p a no fa b o u ts i xd e c a d e s -- f rom t h e" p r o g r e s s i v ee r a "a tt h et u r n o f t h ec e n t u r yt ot h el a t e1 9 6 0 s ,a n dp a r t i c u l a r l yb e g i n n i n gw i t h "N ew D e a l " i nt h ed e c a d eo ft h e' 3 0 s-t h ef e d e r a lg o v e r nm e n t t o o ka ne v e r i n c r e a s i n gp a r ti nm e e t i n g t h en e e d s-o ft h eAm e r i c a n p e o p l e . S i n c e t h e e a r l y 1 9 7 0 s , t h a tt r e n dh a s f i r s ts l ow e d , t h e n s e em ed t o r e v e r s e . I n c r e a s i n g l y ,s t a t e sa n d l o c a l i t i e sa r eb e i n g c a l l e d upon t od e l i v e r s e r v i c e sa n dp r o v i d eb e n e f i t st op e o p l ea tt h ecommun i ty l e v e l . T h i s f a c tp o s e s p r o b l em s f o ra l ls t a t e sa n d l o c a l i t i e s . T h i s p u t s p r e s s u r e on t h et a xs y s t em , e s p e c i a l l y , t or a i s er e v e n u e s t oc o v e r i n c r e a s e ds t a t ea n dl o c a le x p e n d i t u r e s . A d e s i r a .b. . l . .e .c o n s e q u e n c ei st h a tmo r e p r o b l em s a r eb e i n gi d e n t i f i ed a n d d e a l tw i t h c l o s e rt o hom e , a n d , a sw e a ll k now s ow e l l , t h e answ ers u s u a l l y l i en o t i nd o l l a r sa l o n eb u t i nt h ei n c r e a s e d comm i tm en t a n d i n v o l v em e n to fp e o p l ew h o c a r e . A g a i n , o p p o r t u n i t i e sf o rp r i v a t es e c t o r i n i t i a t i v e sa r e o b v i o u s : t h e r ei sa d e s p e r a t e n e e d t ob e com e mo r e �- 7 efficient and more effective in using limited resources and in mobilizing local leadership. Observation 3 collaborations. concerns "t he increasing rhetoric about public/private We hear it from the President, members of congress, our governors, and many of us. Such collaboration of private philanthropy with public institutions and programs is going on in all of our communities, to the advantage of all. The best observations tend to be at the community level -- in education, child care and living for child abuse the elderly, prevention, substance abuse, intergenerational initiatives, independent the cul tural and performing arts, and a host of other examples. A concern that I would share with you is that, unless we are careful in such collaborative efforts, they will, in a sense, be "one-way." Public officials are anxious to mobilize and direct private resources to "their chosen objectives." philanthropy available relates in for to the They are not always anxious to be helpful to private addressing such philanthropic treatment of deliberations still underway. chari table contributions, taken are usually eros ive, concerns purposes. charitable as The increasing current the evidence contributions in While rhetoric on behalf o f and volunteerism is invasive, resources the this budget ph ilant hro py, usually effus i ve, res tric tive, of ac t i ons and disc ouraging. In our various legislative skirmishes at the national level since 196 9, we usually count success in terms of limited losses rather than real gains. �- 8 I think our continuing approach should be to be cooperative with public institutions and organizations, but to be cautious and not be coerced. Observation 4 concerns the dichotomy between the nature of the problems whi ch concern us and the solutions we devise. The problems of concern to society tend to be complex, multidisciplinary, overarching, penetrating, and permeating. Each of us can make our own list -- inflation, K-12 and higher education, home care for the elderly, groundwater, environmental quality, job generation, peace. To the contrary, the solutions tend to be narrow, most often devised to address such issues discipline- or profession-oriented and biased, simplistic, and inadequate to the task. A major contribution of philanthropy in addressing societal needs can be to encourage and demonstrate programs which are comprehensive, collaborative, and provide continuity . Observation 5 concerns the persistent reluctance to face facts and to deal with reality. This is a somewhat human charac teris tic -- a res is tan ce t o c han ge , when we are comfortable with that which we know . Sometimes, their even when the evidence is overwhelming, both individuals and institutions are reluctant to respond. It is a mos t areas of human concern, we know be t ter than we do." truism that "in Think only of �- 9 the areas which may be of special interest to you: substance abuse, K-12 education, and health care. For example, if we think of child development in the early years, we know that age five is too late for societal concern and intervention, yet most youngs ters and mos t communi ties pre-school programs of elementary years are high most lack comprehensive quality. important The and early childhood and evidence that is drop-out clear that the can really be predicted by grades six or seven. Yet, we persist starving the teacher will in accrediting elementary our years tell you that it schools whenever takes at the resources the first high school are level, limited. three months Every of the new school year to catch up to where students were when school ended in the spring, the yet we persist in having a summer months a three-month break in learning during school-year model es tablished by an agrarian Pennsylvania recently society nearly two centuries ago. In the matter commented, of penal reform, the Governor of "It costs $24,000 a year to keep a person in the state pen, but only $8,000 a year at Penn State." We as a society, through our instituti ons and organizati ons, must p u t bett er use ca talys t. that which is already known. Philanthro py can be a to key- �- 10O b s e r v a t i o n 6 conc e r n s t h e p e r s i s t e n c e o f " t u r f i sm " i n a d d r e s s i n g s o c i e t a ln e e d s . U s u a l l y p r o g r am s o f hum an s e r v i c e a r e b a d l y f r a gm e n t e d and l a c k c o n t i n u i t y . I n B a t t l e C r e e k , f o r e x am p l e , w e h a v e 67 i d e n t i f i e d v o l u n t a r y ,n o n p r o f i tg r o u p sd i r e c t e dt ot h en e e d so fy o u t h . P l u r a l i sm i s g o o d ; c om p e t i t i o n c a n a l s o b e h e a l t h y , b u t i n f i g h t i n g , a d v e r s a r i a l s t a n c e s ,a n dc om b a t i v eb e h a v i o ra r en o t ! Th e c l e a r e s te x am p l ei no u r hom e town w a s i nh e a lt hc a r e , wh e r e w e h ad two h o s p i t a l s , v i r t u a l l y a c r o s s t h e s t r e e t f rom e a c h o t h e r , e a c h s u f f e r i n gf rom l e s st h a n50 p e r c e n to c c u p a n c y . I na d d i t i o n ,w e h av et h e u s u a lh o s to fo t h e rh e a l t hc a r eo r g a n i z a t i o n s-V i s i t i n gN u r s e S e r v i c e , D e p a r tm e n t o f P u b l i c H e a l t h , Am e r i c an R ed C r o s s , H o s p i c e , M e a l s on W h e e l s , v o l u n t a r yam b u l a n c es e r v i c e s ,a n dm any m o r e . U n h a p p i l y , w h i l e e a c hi scompo s ed o f i n t e l l i g e n t ,a b l e ,d e d i c a t e d , a n d w e l l i n t e n t i o n e d i n d i v i d u a l s ,e a c ha l s ot e n d st oa d d r e s si s s u e sf rom t h e p e r s p e c t i v eo ft h e i ro r g a n i z a t i o n a lo ri n s t i t u t i o n a l~ ti E a ch i s c o n c e r n e dw i t h t h e i rown n i c h e ,t o oo f t e nn o ts e n s i t i v et ot h ea c t i v i t i e s o f o t h e r s a n dw i t h i n s u f f i c i e n ta t t e n t i o nt ot h ec om p r e h e n s i v eh e a l t h n e e d s o f t h ep e o p l e o f t h e commun i ty . I n B a t t l e C r e e k w e f i n a l l y s u c c e e d e di ng e t t i n g t h e two h o s p i t a l s t om e r g e . Now w e a r e i nt h e p r o c e s so fg e t t i n gt h e A g a i n , a a ni n f l u e n c ei nb r i n g i n ga b o u t s e r v i c e sw h i c ha r ec om p r e h e n s i v e ,c o l l a b o r a t i v e , and c o n t i n u o u s . �- 11 - III In conclusion, common good? us here, what will be philanthropy s I role for the future of the The hard reality -- or the exciting fact -- is that all of individually and collectively, will make that determination by our decisions and actions. We may be passive and reactive -- or we may be creative and participatory. While we are continually addressing shortcomings, perspective. concerned we need to with keep dealing these with problems troublesome concerns and in For example, we read a lot about the problems of teenagers today, but most teenagers do well they are no t on drugs, they do no t get pregnant, and they do not drop out. At the same time, It is to such there are issues that pressing concerns which must be addressed. much of our thought and resources mus t be directed. We tlr ;. in f>hHarrt:hropy foundations, or private whether in foundations circumstances and opportunities. corporate -- mus t be grantmaking, responsive community to changing Most of the significant new directions imperative to our societal future will not be charted by government. fac t I many elected off i cials are almos t desperate for bet t e r In an s wers . proposed solutions to perplexing issues. We in philanthropy can continue creative level. collaborative our approaches to tradition of human innovation, concerns at the nurturing community �- 12 - We can provide leadership to enhanc e the resources of philanthropy and ensure their most effective use. Ohio has a great tradition of social concern. those who have preceded us have been We in philanthropy -- and important partners in this us all! progress. There is Godspeed! 595c:lpt unfinished business demanding the best efforts of � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1992-10-01_RMawby_SPE Title A name given to the resource Russell Mawby speech, The Role of Philanthropy in Serving Communities Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 1, 1992 for the W. K. Kellogg Foundation at the first presentation in the Distinguished Lecture Series in Nonprofit Organization Leadership. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1992-10-01 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/8fdbad95d195464e76176712200b4bed.pdf b1c36e2d7d7a9064553746cc9322eb4c PDF Text Text THE ROLE OF THE COMMUNITY COLLEGE IN THE DECADE OF COMMUNITY DR. RUSSELL G. MAWBY Chairman and Chief Executive Offic er W.K. Kellogg Foundation Battle Creek, Michigan Sinc e the 1 9 9 0s seems destined to become the Decade of the Community, ther e will be boundless tremendous impact in opportunities the local for community colleges communi ties they serve by lea d e r s h i p initiatives in the areas of so cietal concern. to hav e developing I am pleased to be invited to comment on community and the role of community colleges in the 1990s. In thinking relates to conc erns. about the common is happening good, I in contemporary wa.s . tempted to society begin with a as it list of However, it would be presumptuous and inappropriate for me to propose such a f act, what long cafeteria list of issues, for each of us knowledgeable about the concerns of our world, is, our country, in our state, and particularly, our home communities. Instead, I have observations chosen about in societal a broad issues overview for which to briefly the share implications five for community colleges and their leadership are rather apparent. Observation 1: The seeming inability of our political processes and institutions to deal with significant issues in substantial ways This is most vivid at the national level. Today, Congress is struggling ineffectively with concerns such as fiscal and financial responsibility, �trade imbalance, the arts, farm programs, energy policy, foreign affairs, child care, and environmental quality. support of Most state politicians are equally ineffective on matters of school finance, state budget, worker's compensation, and a host of other concerns. Technology has politicians. the dramatically the nature of politics and New techniques of sophisticated, instantaneous polling and influence of mass media seem changed to have forced treatment on every issue and personality elected 'o f f i c i a l s to become society and more followers of the herd. only after consensus has been reached, less the leaders of There is a tendency to lead to wait and see which way parade is going, and then rush to its head. the Another change, which has influenced the political process to society's disadvantage, has been the increase in number, variety, groups. Collectively, and effectiveness of special through the concept of entitlement, interest they have handcuffed political responses to changing needs. Today, there are few elected officials who could be described statespersons with vision, commitment, and a concern for the whole. as For voters, patterns of political power also have changed dramatically, with greater diffusion and less loyalty t.o' 'pa r t y and purpose. The net effect of these changes has been the lessening of the government's ability, at all levels, to be a catalyst for social change. This, then, ini tiatives, suggests an enhanced potential which demonstrate new answers to for societal private-sector needs. ventures can provide the vision and comprehensive approach, These which the political process fails to provide. Observation 2: The seeming return (shift back) to local responsibility and control in addressing societal 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 the 2 �New Deal in the 1930s - the federal government took an ever-increasing role in meeting 1970s, that the trend Increasingly, needs has of first the American people. slowed, and now Since seems the to early reverse. states and localities are being asked to deliver services and provide benefits to people at the community level. This situation poses problems for nearly all states and localities and puts pressure on the tax system, especially, to raise revenues to cover increased state and local expenditures. A desirable consequence is that more problems are being identified and dealt with closer to home. And, as we all know, the answers usually lie not in dollars alone, but in the increased commitment and involvement of people who care. are obvious: more Again, opportunities for private-sector initiatives There is a desperate need to become more efficient and effective in using limited resources and in mobilizing local leadership. Observation 3: The dichotomy between the nature of the problems that concern us and the solutions we devise The problems of concern to society tend to be multidisciplinary, overarching, penetrating, and permeating. complex, Each of us can make our own list - inflation, K-12 and higher education, home care for the peace. elderly, To groundwater, the contrary, environmental quality, job generation, 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. A major contribution of community colleges in addressing societal needs can be to encourage and demonstrate programs involve collaboration, and provide continuity. 3 that are comprehensive, �Observation 4: The persistent reluctance to face facts and to deal with reality Resistance to change is a human characteristic, comfortable with evidence is overwhelming, reluctant to things respond. most both individuals and their institutions are a truism that concern, we know better than we do." be of special interest to you: even feel the is Sometimes, of us when It familiar. and most "in most cases of human Think only of the areas that may substance abuse, K-12 education, health care, the environment, or any other. 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 communities lack comprehensive early-childhood and preschool programs of high quality. The evidence is clear that the elementary years are most important and that school drop-outs can be predicted by grades six or seven. Still, we persist in accrediting our high schools and starving the elementary schools -whenever resources are limited. Furthermore, many teachers will tell you that it takes the first three months of the new school year to catch up to where students were before summer vacation . learning during Yet, the we persist summer in having months a a three-month school-year model break in established nearly 200 years ago by an agrarian society. Another example of reluctance to react to reality and make change is in the area of corrections. Pennsylvania recently When discussing penal reform, commented, person in the state pen, "It costs $24, 000 a the governor of year to keep but only $8,000 a year at Penn State." a Yet, creative efforts to deal with this overwhelming problem are virtually nonexistent. 4 �We as a society, through our institutions and organizations, must put to better use that which is already known. Here community colleges can ·be a key catalyst. Observation 5: The persistence of "turfism" in addressing societal needs Usually programs continuity. human Battle service Creek, for are badly example, fragmented have lack identified voluntary, nonprofit groups directed to the needs of youth. Pluralism competition can also be healthy; we and 67 is good; In of but infighting, adversarial stances, and combative behavior are not! The clearest example in our hometown was hospitals, virtually across the street from each other, from less than 50 percent occupancy. host of in health care. other Department health of Public care In addition, organizations Health, American Cross, each suffering we have the usual Visiting Red We had two Nurse Hospice. Service, Meals on Wheels, voluntary ambulances 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. is concerned activities with of its others own niche, and too with often not insufficient sensitive attention comprehensive health needs of the people of the community. Each to to the the In Battle Creek, we finally succeeded in getting the two hospitals to merge. Now we are in the process of getting the other players to join the team. Again, colleges there to is· a be an challenge influence and in a great bringing comprehensive, collaborative, and continuous. 5 opportunity about for services community that are �Growing out of these observations are four thoughts -- two concerns and two challenges about community colleges and their role in the decade of community that I have briefly chosen to share. Caution 1: Don't succwnb to the temptation to become something other than what society desperately needs you to be. The role that community tremendously significant. growing, successful colleges But, playing in communities is there is increasing temptation for any institution bigger or more structured. is to change, to evolve into something Many community colleges have started down the path to become four-year institutions. In my opinion, this is a tragic mistake. Look at the numbers in my home state of Michigan. established colleges and universities. When There are 15 state- you examine budget it is clear that 15 is more than we can afford. the state Each of these 15 institutions does little to vary from the same, rather rigid approach to higher education -- teaching essentially in a highly structured pattern of courses, for credit, in classrooms, on campus. Michigan also has 29 with needs the concerned special with classroom to community colleges, teaching, of not the each unique, communities research, the people -- whether on and they are campus, each concerned serve. willing in a to local They are take the elementary school, or in a nearby mechanic's shop -- at times when people are able to participate. We, as a community and as a society, need community colleges to remain true to their original vision and mission. Caution 2: As institutions protocols, divisions, Fight the tendency to become institutionalized. grow procedures, departments, there is a tendency and to build walls catalogs, establish patterns, through the development calendars, 6 to contracts, etc. of In �institutions that have undergone this evolution something doesn't fit into a prescribed small box, to rigidity, if it simply cannot be done. John Gardner may have put it best in his book entitled, The Individual societies are and the young, Innovative they are Society: flexible, "When fluid, not Self-renewal: organizations and yet paralyzed by rigid specialization and a willingness to try anything once. As the organization or society ages, vitality diminishes, flexibility gives way to rigidity, creativity fades and there is a loss of capacity to meet challenges from unexpected directions." Community colleges have to avoid this type of institutionalization that can lead to a lack of sensitivity to the needs of the community. Community college leaders must work to keep their institutions flexible entities in a changing community. Challenge 1: To be even more responsive to the needs of the community. Community colleges are by tradition committed and experienced to be a leader in addressing community concerns. In this decade of community, community colleges will be challenged to be even more proactive and more of a catalyst in collaboration than they have in the past. think of your individual community's agenda, list of issues emerges. are endless and The possible roles distinctive to each When you I am sure a rather lengthy for the community college community. They have the opportunity to transform local communities through their resources and their ability to act as an agent of change. Challenge 2: To play an increasingly major role with nonprofit organizations in your community. When you look at life at the community level, much of its character, its quality, its organizations. caring is connected Imagine your with nonprofit community without 7 institutions the nonprofit and sector. �There would be no churches or religious organizations; activities would be youth education. severely damaged, as social service would efforts in adult and Without the nonprofit sector, the arts and health care would be virtually nonexistent. In this decade of community, where responsibility has been shifted but resources, for the most part, remain at the federal and state level, the need for development, training, and collaboration among organizations in the nonprofit sector is essential for their survival. Community colleges can play an increasingly important role in providing preservice and inservice training for nonprofits, their staff, and their boards. I am convinced that changes that will come in our society will be a result of the work of volunteer citizen boards. Those organizations that have become institutionalized cannot be changed from within, only the work of ci tizen boards archi tects and energizers -- of change will alter these organizations to meet the increasing needs of community. While all nonprofits are well-intentioned in the community, many efforts are fragmented and lack a common focus. In Battle Creek, for example, there are 87 agencies working with youth. Seldom does one know what the other of providing a is doing and there is never talk continuum of service and educational opportunities for young people in our community. Community colleges have the ability, organizations and to assist them through their resources, in developing these to focus comprehensive approaches to issues and concerns of the community. In conclusion, it is clear that most of the significant new directions imperative to our societal future will not be charted by government. In fact, many elected officials are almost desperate for better answers or proposed solutions to perplexing issues. their unique ability to react to local Community colleges, because of and regional needs must be responsive to changing societal circumstances and opportunity. Community creative, level. colleges have a rich collaborative approaches tradition of innovation, to human concerns nurturing at the community These traits will be needed more than ever before in the 1990s 8 �the decade of community. A decade that can be, should be, and will be the de cade of the community co llege, if you choose to make it so. 9 � 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_RMawby_SPE Title A name given to the resource Russell Mawby speech, The Role of the Community College in the Decade of Community Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given September, 1992 for the W. K. Kellogg Foundation on the importance of community colleges in the community. 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 1992-09-01 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/4138ede85e0da8fa804b8bcfc366bc0f.pdf aebda2186ca86cec145a1230ac3af824 PDF Text Text THE STATE OF THE MICHIGAN NON-PROFIT SECTOR Notes for the Keynote Address at the Grantmakers/Grantseekers Seminar Novi, Michigan, May 2, 1989 Russell G. Mawby, Chairman and CEO W. K. Kellogg Foundation I. Introduction A. I am delighted to be here on this historic occasion, the first statewide meeting between Michigan's grantmakers and grantseekers. It took vision on the part of both groups to see that the moment was right our thanks to the three Michigan Chapters of NSFRE and to CMF for their leadership. B. The word "historic" was not used lightly. Despite the close working relationship between grantmakers and grantseekers, there has been too little us as groups. Why? m~a~ingful communication between It is time we get to know each other better. Simply because we need each other. 1. Without the do-ers, the givers are powerless to effect social change 2. Without the givers, the do-ers lack the resources they need to carryon their activities to improve human well-being in respective areas of concern. �3. Thus, we are collaborators in mobilizing private resources to improve the quality of life for all Michigan citizens. C. This spirit of collaboration should underlie everything we say and do -- here, and throughout the year. II. The State of the Nonprofit Sector A. Michigan has a great tradition in the nonprofit sector -- in giving and in doing. This call for further collaboration is made not to repudiate the past, but rather to build upon it. Our meeting place symbolizes the change that is needed. Walter Romig's "Michigan Place Names" tells us that Novi got its name from being the sixth terminus on the plank road from Detroit, built in the 1820's. The maps showed it as "No. VI" (Roman Numeral six), and it was condensed to "Novi" • B. The bustling city of Novi today bears little resemblance to the village of Novi Corners 160 years ago. Novi changed with the events in the larger world rather than allowing the changes to overwhelm it. changed In the process, Novi, itself was most would agree fo r the better. 2 The givers and �do-ers must change now too, for our world -- the world of not-for-profit organizations is changing just as profoundly and as rapidly as the world of Novi Corners was changing. C. We must recognize that both the givers and the do-ers inhabit the same sector of American life -- the non-profit sector. D. Nationally, half of our nation's health care, nearly a quarter of our education, a substantial portion of our human services, most of the arts, and all of our religion. Nationally, its 873,000 organizations employ 7.2 million people (6.1% of national employment), and account for $228.2 billion in income - 6.4% of the national total. While detailed data are not available, surely the third sector has a comparable impact upon the State of Michigan. (Figures from Dimensions of the Independent Sector, IS, 1987) E. Michigan's "Sector Support System" 1. In Michigan, as in the rest of the nation, most of the philanthropic support for the third sector -- 90%, to be exact -- comes from individuals. 3 �2. But Michigan is also blessed with a strong institutional philanthropic community. Our state is home to 936 of the approximately 24,800 private foundations in the United States (about 4%). Even more impressively, Michigan boasts 38 community foundations, more than 10% of the nation's total. These Michigan foundations have total assets of $8,447,162,856 and made charitable expenditures in their last reporting year of $429,439,373. Note: 50% of Michigan foundations have assets under $200,000. 3. In addition, there are 68 corporate giving programs and 23 public foundations in Michigan. And of course, many businesses make contributions even if they do not have a formal program of giving. 4. Where does foundation support go? as follows: For 1986-88, it went 24% to education; 23% for human services; 19% to economic development; 11% to culture and the arts; 10% to health and 13% to other purposes. F. Historically, there have been three different eras in the role of the third sector in American society. 4 �1. From settlement to nearly the end of the 19th century, most of the nation's health, education and public welfare needs were assumed to be a private responsibility, not the province of business or government. 2. Starting with the Populist movement in the 1880's, continuing with the Progressive Movement at the turn of the Century, and culminating with the New Deal and Great Society initiatives at mid-century, Americans came to believe that the complex problems of a mass society were primarily the responsibility of governments to solve. 3. The third period began in the 1970's with a reaction against the programs of the Great Society, and reached full flower with the "Reagan Revolution" of the 1980s. This third period is characterized by shifting responsibility for health, education and welfare back to the states, local governments, and also to the third sector. In this new order, the Federal government does relatively less, while the business sector, and especially the third sector, are expected to do more. G. Thus, we find ourselves in the midst of an exciting and dynamic change in the nation's characteristics and attitudes 5 �which have particular significance for the third sector. Consider these examples: 1. Changing demographics. If current birth and immigration rates hold, at some point early in the 21st century, we will become a "majority minority" nation. At the same time, the "Baby Boom" generation will be retiring, giving America a record number of the elderly for which to care. This means that our clienteles will change, and also our staff and boards. It is important that we be proactive in meeting this change -- not reactive. For instance, minorities comprised 15 percent of Michigan's student population in 1970. percentage rose to 24 percent. By 1980, that The 1990 census will likely reveal that minorities will make up about one-third of all students in our state. 2. The relatively smaller role of the federal government. Increasingly, the federal government is turning over its regulatory and financial obligations for health, education and welfare to the local and state governments, and to the not-for-profit sector. This means that old arrangements are becoming obsolete -- and new ones must be devised. 6 �3. The expanding role of business. Successful business enterprise is basic to serving human needs -- through wages and salaries, profits and dividends, taxes and contributions. Business leaders are giving increasing attention and support to a broad array of societal concerns. Where once businessmen may have seen social programs as a cost, they are increasingly regarding them as investments. You know that we are making progress when one of the most effective spokesmen for preschool education is a retired chairman of Procter and Gamble, Owen Butler. Businesses will no doubt play an even more significant role as givers in the years to come. 4. The growing "pie". As we are asked to do more, fortunately, the generosity of the American public is growing as well. Total giving in 1987 reached $93 billion -- 88 percent of it (about $77 billion), came from individuals. About $6 billion came from foundations, about $4.5 billion from corporations, and nearly another $6 billion from bequests. USA). (From Giving, It is crucial that we join together in keeping that pie growing -- not just in fighting over what already exists. The "Give 5" campaign led by INDEPENDENT SECTOR gives us a standard of five percent of income to aspire to in addition to volunteering time 7 �and t a l e n t . Th a tc amp a ign h a sb e en b r o u g h t hom et o M i ch ig an i nt h e"M e t roD e t r o i tG iv e s "c amp a ign , wh i ch i s c o c h a i r e dby my c o l l e a g u eT ed T a y l o r , Ch a i rm an o ft h e Bo a rd o ft h eK r e sg eF o u n d a t i o n , and Ch ip W i e l , f o rm e r l y p u b l i s h e ro ft h eD e t r o i t~ andnow p u b l i s h e ro fT im e M ag a z in e . 5 . A s ch ang e s sw e ep t h es e c t o r ,I amen cou r ag edby s i g n s t h a tt h e" rugg edi n d i v i d u a l i sm "o ft h ep a s ti sb e i n g t emp e r edby c o o p e r a t i o n : a . S t r e n g t h andv i t a l i t yo fe x i s t i n go r g a n i z a t i o n sCMF , NSFRE ,p r o f e s s i o n a lo r g a n i z a t i o n s b . Fo rm a t ion o fM i ch ig an N o n p r o f i t Fo rum c . M e t ro D e t r o i tG iv e s d . M i ch ig an Comp a c to r g a n i z a t i o n e . Th i sc o n f e r e n c e I I I . Th eI s s u e s A . Th e ch ang e st h a ta r er a p i d l yt r a n s f o rm i n gt h es e c t o r r a i s em any im p o r t a n ts e c t o r -w i d ei s s u e sw i t h wh i ch w e mu s t a l lb e con c e rn ed . F iv ek ey on e sa r e : 8 �1. Decision-making in the public sector. a. Increasingly distressed by the seeming inability among political institutions and processes to deal with significant issues in any substantial way. b. This is most apparent on the national level: the high budget deficit and trade deficits, the hopelessly ineffective entitlements system, inadequate health care, failure to support families and neighborhoods, underfunding of the arts and the apparent inability to reform the system of public education from preschool through adult continuing education. level: But it is also true on the statewide uncontrolled growth of corrections budget, inability to enact school finance reform (let alone reform the schools), inequities and inefficiencies in welfare and human services, unwillingness to deal with solid waste, ground water quality and other environmental issues, inadequate access to health care and lack of constructive opportunities for youth. c. Third sector institutions usually do not deal efficiently with the government se ctor. 9 There is �too much competition for appropriations, too little cooperation to achieve common goals. d. As the government sector procrastinates and provides less and less efficient solutions, the third sector is increasingly called upon to fill the vacuum by initiating creative courses of action and providing new services. 2. Taxation a. Tax policy has become a vise, squeezing the sector on both sides. Current tax policy discourages contributions on the one hand while attacking the earned income of non-profits on the other, and all at a time when government is scaling back its support for the services this sector provides. b. Discourages contributions: As a result of the 1986 Tax Reform Act, the Non-Itemizer Deduction has been eliminated and gifts of appreciated property have been included in the Alternative Minimum Tax, which has the effect of penalizing large gifts by taxing certain deductions at a flat rate. 10 �c. Attacks earned income: Recent UBIT legislation considerably restricts the number of items that can be sold tax-free by non-profits. d. Result is that non-profits are being asked to do more with less. Need is to reverse some of these decisions, create a more positive climate in public policy in the non-profit sector. 3. Management a. The changing roles of non-profits have created new challenges for nonprofit managers. Staffing changes, new funding sources, shifts in client needs and base, and need to expand services are only the most obvious of these challenges. b. Beyond these day-to-day concerns, managers must be concerned with longer-term issues that ten years ago were not on the horizon. Will there be an adequate employee pool in the future? deductibility continue? Will the challenges to Will the calling of nonprofit become professionalized? 11 �c. There are now 20 centers for education in philanthropy and volunteerism in colleges and universities across the U.S. These centers are tackling the tough questions in management. In Michigan t CMF's Improving Philanthropy Committee is looking into educational needs--and opportunities to meet them--across the state. 4. Public Understanding a. The problem: the third sector is not widely recognized as a distinctive component of a pluralistic society. It is essential to infuse an appreciation for philanthropy and volunteerism across the curricula of our high schools and colleges t and into the public mind. 5. Ethics a. As non-profits are asked to do more with less t the temptations to fall short of the highest ethical standards will become great t for both the do-ers and the givers. 12 �b. Do-ers will confront the temptation to raise more money on the basis of exaggerated or fraudulent claims; the temptation to redirect restricted funds to other areas of need; the temptation to spend more on yourselves and less on those being served; and the temptation to avoid accountability for our actions. c. Givers will confront the temptation to be too prescriptive in our grantmaking; the temptation to claim too much success in our evaluation; the temptation to hide within old dogmatisms while new needs demand attention; and the temptation to be less than candid about our decisions with our partners, the do-ers. d. It is crucial that both the do-ers and the givers place more stress on ethics the highest standards of conduct in all that we do. B. These sector-wide issues are all momentous for us in the non-profit world, but are all inward-looking. Now let us look outward. I'll suggest only five major cross-cutting programmatic issues that are before us. 13 �1. Youth We hear much about the plight of the elderly, but society is falling apart on the other end of the spectrum. Illiteracy. school leaving. drug abuse. single parenthood. unemployability: single interconnected problem. situation? all merge into a How serious is this As only one example. in 1988. 23.000 people took an exam for entry-level jobs at New York Telephone. Eighty-four per cent of them failed. a. The public school was perfectly designed to fit the needs of an agrarian society nearly two centuries ago. Two centuries. one industrial revolution and one information revolution later. this approach is clearly anachronistic. Research suggests that we must think of public education as a preschool-14 venture. b. The corrections budget is the fastest-growing line item in the budget of the State of Michigan. We will soon discover that we cannot build cells fast enough if we continue to fail our youth when they are young. 14 �2. Institutional and Intellectual Fragmentation. Increasingly, the problems that society faces are interconnected, pervasive and complex. And, increasingly the responses devised to solve the problems are narrow, specialized, focused and unconnnected with each other. A good example of this fragmented approach is the way in which the dropout problem is typically addressed. Most often these programs are school-based, at the upper grades, and ignore the students' health, home life, peer relationships and need for success experiences to build self-esteem. Academic enrichment alone simply does not address the multiple needs of vulnerable youth. The great scholar Ernest Becker has said of our society's knowledge that "Its insignificant fragments are magnified out of all proportion, while its major •••• insights lie around begging for attention". That attention must come from us. 3. Governance a. Ironically, at a time when superb governance is needed as never before, we are doing very little to prepare citizens to assume leadership role on citizen boards of non-profit organizations and institutions. 15 �b. Even the most basic tools of leadership are not being taught - ex. Roberts' Rules of Order. 4. Human Relationships a. There is a paradox becoming increasingly evident in America. As our nation becomes increasingly multicultural and multilingual, as our society becomes in many ways more affluent and more cosmopolitan, we are witnessing outbursts of racism, sexism, xenophobia, and isolationism. We must remind ourselves that the ultimate determinant of what life will be like in the future will be determined by our progress in human relationships the ability of man to live in harmony and with one another. b. In an affluent, urbanized society, most youth have no productive role. As a result, many are afflicted by anomie -- a sense of aimlessness and rootlessness. From there it is but a small step to drug abuse and crime. 16 �5. The Frictions of Technology and Values a. The challenges raised by technology used to be technical ones. No longer. Today, the challenges raised by technology are all value-based and value-laden. IV. Conclusion 1. These challenges will test our mettle in the non-profit world -- in education, the arts, healthcare, human services, or any of the other "caring callings". It will take courage to tackle them, and vision to solve them. This we must do, and this we will do. 2. We can start by capturing the momentum generated by this meeting. The planners should be charged to effectively follow up on it. 3. But, even more important, we need a commitment from each of us, on a very personal level. own time and money and skills. at home. 17 We need to give of our Charity truly does begin �4. must All of us -- the do-ers and the givers alike constantly remind ourselves that our calling is not simply to raise money or to make laws, balance budgets, and carry out programs. Ours is a higher calling to serve the most profound needs of people: to be educated, to be healed, to be supported in time of need, to worship, to be inspired and motivated, with ever higher aspirations for themselves and for those whom they love. 5. To close on a personal note, if I have learned any lesson from a lifetime spent as both a grantseeker and a grantmaker, it is this: Only people are important -- because only people (not dollars) make good things happen. be with good people today. 6. Thank you, and Godspeed. JJO/ipc OOlOc 18 It's good to � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1989-05-02_RMawby_SPE Title A name given to the resource Russell Mawby speech, The State of Michigan Non-Profit Sector Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given May 2, 1989 for the W. K. Kellogg Foundation at the Keynote Address for the Grantmakers/Grantseekers Seminar. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. 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 1989-05-02 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/8f2d5da766aec9b76198522486ba9434.pdf f9a8c84916fdb4267415ee4a91a8a848 PDF Text Text THE UNIVERSITY OF THE 21ST CENTURY: IMPLICATIONS FOR THE RESIDENTIAL CONFERENCE CENTER REMARKS BY RUSSELL G. MAWBY CHAIRMAN AND CHIEF EXECUTIVE OFFICER W. K. KELLOGG FOUNDATION AT THE KELLOGG CONFERENCE ON UNIVERSITY-BASED RESIDENTIAL CONTINUING EDUCATION UNIVERSITY OF OKLAHOMA NORMAN, OKLAHOMA FEBRUARY 18, 1991 I THANK YOU FOR I NVI TI NG ME TO BE A PART OF THIS CONFERENCE. I AM DELIGHTED TO BE WITH VALUED PROFESSIONAL COLLEAGUES AGAIN, SOME OF WHOM I'VE BEEN PRIVILEGED TO KNOW FOR MORE THAN A QUARTER OF A CENTURY, AND I ESPECIALLY APPRECIATE THE OPPORTUNITY OF MEETING OTHER ADULT EDUCATION PROFESSIONALS I HAVE NOT PREVIOUSLY KNOWN. I CONGRATULATE DR. PAPPAS AND THE OTHERS RESPONSIBLE FOR BRINGING US TOGETHER. AS THE PROGRAM PROLOGUE STATES, "UN I VERS ITY-BASED RESIDENTIAL CONTINUING EDUCATION IS TODAY IN A STATE OF �2 TRANS I T ION. " WH I LE SOME OF HAVE NEGATIVE CONNOTATIONS, -- THE CONCEPT FOREFRONT OF TIME MAY OF THE CURRENT LEARN I NG RIGHT PEND I NG CIRCUMSTANCES THE BROAD FIELD OF CONTINUING EDUCATION THROUGHOUT THE EDUCATIONAL CONCERNS TODAY. BE MORE AND THAN EVER BEFORE LIFESPAN INDEED, TO MAKE I -- I SIN THE SENSE THAT THE SIGNIFICANT AND EXCITING STRIDES IF YOU AS PROFESSIONAL LEADERS HAVE THE SKILL, THE COMMITMENT, AND THE COURAGE TO DO SO. I ACKNOWLEDGE COLLEAGUE, THE W. DR. UNIVERSITY WITH DEEP CYR I L OF APPRECIATION THE MAJOR CONTRIBUTION OF MY O. HOULE, PROFESSOR OF EDUCATION EMER ITUS OF CHICAGO AND SENIOR PROGRAM CONSULTANT FOR K. KELLOGG FOUNDATION, IN THE PREPARATION OF THESE REMARKS. THE �3 II THE ONLY WAY I KNOW HOW TO BEGIN TO THINK ABOUT THE UNIVERSITY OF THE 21ST CENTURY IS TO TRY TO DISCOVER THE STABILITIES AND THE CHANGES OF THE PRESENT, AND GUESS HOW THEY WILL CARRY FORWARD INTO THE FUTURE. SINCE THE EIGHT-AND-A-HALF CENTURIES, UNIVERSITY HAS BEEN IT IS LIKELY THAT, IN EXISTENCE FOR LACKING A NUCLEAR CATASTROPHE, STABILITIES WILL WIN OUT OVER CHANGES. BUT WHAT I HOPE TO DO TODAY IS TO IDENTIFY FOR YOU CERTAIN MODIFICATIONS OF THE PAST AND, ASSUMING THAT THEY CONTINUE, THE CHANGES THEY WILL BRING ABOUT FOR THOSE WHO WORK IN CENTERS FOR CONTINUING EDUCATION. THE RAPID GROWTH OF HIGHER EDUCATION AFTER WORLD WAR I I SEEMS TO HAVE ENDED IN THE LATTER PART OF THE 1970S. EXPENDITURES HAVE CONTINUED TO GROW. THE DOLLAR AMOUNTS OF HIGHER EDUCATION HUNDRED BILLION DOLLAR A YEAR ENTERPRISE. IS NOW A BUT FROM 1970 THROUGH �4 1985, THE LAST EXPENDITURES FOR YEAR FOR HIGHER WH ICH FIGURES EDUCATION REMAINED ARE AT AVAI LABLE, TOTAL 2.6 PERCENT OF THE GROSS NATIONAL PRODUCT, VARYING UPWARD OR DOWNWARD EACH YEAR BY ONLY ONE-TENTH OF ONE PERCENT. MORE THAN THAT, COME FROM VARIOUS SOURCES HAS NOT CHANGED GREATLY YEARS. THE SHARE OF THE COSTS OF HIGHER TUITION AND FEES ACCOUNTED FOR 23 PERCENT; TOTALLED 45 PERCENT; WAS 8 PERCENT; REVENUE TREMENDOUS IN THE WHICH LAST TEN GOVERNMENT FUNDS FROM ENDOWMENT AND GIFTS OF ALL KINDS AND INCOME FROM ALLIED ENTERPRISES AND OTHER SIMILAR SOURCES WAS 24 PERCENT. INCREASED EDUCATION GOVERNMENT DIFFERENCE. AS WE LIVE DAY TO DAY, FUNDING, BUT OR THEY GRANTS BALANCE NEW TUITION LEVELS, FROM OUT UNIVERSITY'S BILLION DOLLAR FUND-RAISING CAMPAIGN DONORS OVERALL MAKE AS A ONE IS OFFSET BY LOST REVENUES SOMEWHERE ELSE CAUSED BY A DROP IN THE STOCK MARKET. �5 I N ONE RESPECT, A GREAT CHANGE HAS OCCURRED SI NCE THE 1970s. IN THAT DECADE, THE INCREASED ENROLLMENTS CREATED BY THE POST-WAR BABY BOOM CAME TO AN END. GLOOMY THE LITERATURE OF THE PERIOD WAS FILLED WITH PREDICTIONS ABOUT WHAT MIGHT HAPPEN AS A RESULT. AS IT TURNED OUT, TOTAL ENROLLMENT ROSE DRAMATICALLY. IN 1970, IT WAS 8.6 IN 1988, ACTUALLY, MILLION STUDENTS; IT WAS 12.6 MILLION. THE ENROLLMENT OF FIRST- TIME FRESHMEN I NCR EASED ONLY SL IGHTLY BETWEEN 1970 AND 1986 -- FROM 2.1 MILLION TO 2.2 MILLION. (LET ME PAUSE TO SAY THAT THAT REPRESENTED A REAL TRIUMPH FOR OUR INSTITUTIONS OF HIGHER LEARNING GROUP.) INCREASED IN THE FACE OF THE DECLINING SIZE OF THE AGE THE DRAMATIC INCREASE CAME FROM THE INCLUSION OF A GREATLY NUMBER OF WHAT EDUCATORS HAVE CALLED "NONTRADITIONAL STUDENTS" -- THE KINDS OF STUDENTS WHICH HIGHER EDUCATION HAS ALWAYS SERVED BUT NEVER SO FULLY BEFORE. THEY ARE OLDER: IN 1970, PEOPLE OVER THE AGE OF 25 MADE UP 28 PERCENT OF THE STUDENT BODY; BY 1985, THEY MADE UP 42 PERCENT. AND THEY ARE MORE LIKELY THAN BEFORE TO �6 HAVE STUDY AS ONLY ONE OF THEIR MAJOR LIFE ACTIVITIES: IN 1970, 32 PERCENT OF THE STUDENTS WERE PART - T I ME; IN 1987, THAT FIGURE HAD RISEN TO 42 PERCENT. AS I SAID, THESE HIGHER LEARNING, IN PROFOUND WAYS THE WH I CH FAR FROM NEW AT OUR INSTITUTIONS OF BUT THEIR NUMBER HAS NOW REACHED SUCH A SIZE THAT EDUCATION ITSELF. LADDER, STUDENTS ARE THEY MAKE US RECONSIDER THE NATURE OF HIGHER WE HAVE LONG ACCEPTED THE IDEA OF THE EDUCATIONAL YOUNG PEOPLE CLIMBED I N AGE-SEGMENTED RANKS THROUGH LEVELS OF EARL I ER SCHOOL I NG, FROM KINDERGARTEN AND FIRST GRADE THROUGH TWELFTH. THEN, WITHOUT A PAUSE, THEY CONTINUED CLIMBING. IF THEY FALTERED, WOE TO THEM! TO USE ANOTHER METAPHOR, WE HAVE ASSUMED THAT A NARROW WINDOW OF OPPORTUNITY OPENED UP ABOUT THE 18TH YEAR OF LIFE AND THAT ALL LATER SUCCESSES AND FAILURES WOULD BE INFLUENCED BY WHETHER OR NOT THE �7 YOUNG ADULT MANAGED TO ENTER THE HIGHER EDUCATIONAL TRAJECTORY AT THAT TIME AND CONTINUE IT THROUGH THE SUCCESSIVE STAGES OF FORMAL EDUCATION. THIS IDEA IS DEEPLY INGRAINED IN OUR SOCIETY. A CULTURAL LAG EXISTS BETWEEN THE WAY THINGS ARE AND THE WAYS WE TEND TO THINK ABOUT THEM. PARTICULARLY ON THE AWARDS TO FOR EXAMPLE, SPORTS PAGES, UNIVERSITIES ON THE THERE IS MUCH TRAJECTORY. ARE BASED ON THE TODAY, ABOUT BASING ALL GOVERNMENTAL EXTENT TO WHICH THEY STUDENTS THROUGH TO THE BACCALAUREATE IN FOUR YEARS . PROCEDURES TALK RIGIDITIES OF THE GET THEIR MANY COLLEGE EDUCATIONAL EVEN THE REFERENCE BOOKS I CONSULTED FOR THIS PAPER ARE BOUND BY THE "WINDOW-OF-OPPORTUNITY" CONCEPTION. ON ONE OR TWO PAGES, THEY REPORT BRIEFLY ON THE ACTUAL NATURE OF THE ENROLLMENT, BUT THEY GIVE 50 OR MORE PAGES TO A DETAILED ELABORATION OF THE ENROLLMENT OF SO-CALLED "REGULAR" REFERENCE TO THE AGE GROUP FROM 18 TO 25. STUDENTS, WITH PARTICULAR �8 ON THE CAMPUSES THEMSELVES A GREAT DEAL IS BEING DONE TO ACCOMMODATE THE NEW STUDENT BODY. CERTAINLY THAT IS TRUE, FOR OTHERWISE THE NUMBERS WOULD NOT CONTINUE TO RISE AS DRAMATICALLY AS THEY HAVE. LET US CONSIDER A FEW OF THOSE CHANGES: FACULTY MEMBERS ARE BEGINNING TO ACCOMMODATE TO THE PROBING INTELLIGENCE AND VARIED EXPERIENTIAL BACKGROUNDS OF THE IR STUDENTS. THIS CHANGE THREATENING OR INTIMIDATING, ARE SAVORING THAT CHALLENGE. IT WAS GENERALLY AGREED WH I LE SOME FIND MANY IN AN EARLIER ERA, THAT THE RETURNING VETERANS OF WORLD WAR I I WERE AMONG THE ABLEST STUDENTS THE COLLEGES EVER HAD. THOSE REWARDING DAYS ARE BACK AGAIN, THIS TIME WITH NO PROSPECT THAT THEY WILL END. THE REQUIREMENTS HAVE 1960S, FOR ADMISSION UNDERGONE A REVOLUTION. TO EARN A DEGREE, AND PLACEMENT AS LATE AN AS THE EXPERIENCED INTERPRETER HAD TO ACQUIRE 12 SEMESTER HOURS IN A MODERN FOREIGN LANGUAGE, A SEASONED EDITOR WAS REQUIRED TO REGISTER IN FRESHMAN ENGLISH, AND A �9 SUCCESSFUL BUSINESSMAN WOULD HAVE TO COURSE IN PR I NC I PLES OF MANAGEMENT. WENT, NO ALLOWANCE ACQUIRED NOW, BEING MADE TAKE A AND SO IT FOR KNOWLEDGE IN ANY OTHER WAY THAN COURSE-TAKING. VI RTUALLY EVERY I NST IrUT ION HAS MADE SOME KIND OF ACCOMMODATION TO THE NEED FOR ADVANCED COLLEGIATE STANDING THE CONCEPT OF EXPERIENTIAL LEARNING -- AND SOME HAVE GONE VERY FAR IN THIS DIRECTION. THE WHOLE FIELD OF DISTANCE EDUCATION, IN WHICH I NSTRUCT ION IS CARR I ED OUT WHEN THE STUDENT IS NOT IN THE PHYSICAL PRESENCE OF THE TEACHER, HAS BEEN FOSTERED AND DEVELOPED, THOUGH, IT MUST BE ADMITTED, LESS ELSEWHERE IN SO THE IN THE WORLD, UNITED SUCH STATES AS IN SCANDINAVIA, AUSTRALIA, AND CANADA. IS HAPPENING HERE. ONE, DISTANCE SIGNIFICANT ENGLAND, BUT A LOT IN A COUNTRY AS VAST AS THIS EDUCATION WAY THAN OF IS NOW SEEN REACHING OUR NEW AS A STUDENT BODY. COURSES AND OTHER PATTERNS OF BEING RESHAPED, REDESIGNED INSTRUCTION ARE TO INCLUDE �10 EXPER I ENT IAL ELEMENTS, AND LOCATED AT DIFFERENT TIMES AND PLACES THAN I N THE REGULAR UN I VERS ITY LECTURE HALLS AT NINE 0' CLOCK ON MONDAY, WEDNESDAY, AND FRIDAY MORNINGS. YOu CAN ADD MANY MORE CHANGES THAN THE ONES I HAVE SUGGESTED. AT LEAST I HOPE YOU CAN, SINCE THE NATURE OF THE NEW STUDENT BODY HAS POWERFUL IMPLICATIONS FOR THOSE WHO WORK IN RESIDENTIAL CENTERS OF CONTINUING EDUCATION AND FOR THOSE WHO WILL DO SO ON INTO THE 21ST CENTURY. AS LEADERS OF FORMERLY A MAJOR STOOD FORM OF SOMEWHAT ALONE UNIVERSITY AGAINST THE ADULT STRONGLY PATTERN OF YOUTH SERVICE ELSEWHERE ON THE CAMPUS. ONE VOICE AMONG MANY WITHIN HIGHER EDUCATION, EDUCATION. YOU PREVAILING NOw YOURS IS JUST YOUR CONCURRENT SESSION AT THIS CONFERENCE ON "THE NEW STUDENT MAJORITY" WILL BE CONSIDERING THIS TOPIC AND I HOPE THAT IT REACHES OUT TO THE FULL SCOPE OF JUST HOW MUCH THIS CHANGE WILL AFFECT YOU AS YOU WORK WITH �11 YOUR NEW CAMPUS COLLEAGUES. MOST BASICALLY, PERHAPS, YOU WILL BE DEALING WITH A FACULTY WHICH IS MORE AWARE THAN BEFORE OF THE DIFFERENT NATURE OF THE MATURE ADULT MIND AS CONTRASTED WITH THAT OF THE LATE ADOLESCENT OR YOUNG ADULT. YOUR CAMPUS COLLEAGUES SHOULD HAVE A SENS ITI VENESS TO THE SPEC IAL REQUIREMENTS OF YOUR PROGRAM AND, IN VARIOUS ACADEMIC COUNCILS, MAY HELP YOU GAIN THE SUPPORT YOU NEED. PRESUMABLY YOUR SPECIAL SESSION ON "THE FACULTY ROLE" WILL DEAL WITH SUCH MATTERS. IF ALMOST HALF THE STUDENTS ON A CAMPUS ARE MATURE, PRESUMABLY MANY MORE DEPARTMENTS OF INVOLVED INSTRUCTION AND OTHER ACADEMIC UNITS WILL BE IN TEACHING THEM THAN BEFORE. THE VISTA OF BODIES OF CONTENT WITH WHICH YOU HAVE HAD NO PREVIOUS EXPERIENCE MAY BECOME A CHALLENGE FOR YOU. IF X DEPARTMENT AND Y PROFESSIONAL SCHOOL BEGIN TO THINK CREATIVELY ABOUT EDUCATING ADULTS, YOU MUST BE PREPARED TO HELP THEM. �12 THE STRUCTURAL RULES AND RELATIONSH I PS PRESUMABLY NEED TO CHANGE. FOCUS OF HARDER WORK THE I TO ALWAYS AND INFILTRATE PERHAPS THROUGHOUT WANTED TO RUN THEIR UN I VERS I TY WILL YOUR TASK OF KEEPING THE CENTER AS THE UN I VERS I TY S CONFERENC I NG THAN BEFORE WITH I N THE OWN ACT I VI TY SHOULD NO THE LONGER BE UNIVERSITY. SHOWS; WILL THEIR BECOME A GOAL AS SOME DEANS NUMBERS WILL EVEN YOU HAVE INCREASE AND SO WILL THE NUMBER OF DEPARTMENT HEADS AND PROFESSORS WITH THE SAME ASPIRATION. PROTECTIVE LINES RESTRICTIVE RULES. PROBLEM, ONE ON SOLUTION TO THE ORGANIZATION ON THE WHOLE, IF ONLY BECAUSE PROBLEM CHARTS THIS AND IS TO TO TRY TO DRAW SET UP NEW IS A POOR WAY TO SOLVE THE IT REQU I RES YOU TO SPEND SO MUCH OF YOUR TIME IN POLITICS AND POLICE WORK RATHER THAN EDUCATION. PREVENT OR TO WIN ANY COMBAT I VE ENCOUNTERS I S TO THE WAY TO MAKE SERVICE SO EXCELLENT THAT OTHERS CANNOT COMPETE WITH YOU. HAVE MORE TO SAY ON THIS LATER. YOUR OWN I SHALL �13 YOU SHOULD BE ABLE TO PROVIDE SOME KIND OF REINFORCEMENT, ENRICHMENT, OR COUNTERPOISE TO THE INNOVATIONS IN PROGRAMMING GOING ON ELSEWHERE. THOSE OF FOR DISTANCE EXAMPLE, EDUCATION, DECENTRALIZED CAN BE PROGRAMS, PARTICULARLY REINFORCED BY BRINGING THE STUDENTS TOGETHER IN OCCAS IONAL COLLECT IVE GATHER I NGS; CAN YOU BE THE HOSTS FOR THEM? CAN THE CENTER IN FACT BE THE FOCUS FOR ALL-CAMPUS EFFORTS TO STUDY THE ADULT STUDENTS AND SEE HOW THEY CAN BEST BE SERVED -- BE THE INTELLECTUAL CENTER FOR THIS DIMENSION OF THE UNIVERSITY'S MISSION? YOu WILL THINK OF OTHER EXAMPLES OF THIS POTENTIALLY FRUITFUL IDEA. THE POTENTIAL IS VIRTUALLY LIMITLESS. III THE OTHER MAJOR CHANGE IN HIGHER EDUCATION WHICH I WOULD LIKE TO CALL TO YOUR ATTENTION UNIVERSITY ITSELF. BUT I THINK PATTERNS. IT HAS TO DO WITH THE CONCEPTION OF THE IT IS NOT SUBJECT TO STATISTICAL VERIFICATION -IS JUST AS TRUE AS THE CHANGE IN ENROLLMENT �14 NOT SO LOI\JG AGO, PERHAPS AS RECEI\JTL Y AS THE 1960S, THE IDEA OF A UNIVERSITY WAS FAIRLY WELL ESTABLISHED AS INCLUDING AN UNDERGRADUATE PROGRAM, A FULL RANGE OF GRADUATE DEPARTMENTS, AND A CLUSTER OF PROFESS IONAL SCHOOLS WI TH LAW AND MEDIC I NE AS THE I R CORNERSTONES. NOTHING COULD BE DROPPED; A UNIVERSITY SHOULD TEACH SANSKRIT BECAUSE IT HAD ALWAYS TAUGHT SANSKRIT. NARROWER THEY To BE SURE, MANY INSTITUTIONS WITH A RAI\JGE OF OFFERINGS CALLED THEMSELVES "UNIVERSITIES" BUT DID SO WITHOUT FULL CONVICTION, INCOMPLETE. FEELING THEMSELVES SOMEHOW UNIVERSITY ADMINISTRATORS OFTEN ARGUED THAT THEY NEEDED JUST ONE OR TWO OR PERHAPS THREE MORE DEPARTMENTS BEFORE THEY COULD BE FULLY ENTITLED TO ACCEPTANCE IN THE HIGHER CIRCLES OF ACADEME. IN THE 1970S MATTERS STARTED TO CHANGE. THE STANDARD SPEECH OF THE PRESIDENTS BEGAN TO CENTER AROUND THE IDEA OF CHOICE OR THE IDEA OF CENTERS OF EXCELLENCE. "WE MUST FIND OUT WHAT WE CAN DO BEST," THEY SAID, "AND PUT OUR RESOURCES THERE." AND SO ACADEMIC SENATES AND �15 THE PLATOONS OF ADMINISTRATORS WHO NOW ADORN OUR UNIVERSITIES TURNED THEIR ATTENTION THEMSELVES: ADEQUATE TO PRUNING AND UNIVERSITIES RESHAPING. DOES AN EXISTING OR PROPOSED FIELD OF STUDY HAVE AN KNOWLEDGE BASE? DO WE HAVE TOP-QUALITY PROGRAM I N THIS FIELD? THE RESOURCES TO BE HEARD, OF LOOKED CLOSELY SCHOOLS, CLASSICS. PROGRAMS STATEWIDE TO SEE WHETHER OFFERED AT FEWER I NST I TUT IONS. HEARD FROM: EXTERNAL VOICES BEGAN ASK I NG WHETHER THE COUNTRY REALLY REQU I RED ALL DENTAL DEPARTMENTS TO MOUNT A ARE THE NEEDS OF SOCIETY FOR PEOPLE WITH THIS SPECIALTY ALREADY BEING MET? EXISTING ASKED SIXTEEN STATES OF SCHOOL SYSTEMS PROGRAMS OF ADMINISTRATION, OF ITS AND HIGHER EDUCATION INSTRUCTION COULD BE PRED ICTABL Y, THE LEG ISLATURES WERE NOW REQUIRE PUBLIC COLLEGES AND UNIVERSITIES TO SET UP PROGRAMS TO ASSESS HOW MUCH STUDENTS ACTUALLY LEARN IN COLLEGE. PART OF SOCIETY'S INTEREST IN ACCOUNTABILITY WAS CAUSED BY A FEELING OF FINANCIAL PRESSURE AND SOME WAS PERHAPS THE RESULT OF THE BELIEFS OF SOME DEPARTMENT HEADS THAT THEIR OWN WORK �16 COULD BECOME MORE SECURE BY ELIMINATING COMPETITION. BUT IN A GOOD MANY CASES, IT BECAME CLEAR TO ALL INTERESTED PARTIES THAT PROGRAMS REALLY WERE SO WEAK THAT THEY HAD LITTLE HOPE OF REHABILITATION. WHATEVER THE CAUSE, THE RESULTS ARE CLEAR. PROGRAMS OF INSTRUCTION HAVE BEEN TERMINATED. LONG-ESTABLISHED LIBRARY SCHOOLS WERE PERHAPS THE CHIEF VICTIMS, BUT SOME UNIVERSITIES HAVE NOT HESITATED TO CLOSE OUT THEIR WORK IN A NUMBER OF FIELDS, GEOGRAPHY, INTERNATIONAL RELATIONS, AND SOCIOLOGY. INCLUDING BOTANY, AT MOST PLACES THE IDEA OF AN OMNI-COMPETENT UNIVERSITY HAS BEEN ABANDONED. THIS REDUCTION IN THE SCOPE OF THE UNIVERSITY'S INSTRUCTION PROVIDES NEW CHALLENGES FOR THE CENTERS FOR CONTINUING EDUCATION. LOSE SOME OF THE UNITS ON CAMPUS WITH WHICH THEY THEY WILL HAVE WORKED. EXPERTS IN SOME FIELDS NEEDED I N CONFERENCES WILL BE MISSING FROM THE CAMPUS AND MUST BE LOCATED ELSEWHERE. MANY OTHER PROBLEMS OF �17 THE SAME SORT MAY PRESENT THEMSELVES, BUT, GIVEN YOUR PRACTICED INGENUITY, THEY WILL BE QUICKLY SOLVED. FOR RESIDENTIAL CENTERS, THE HEART OF THE PROBLEM LIES DEEPER. CLEAR COOL THEMSELVES EYE OF THE ASSESSORS WITH THE RESULT THAT WILL THEIR FALL UPON RESOURCES -- THE EVEN THE CENTERS THEIR SURVIVAL -- WILL DEPEND UPON HOW ADMIRABLY THEY DO THEIR WORK. NEITHER THEIR CONVENIENT PHYSICAL FACILITIES NOR THEIR USEFULNESS IN PUBLIC RELATIONS WILL SAVE THEM. AS WE ALL KNOW, CONFERENCE CENTERS OUTSIDE THE UNIVERSITIES HAVE HAD A REMARKABLE GROWTH IN BUSINESS, GOVERNMENT, AND VOLUNTARY ASSOCIATIONS. HOTELS NOW ROUTINELY ADD THE WORDS "CONFERENCE CENTER" TO THE IR TITLES AND SO DOES EVERY CROSS-ROADS MOTEL WITH A MEETING ROOM. (ONE OF YOUR SESSIONS WILL DISCUSS YOUR RELAT IONSH I PS WI TH THESE I NDEPENDENT VENTURES.) OTHER MODELS HAVE BECOME COMMONPLACE THROUGHOUT EUROPE, I N SOME CASES, AS �18 IN HAMBURG AND SHOWPLACES AT THE MONTREUX, BECOMING HEART OF THEIR CITIES. BUILD SUCH CENTERS AS EARLY STEPS DEVELOPMENT PROCESSES. MAY BE, SIMPLY GLISTENING THIRD WORLD COUNTRIES IN THEIR ECONOMIC AND SOCIAL OUR UNIVERSITY CENTERS, PLEASANT THOUGH THEY CANNOT COMPETE AS PLACES AVAILABLE, SOMETIMES NEARBY. PHYSICAL RESOURCES WITH OTHER AND WHILE CENTERS ARE CLEARLY IMPORTANT INSTRUMENTS OF PUBLIC RELATIONS, SECONDARY FUNCTION. ARCHITECTURAL THAT SHOULD BE ONLY A CENTER STAFFS NEED TO DO ALL THEY CAN, AS RAPIDLY AND SMOOTHLY AS POSSIBLE, TO PRESENT THEMSELVES SO THAT THEY APPEAL TO THE TRULY SERIOUS MEMBERS OF THE FACULTY AND TO THE THOUGHTFUL OUTS IDE CONST I TUENTS WHOM THE UN I VERS ITY MOST WANTS TO SERVE. MOST CONFERENCE CENTERS -- IN HOTELS, BUSINESSES, AND ELSEWHERE -CAN BE RUN ON SIMPLE PRACTICAL PRINCIPLES AND WITH THE USE OF A FEW CHECK-SHEETS. THE IDEA OF CONFERENCING ITSELF IS SO POWERFUL THAT �19 NO GREAT SOCIAL VISION OR ADMINISTRATIVE SKILL IS REQUIRED TO MAKE IT SUCCEED. SURVIVAL BUT AND, INSTITUTION AT ITSELF uSUCCESS u IN THE OR MOST, ON SUCH CASES FINANCIAL THE BOTTOM MEANS, PROFIT, LINE OF AT THE EITHER THE LEAST, FOR COMPANIES THE OR ASSOCIATIONS WHICH MAINTAIN SUCH CENTERS. BUT OUR UNIVERSITY CENTERS CANNOT BE CONTENT WITH MERE SURVIVAL OR EVEN FINANCIAL PROFIT, ESSENTIAL THOUGH IT IS. IF THEY HAVE HAD AN IMPORTANT I NPUT I N THE GROWTH OF THE IDEA OF RES IDENT IAL CENTERS THROUGHOUT THE WORLD, IT HAS LEARNING THEY HAVE PROVIDED. BEEN IN TERMS OF THE QUALITY OF IN THE PROBING, QUESTIONING DAYS WHICH ARE NOW UPON THEM, I FEEL SURE THAT THEY CANNOT HOPE TO THRIVE, MUCH LESS SURVIVE, POWERFUL IF THEY CANNOT CONTINUE TO PROVE THEMSELVES TO BE INSTRUMENTS OF EDUCATION IN A FORM WHICH IS NOW WELL ACCEPTED BUT WHICH NEEDS CONSTANTLY TO BE DEMONSTRATED IN NEW AND POWERFUL WAYS. �20 THE UN IQUENESS OF THE UN I VERSI TY-BASED THE FACT THAT I TIS UN I VERS I TY-BASED. UNIVERSITY, IT MUST SERVE UNIVERSITY'S MISSION OF SERVICE. DISTINCTIVE CREDIT, ROLE IN FOR THE FACULTY, CENTER ACCESS TO MUST THE SERVE KNOWLEDGE RESIDENTIAL CENTER COMPONENT OF AS THE THE MOST RESOURCES THE IS PERCEIVED TO BE UN I VERSI TY' S STRUCTURE, IRREPLACEABLY TO THE TOTAL WORK OF THE AND IN THE LIMITED RESEARCH ITS RESOURCES FOR THE LEARNER, RESPONSIVE INSTITUTION. POINT UNLESS OF THE AND IN FACT IS -- A VITAL CONTR IBUT ING INSTITUTION SOCIETAL NEEDS OF THE PUBLIC WHICH SUSTAINS AND SHOULD BE -- IN JEOPARDY. AND NOT THE CENTER AND USEFUL OF LIES FULFILLING LEADING TO CREDENTIALS), MUST BE SEEN AS A VITAL COLLABORATOR AND CATALYST. THE CENTER FROM THE PERSPECT I VE OF THE TEACHING (BROADLY DEFINED, TO COURSES ON CAMPUS FOR AND PUBLIC A RES IDEI~T I AL IT, IN VALUABLY AND SERVING THE ITS FUTURE WILL -- �21 IV THOUGHTS ABOUT THE FUTURE OF RESIDENTIAL CENTERS MUST DEAL WITH BOTH STYLE AND SUBSTANCE. AS TO STYLE, I HAVE ONLY ONE QUESTION TO ASK. THE STAFFS OF OUR CENTERS HAVE SPENT ALMOST HALF A CENTURY THINKING ABOUT PROCESSES AND PROCEDURES. ROBERT SIMERLY AND OTHERS HAVE BROUGHT TOGETHER THE FRUITS OF THAT EXPERIENCE AND GIVEN IT FOCUS AND FORCE, NOT ONLY SO FAR AS CONFERENCING IS METHODOLOGIES AS TELEVISED COMPUTERS. CONCERNED, BUT LECTURES AND THE ALSO USE IN SUCH OF INTERACTIVE YOU PLAN TO CONTINUE THIS PROCESS OF ANALYSIS NEWER IN AT LEAST FOUR OF YOUR SESSIONS HERE DEALING WITH MARKET MANAGEMENT STRATEGIES, EXTERNAL IMPACTS AND CONSTRAINTS, TECHNOLOGY AND MEDIA, AND ARCHITECTURAL AND DESIGN CONSIDERATIONS. THE ROLE OF NEW TECHNOLOG I ES I N THE UN IVERS I TY OF THE 21ST CENTURY �22 DESERVES SPEC IAL COMMENT BECAUSE I T WI LL BE SO CR ITICAL. ITIS DI FF ICULT TO DE TERM I NE WHAT NEW TECHNOLOG I ES WILL EVOLVE EVEN IN TH IS DECADE, LET ALONE THE BEG I NN I NG OF THE NEXT CENTURY, OR HOW SOON THE IMPACT WILL BE FELT BY COLLEGES AND UNIVERSITIES. HOWEVER, IT IS CLEAR THAT THE RESIDENTIAL CENTERS HAVE A GREAT OPPORTUNITY TO USE THE TOOLS SERVICES. SYSTEM, OF TECHNOLOGY IMPLEMENTATION FOR EXAMPLE, OF ALLOWS IN AN EXTENDING THEIR INTERACTIVE EXTENSIVE OUTREACH ELECTRONIC CONTACT WITHOUT AND MESSAGE REQUIRING STUDENTS AND THE TEACHER TO BE IN THE SAME PLACE. WHEN I THINK ABOUT TECHNOLOGY AND CENTURY, ITS IMPLICATIONS IN THE NEXT I RECALL A QUOTE THAT WAS ATTRIBUTED TO DANIEL BOONE "NO, I WAS NEVER LOST. BUT I WAS ONCE BEWILDERED FOR THREE DAYS." PLANNING FOR THE USE OF TECHNOLOGY CAN BE AN OVERWHELMING ROAD MAP WHERE WE CAN EASILY BECOME LOST IN ITS PROCESSES. THAT IS WHY IT IS �23 CRITICAL THAT WHEN PLANNING THE USAGE OF NEW TECHNOLOGY TODAY, OR IN THE NEXT CENTURY, WE REMEMBER THAT IT IS A MEANS AND NOT THE END OF PROVIDING EDUCATION. WE MUST · CONTINUE TO GIVE EACH STUDENT THE ATTENTION AND SUPPORT SPECIFICALLY TAILORED TO THE INDIVIDUAL IN ALL PROGRAMS, JUST AS YOU WOULD YOUR MOST HIGHLY VALUED CONFERENCES. SOME OF YOU HAVE BECOME THE MASTERS OF THE COMPLEX PATTERNS YOU USE. My QUESTION, AND IT REALLY IS A QUESTION, IS: HAVE YOU BROUGHT YOUR LEVEL OF PERFORMANCE UP TO THE HIGH STANDARDS WHICH YOU ESPOUSE? DO THE PARTICIPANTS AT EVERY ONE OF YOUR PROGRAMS GET THE ATTENTION AND THE CAREFULLY TAILORED SUPPORT THAT YOU GIVE TO YOUR MOST HIGHLY VALUED CONFERENCES? PROFESS IONAL I SM WI LL LEAD YOU, IF NOT, I AM THEN YOUR OWN SENSE OF SURE, TO I NCR EASE THE SUPERVISION AND STAFF TRAINING WHICH CAN PROVIDE QUALITY OF SERVICE THROUGHOUT ALL THAT YOU DO. �24 BUT A SIMPLE PREOCCUPATION WITH METHOD WILL NOT GIVE OUR CENTERS THE STATURE THEY WILL NEED TO FLOURISH IN THE CRITICAL ATMOSPHERE OF THE FUTURE. CRUCIAL THOUGH A POLISHED STYLE MAY BE, YOU WILL PROBABLY ALL AGREE THAT SUBSTANCE IS MORE IMPORTANT. EDUCATION ACHIEVES THEMES AND A CENTER FOR CONTINUING ITS FULLEST PURPOSE WHEN PROBLEMS BY BRINGING THE IT DEALS WITH VITAL UNIVERSITY'S RESOURCES IN MEANINGFUL WAYS TO RESPONSIBLE MEMBERS OF ITS DEFINED COMMUNITIES. IT IS HARD TO FILL A CENTER ALL YEAR LONG, IN SEASON AND OUT, WITH SOLID AND CREATIVE LEARNING OPPORTUNITIES. THIS TASK REQUIRES MANY BEG INNING POINTS, OF WHICH THE TWO MOST COMPREHENSIVE ARE THE SURVEY OF THE NEEDS OF OUR SOC I ETY AND THE SCANN I NG OF THE UN I VERS ITY TO SEE WHICH OF ITS RESOURCES COULD BE USED TO ENRICH THE QUALITY OF LIFE. WE CANNOT WAIT FOR INSPIRATION TO STRIKE IN THE SELECTION OF THEMES FOR CONFERENCES, BUT MUST CONTINUOUSLY ASK OURSELVES CERTAIN KEY QUESTIONS: �25 WHAT ARE WE NOW DOING THAT CAN BEST BE AMPLIFIED OR EXTENDED? WHAT SUCCESSFUL PATTERNS HAVE WE DEVELOPED THAT (You WILL CAN BEST BE USED FOR NEW CONFERENCES? BE ASKING YOURSELVES THIS QUESTION IN YOUR SESSION ON INTERNATIONAL RELATIONS.) HOw CAN WE BEST SUPPLEMENT OTHER EFFORTS ON CAMPUS TO SERVE THE UNIVERSITY'S NEW PATTERNS OF ENROLLMENT? ARE THERE FACULTY MEMBERS OR ACADEMIC GROUPS WHO HAVE IMPORTANT MESSAGES TO DELIVER TO PEOPLE IN THE OUTSIDE COMMUNITY AND WHO NEED YOUR AND SEMIPROFESSIONAL ASSISTANCE IN DOING SO? ARE THERE PROFESSIONAL GROUPS WHO REQU I RE HELP I N STRENGTHEN I NG THE I R CAPACITIES FOR SERVICE? ARE THERE BODIES OF KNOWLEDGE NOT NOW REPRESENTED IN THE UNIVERSITY'S CURRICULUM WHICH ARE NEEDED BY SIGNIFICANT GROUPS IN OUR SOCIETY? �26 ARE THERE COULD GEOGRAPHICALLY PROFIT FROM DISPERSED A COLLECTIVE PEOPLE EXPERIENCE WH ICH THEY COME TO KNOW ONE ANOTHER, WHO IN TO PLAN TOGETHER, AND TO CARRY OUT THOSE PLANS? ARE THERE SOCIETAL PROBLEMS WHICH CANNOT BE SOLVED EXCEPT BY THE COLLABORATION OF SEGMENTS OF THE PUBLIC NOT NOW IN FRUITFUL TOUCH WITH ONE ANOTHER? HOw CAN THE UNIVERSITY'S RELATIVELY NEUTRAL BASE BE BEST USED GOVERNMENT, GROUPS, TO ENABLE BUSINESS, AND LABOR, OTHER PEOPLE ITS OWN STAFF, RACIALLY ORIENTED TO ASSEMBLE AND INTERACT? IS THE PROVISION EXPERIENCES IN THE OF CULTURAL COMMUNITIES AND AESTHETIC SERVED BY THE UNIVERSITY SO THIN OR SO POORLY EXECUTED THAT STANDARDS OF QUALITY ARE NOT SET? PRESUMABLY YOU ASK YOURSELVES THESE QUESTIONS OR OTHERS LIKE THEM AND THEREBY TAKE THE INITIATIVE IN PLANNING AND LAUNCHING -- NOT �27 MERELY WAITING FOR IDEAS TO ARRIVE IN THE MAIL, OVER THE TELEPHONE, OR BY THE FAX MACHINE. FULLY RESPONSIVE TO EVERY GOOD CONFERENCE DIRECTOR WANTS TO BE THE EXPRESSED NEEDS OF HIS OR HER CAMPUS COLLEAGUES AND TO INTERACT WITH THEM IN DESIGNING AND CONDUCTING THE PROGRAMS THEY SUGGEST. I HAVE HEARD IT SAID THAT SUCH RESPONSIVENESS WAS ENOUGH, THAT IT MADE UP THE HIGHEST EXPRESSION OF THE CENTER'S WORK. BUT, I HAVE ALSO NOTICED THAT THE PEOPLE WHO EXPRESS THIS VIEW USUALLY OPERATE PROGRAMS IN WHICH THEIR OWN VALUES AND I NTERESTS ARE SIGN I FICANTL Y EXPRESSED. I N THE REF I NEMENT AND SHAPING OF A PROGRAM, THE IDEAS OF THE CENTER'S STAFF MEMBERS WILL EVENTUALLY BE DEMONSTRATED IN SOME FASHION. SHOULD BE PRESENT FROM THE VERY BEGINNING. I THINK THAT THEY THE STAFF MEMBERS STAND AT THE PRECISE POINT WHERE THE CONTENT OF THE UNIVERSITY AND THE NEEDS OF SOC I ETY I NTERACT AND THEY SHOULD BE SK I LLFUL INTERPRETERS OF EACH TO THE OTHER, BRINGING THEIR OWN JUDGMENTS TO BEAR EVEN AS THEY FOSTER THE PROCESSES OF INTERACTION. �28 BUT SOMETIMES I WONDER IF MEMBERS OF THE FACULTY FROM THROUGHOUT THE UNIVERSITY ARE AS FULLY INVOLVED IN THE CENTERS' OPERATION AS THEY SHOULD BE. THEY ARE UNIVERSITY'S I NTELLECTUAL MAl NSTREAM. SOMEWHAT THEIR KNOWLEDGE A HOWEVER, CENTERS TEND TO BE A PART OF THE ADMINISTRATIVE UNIVERSITY, ON AND ABILITY. THE DEPEND RESOURCE WORK OF ULTIMATELY GREATEST CENTER'S MACHINERY MUST THE DELINEATED FROM AND THE IF, AS I SUSPECT, THE NEW ASTR I NGENCY IN OUR UNIVERSITIES WILL CALL INCREASINGLY FOR A CRITICAL EYE TO BE CAST UPON CONFERENCE CENTERS, THE INDIVIDUAL AND COLLECTIVE SUPPORT OF THE FACULTY WILL ALMOST CERTAINLY BECOME A CRUCIAL ELEMENT OF THOSE CENTERS' OPERATION, EVEN OF THEIR SURVIVAL. WE ALL KNOW, CAN BE WON ONLY INVOLVED MEANINGFUL IN AND THAT SUPPORT, AS IF THE FACULTY MEMBERS HAVE BEEN SIGNIFICANT WAYS IN THE CENTER'S PROGRAMM ING SO THAT THEY KNOW IT FIRST HAND AND THEREFORE FULLY APPRECIATE ITS ROLE AND VALUE. �29 IT IS ALWAYS HELPFUL TO HAVE MODELS TO FOLLOW, BUT I CAN THINK OF ONLY ONE WHICH MIGHT APPLY AS A PARALLEL TO A UNIVERSITY CONFERENCE CENTER AND THAT IS THE UNIVERSITY PRESS MOVEMENT WHICH BEGAN A CENTURY AGO SO IT HAS HAD A LOT OF TIME TO GROW AND MATURE. I AM NO EXPERT OF THE WORK OF SUCH PRESSES BUT IT SEEMS TO ME THAT THE MORE SUCCESSFUL ONES MIGHT WELL OFFER EXAMPLES FROM WHICH CENTER DIRECTORS AND THEIR STAFFS COULD DISTILL USEFUL PRINCIPLES. THE PRESSES ARE CONCERNED CHIEFLY WITH THE DIFFUSION OF KNOWLEDGE. THEY HAVE LARGE OVERHEADS WHICH THEY MUST MEET CHIEFLY BY REVENUES FROM THEIR OPERATIONS. THEY HAVE DEMANDING AND EXACT METHODOLOGIES WHICH MUST BE EXPRESSED IN EVERYTHING THEY DO, BUT WHICH ARE MASTERED SO EFFORTLESSLY THAT THEY ARE SCARCELY NOTICED BY THOSE WHO BUY OR USE THEIR PRODUCTS. THEY MUST BE BROADLY DIVERSIFIED IN THEIR OFFERING, EVEN THOUGH EACH PROGRAM HAS CENTRAL THRUSTS AND EMPHASES. PRESSES ARE CONSTANTLY LOOKING FOR NEW VENTURES WHICH MAY BECOME THE CENTRAL THRUSTS FOR THE FUTURE. THEY MUST BE CAREFUL THAT THEIR WORK MEETS �30 ONLY THE HIGHEST STANDARDS AND WILL BE EXPOSED TO IMMEDIATE CENSURE THE MOMENT THEY LESSEN THE QUALITY OF WHAT THEY DO. THEY MUST HAVE CREATIVE EDITORS ON THEIR OWN STAFFS OR BUY THE TIME OF OUTSIDE SPECIALISTS WHO CAN PROVIDE SUCH CREATIVITY. THEY OFFER TO THE FACULTY A CENTRAL AVENUE BY WHICH ITS IDEAS MAY BE TRANSMITTED TO SIGNIFICANT AUDIENCES IN THE OUTSIDE WORLD. THEY HAVE VIGOROUS AND WELL-FINANCED COMPETITORS OUTSIDE THE UNIVERSITY, BUT HOLD THEIR OWN IN THE STRUGGLE FOR AUDIENCES. MORE THAN THAT, THEY HAVE THE RESPECT OF THE I R COMMERC IAL COMPET I TORS, WHO KEEP A CLOSE EYE ON THEM. A BOOK FROM ONE OF OUR OUTSTANDING UNIVERSITY PRESSES OFTEN HAS A PRESTIGE, WHICH THE PRODUCT OF A COMMERCIAL PUBLISHER CANNOT MATCH. PERHAPS IN THEIR EXPERIENCE AND EXAMPLE ARE LESSONS USEFUL TO THOSE PROVIDING LEADERSHIP FOR RESIDENTIAL CENTERS. �31 v I BEGAN BY SAYING THAT THE UNIVERSITY OF THE 21ST CENTURY WILL PROBABLY REMAIN ESSENTIALLY LIKE THE UNIVERSITY OF THE 20TH CENTURY, JUST AS WE CAN SEE RESEMBLANCES BETWEEN OUR PRESENT INSTITUTIONS AND THEIR PROGENITORS OF, SAY, THE 16TH CENTURY. BUT PRESENT PATTERNS WILL ALSO CHANGE IN SIGNIFICANT WAYS, AND THE RESIDENTIAL CENTERS OF CONTINUING EDUCATION ARE LIKELY TO BE PART OF THE CHANGE, NOT OF THE STABILITY. THE UN IVERS ITY' S BROADENED STUDENT CHALLENGES AND OPPORTUNITIES NOT PREVIOUSLY PRESENT. BASE PRESENTS WHILE WE MAY NO LONGER BE ABLE TO DEFINE A UNIVERSITY ABSTRACTLY AS A STRUCTURE, WE SHALL ALMOST CERTAINLY SHARPEN AND APPLY MORE BROADLY THOSE IDEAS OF QUALITY WHICH THE UNIVERSITY HAS ALWAYS TRIED TO MAINTAIN. THE CENTER AND ALL ITS ENDEAVORS WILL ENCOUNTER A SCRUTINY THEY HAVE NOT PREVIOUSLY UNDERGONE. THE IDEA OF A WINDOW-OF-OPPORTUNITY IS VALID IN THE PHYSICAL WORLD �32 BUT WE CAN NO LONGER ACT AS THOUGH PEOPLE LEARN SIGNIFICANT CONDITIONING AT EVERY LEARNING OF AGE AND GOALS CAN MATURITY HAS WINDOWS-OF-OPPORTUNITY. SOME BEST IT WERE TRUE OF BE OCCURRED. THE IN EDUCATION. MOST SOUGHT LIFE AS YOU WORK OUT ALL THE CRUCIAL AND ONLY AFTER THE IS FULL OF IMPLICATIONS OF THIS CONCEPTION, I CANNOT OFFER YOU AN EASY AND COMFORTABLE FUTURE. BUT I AM CONFIDENT THAT YOUR ABILITY TO FACE AND MEET ITS CHALLENGES WILL ULTIMATELY PROVE REWARDING TO YOU AND TO ALL THE PEOPLE YOU SERVE. � 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_1991-02-18_RMawby_SPE Title A name given to the resource Russell Mawby speech, The University of the 21st Century- Implications for the Residential Conference Center Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given February 18, 1991 for the W. K. Kellogg Foundation at the Kellogg Conference on University-based Residential Continuing Education in Oklahoma. 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 1991-02-18 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/b1466088c087eb92b23b472fab12bc68.pdf 3ada10857dea8f336942af6ad2a3693a PDF Text Text W. K. Kell o gg FUll n d a tio n & It s Commi t men t t o Ba tt l e Cree k 1. Introducti on Appr e c iate th e o ppor t un i ty to be h er e t h i s mornlng. Repr e s ent the W. K. Kell o gg Foundati on. Talk v ery bri efl y about the Foundati on, it s Battl e Cr e ek. r elation~hip and it s commitment t o 2 . Ke ll o gg Found at i on SLIDE ONE: "W. K. Kell o gg Found a ti on" Pr oduct o f t h e f r e e e n t e r pr i s e syst em. Wea lth cr e at e d b y Mr . Kel logg 's creati vi ty and h a rd wor k through th ~ K0 l 10gg Compa ny . In l Qll, Mr. Ke l l o gg es t a b l ished th e Ke l l ogg Fo unda t io n a n d tr an s f er r ed mo s t o f his pe r s on3 1 we a l th ... lar gely in t h e f orm of Kello g g co~ non s t o ck ... t h en val u e d a t $45 milli on .•. t o th e Found at i on. SLI DE n.Jo: Toda y, Ke llo gg Fou ndation g ra ntma ki ng fJu nda t io ns i n t he U. s . 1S o ne of the fiv e l a r ge s t pr iv at e As s et s of ap pr o ximat ely $1.3 bill io n do lla r s . Annu al gr a n t ma k i n g o f $80 milli on doll ar s. SLID E T HREE' Cr a n t rnak i ng t o Improv e Human \.Jell Be i.n g Thr e e pri mary a r eas of p r og r a mmi.ng conc e n tratio n , with gr an ts made and Lat in Ameri c a pri maril y. Sl.I DP. FOUR: De mon str at i on pr o j ect s d e l iv e r y. SUD I': FI VE ; Sl.rlll ~ S IX : Bl.ANK ~~ A. :n f o cu s i.ng on prob lems In : 111 t he U. S. 1) h e alth ca re t·duc a t io n 3) a gr i c ultu re LT D[ Ac cur at e t o s a y f e w communit i e s of Ba t t le Cr e ek' s s ize h av e a maj or founda ti o n lik e th e Ke l lo gg Foun dation h e adqu art e r ed wi th in th eir h oun dar i e s. No r do mos t c i t i e s h a ve a f ou nd a t i o n th at i s as c ommitt ed to ov e r a l I .; 0 muni t v h ,'t t ,~ r lll e n t a nd gr owt h a s Ke l lo gg Fo un da t i on i s t o Battl e Cr c .;.;. K,' l l n i~ !~ F ri u nd a t '1 ", 11' , lll 'W ion h a s rnade gra n t s of $4 5 million i n Battl e Cre e k . E3 Ch i n I\ attl t ~ C T (' I ~ k a r e ma de of f rom $4 to $10 milli.on. ~ r : l ll t s �These g ran ts a r e focu sed on he l p i n gt h eC i t yo f BA t t le C r ee k , nonpr o f i t agen c ies o fa ll k i n d s ,s c hoo ls y st e m s, and he a l t hc a r ep rov i de r sm ake Ba t t l e C reek a be t t e rp la ce t ora i s e ch ild ren, t ol i v e , and t op rosp e r . I ti sa p a r t n e r s h i p , a co mm itm e n t now 54 y e ar so ld. • •and a comm itm en tt h a t w i l l c o n t i n u ei nt h ef u t u r e . / I ' l lj u s tme n tion a fewlo c a lp ro jPc t s nowbe ing supported hyKell o Founda t i o n . ~ V?& ~ . J . . SL IDE S ~ / : K e l l o gg Commun l ty Co l1 ege . $10 m l l l l o n Ing r an ts by K e llogg Founda tiolN a ~ a t i ona l f a ci l i t i e s anB p rog ram s . l l o gg C e n t e r ,b u i l ti n19 iW w i t hFounda t i o ng ran ts o f$ 7 .3 SL ID E I ~T : Ke m i l l ion . A n e n t e r t a i n e n t .. ~ spo rt scomp lex w i t h s e a ting f o r6 ,500• . • SL ID EN INE : A lsoh a s year r o u n dl c es k ating , and~ 12 , 0 0 0 squa re fno t ex h i b iti o n ha l l . SL ID E TEN : Ann J. Ke l l o gg S choo l. . . K e ll o gg Foundat i o n ($ 5 m illi o n) suppo rt for t h i sn a t i o n a l mo del of how t om a i n s t reamh and ic app ed ch ild r en i n t oa r e g i l l a r K -12 school se tting . I : -N : R e nt, $3 . 5m i l l i o n g ra n tt od ev elop.J ~ il e l o n g ,6 -foot wid e ,EV Sy stem f o rG reat e r Ba t t l eC reek . A re a you t ha r e be i n g em p loyed in u Ie pb u i l dt h ePa r k Sys t em . Sy st e mw i l l linka r e a schoo l p layg rounds tog e t h e r . To b eu s ed by jogge r s , cr o s s c o unt r yskier s ,w a lke r s , and b icyc l i s t s . ( -. , . . . . - - = : - SL ID E TWELV E : Found a t i o n ha s support o f one o ft h e m os tcompr e h en siv eF a m i ly -Y C en te r si nt h e U n ited S ta t es i nRa t t l e C r ~ ~ k. SL IDE TH IRTEEN: W . K . Ke l l ogg A u d i to r i um. A s u p e r b fa c i l i t y fo rl o c a la r t s rtair i rn un ac tiv it i e s, i n c l u d i n g th e R a t tl eCr e ek Sym p hony and ente O r ches t r a • • . one o ft h eo ldest symphon i es i nt h en at i n n . SL IDE FO URTEEN : Foundat i on gr a nt sEa r num er o u s in itia t i v es by ar e aho s p i ta l s and o t he rhea l t h ca r ep ro v i d e r st oim p rov e qua lit yof, and access to ,m ed ica l c a r e . SL IDE F IFTEEN: G r a nt sto h e l p launch_F t .C u ste r Indu stri a lP a r k. • . wh ich you w i11 be hea r i n g mo r e about from H e tting er :in a fewm i n u tes.. / J i I w o u l d me n tion t h at Founda tion has m ad e a rec e n t .~ m i l lion con tribu tion to a new A rea E conom i cD evel ome n t Fund wh ich w i l lp rovi d elowi n t e re s tl o an st o new o r exp an aing indu s t r yinF t . Cus t e r . · I f The se are ju st a f e w ex amp le so f the P a r t n ersh i p [o r r o\~ res s wh ich h as exist e d --and wi l lc o n t i n u e to exist -b etw een t h eC ity o fB at t le C re ek, c ivic leade r s and o rgan i z ation s, and t h eK ell o gg Found ation. e 1t i sa comm itm en tt om ak i n g Battle C re ek t h e best comm un it yo fi t s size 111 the n a tion inwh i ch tol i v e . l l i ndou rs inc ludo: Annua l WKKF R epo rt L i s tingo fI \ll '~ ' lI n :l t i n n C r . l il t s111 R .C . B ro I r l~ about ~l r . K eL logg & h i s co mm itm e n t to the t i on & I\attlt~ Cr e ek . Founda Y / �A c tua l 1982 -84 G r a n ts M ad e a n d Q dg ln a l I ~ Fun l ilng -P ro j e c t ion s fo rH a t t le C re ek 1982 -84 A c tu a l ~l c:TI ~1 : e ar 8 -Y P ro je c t ed To t a l ECONOM IC DEVELOPMENT S t ra t e g y 1- :~ no is __ ~ ~ !p ~n t ~ B a tt l eC r e e k Inv e s tm e n tGro w th Co rp. $2 ,400 ,000 Sub to t a l $2 ,400 ,000 S t r a t e g y ~ - TT~i !~ Non e or aN ew Wo rk fo r c e 0 - $5 ,000 ,000 600 ,000 O BJ E T I V E : P O R T UN IT IES FO R -YO UT HS _ . . . _ . ._. _ -C -2 --O _ . _P . . _ _ . . . . - -_ ._- S t r a t e g y 1 -P r e s choo l Edu c a t ion Non e 0 - S t ra t e g y 2- Imp rov eA cadem ic P rogr a m s B a t t l eC reek Bo a rd o f Educa t ion P enn f ie ld Bo a rd o f Edu c a t ion Ba t t l e Cr e ek Bo a r do f Edu c at ion Ba t t le C r e e k Boa r do f Edu ca t ion Ba t t l eC r eek Pub l i cS choo l s Qu es t ,In c . Ca lhoun In t e rm ed i a t eSchoo lD i st r i c t L ak ev i ew S choo lD is t r i c t H a r p e rC reek Boa r do f Edu c a t ion B a t t l eC r e e kA cad emy Bo a r do f Educ a t ion B a t t l eC reek C h r is t i an S choo l Ba t t l eC reek Boa r do f Educa t ion S p r i n g f ie ld Bo a rd o f Educa t ion P enn f ie ld Bo a rd o f Educa t ion Ba t t le C reek Boa r do f Educa t ion Ba t t l eC r e ek A r e a Ca tho l i cS choo l s B at t l eC r e ek Boa r do f Edu c a t ion L akev i ew S choo lD is t r i c t Lak ev i ew S choo lD is t r i c t Ba t t le Cr e ek Pub l i cS choo l s( in cr e a s e) n nf i e ld Boa r do f Edu c a t ion Pe Que st N a t iona lC en te r 15 14 ,000 39 ,448 9 ,626 26,93 0 333 ,027 8 ,000 3 , 0 00 1 , 485 1 , 4 85 1 , 4 85 1 , 4 85 1 , '185 1 ,'185 1 , 4 85 2 ,979 1 , 4 85 18 ,50 0 26 ,434 24 ,900 1,000 31 ,830 785 ,300 1 ,000 ,000 6,000 ,0 00 �1982 - 84 Actu al Man aqernent.Zl.xcell en ce in Edu cation Battl e Cre ek Academy Board of Edu cation Battl e Creek Area Catholic Schools Battl e Cr ee k Board of Education Family Altar Christian School Harper Cre ek Boa r d of Education Lakeview Sch ool Distri ct Pen n fie ld Board of Edu cation Pennfield Boa r d of Edu cation Subtotal 16, 250 1,000 4,000 28, 000 1,000 9,000 14,000 7 , 000 815 $1,417, 919 S t r a t egy 3 - St re n~t he n Aca d emi c Support Programs by Hig er Ed u ca tion al In stitutions Mi d d le Cit ies Ed uca t ion Associat ion Kellog g Commu n it y Colleg e Su b t otal St ra te g y 4 - Increas e Op por t u n iti es for Ad ol es c en ts Big Br o t he rs/Big S is te rs of Sou t h cen t r a l Michig an In c. Ba t tl e Cre e k Ar ea Urb an Lea g u e City of Battl e Cree k Ba ttl e Cree k Cummunity United Arts Cou nc il Det r oit Symp h ony Or ch estra Ba ttle Creek Civ ic Ar t Ce n ter Grea te r Battle Cr ee k Ice Hock ey As s ociati on Artrain, In c. Commu nity Action Ag ency of Sou t h Ce n t r a l Mich ig an Bin de r Pa r k Zoological Society Ba ttle Cree k Area Urb an Lea gu e Ci t y of Battl e Cr e ek - Linear Par k City of Battle Cr eek - ACE Washin gton He ight s Commu n ity Mini stri es Su b to t al 16 8- Yea r Pr oj ected T ot al 276 ,7 50 204 ,576 $ 4, 000,000 481, 32G 8, OOO,00 1l 89 , 0% 99,876 56 , 703 133, 950 300 , 000 47 , 100 19,600 147,000 11,500 1,053,700 149, 300 3,471,020 91 ,5 73 12, 500 $5,682,917 �1 9 82 -84 A c tua l r 8 -Y ea P roj ec te d ta l To OB JECTIVE 3 : LEADERSH IP DEVELOPMENT a t e gy 1- Lon9 l ' e rm S tr N e eds Non e r a tegy 2- Citi St Nune .~ n lT l!l~~r l.! ~ca ersh i p' -0 - Boar d J: e dd e rsh iQ S t r a t e g y 3- M ino t i . ty Non e e er s~.! 0 - : e elop ent 0 - 20 0 ,000 12 5 ,00 0 200 ,00 0 : SERV ICES FOR THE ELDERLY OB JECT IVE 4 St r a t egy1- Cen tr a l i z edIn fo rm a t ion and S e rv i c e s fo rthe E lde r ly V i si t ingNu rseS e r vi c e so fC a lhoun Count y , In c . Sub tot i . d 300 ,000 360 ,410 $ 3 60 ,410 S t ra t egy2- Ind epe n d e n t _L iv inCL . I h roug h Hom e Equ i tLQ onve r s ion N e ighbo rhoods , Inc . Sub to t a l S t r a tegy3- I n t e g r a t ed "L i f eCar:: e~ Non e 4 ,5 00 $ . or Cl ~ 250 ,000 4 ,5 0 0 0 - 6 ,00 0 ,000 OB JECT IVE 5 : SPEC IAL QUAL n X OF L IfENEEDS S tr a t egy 1-Cu l tu r a lO rgan iz a t ions t l eC re ekUn i ted A r ts Coun ci l B at Subto t al 1 7 _ _ ~~ $ 1 09 ,6 00 400 ,000 �S t r a t e g y 2- ! e~re tional pport ni tie~ C i ty o f Ba t t l eC r e e k -L i n e a rP a r k B i n d e rP a r k Zoo log i c a l So c i e ty Sub to t a l 3 ,471 ,020 1 ,053 ,700 1 4 ,524 ,720 $10 .456 ,672 To t a l 750 ,000 FUTURE PROGRAMM ING CHALLENGES INBATTLE CREEK T h ep r e v i o u sp . iq e s summ a r i z er e c e n tg r a n t si nB a t t l eC r e ek i nr e l a t ion t ot h esp e c i f i c ob j e c t iv e s and s t r a t e g i e sd i s cu ss edw i th anda p p r o v e d by th e Bo a rd . A n at t emp t h a sa l so b e en m ad e t o no t e th ea r e a s w he r e p rog r amm ing p r o g r e s si nB a t t l eC r e ek h a sb e en J a ck inga sw e l l a sw he r e i th a sb een a p p a r e n t . Gr e a te r fo cu s w i l l b e r e q u i r e dt oa d d r e s s l e a d e r s h i pn e ed s o f th e comm un i ty, p r e s choo l edu c a t ion , invo lv eme n to fy o u t h s e r v i n g agenc ie s, and a l though n o t d i s c u s s e d in th i sr e p o r t commun i tyw ide , coo rd ina t ed, c o s t -e f f e c t iv eh e a l th c a r e . I ts hou ld b e no t ed t h a tWKKF i sv e r ye a r ly i nt h -p ro c e s so f imp l e me n t i n gt h e s e long t e rmob j ec t iv e s and str a t e q i e s. M any o f th em w i l l ake m o nt h s ,l ik e lyy e a r s,tob r i n gt of ru il ion . WKK f ha sa lway sb e en t conc ern ed t h a ti t sp rog r amm ing and q r ant rn ak inqi nB a t t l eC r eek rc f l e c t th et r u ene ed so f lo c a lc i t i z en s. A s ar e sul t ,lo c a lp rog r amm ing i so f t en al e n g t h ya n d ,a tt im e s ,l abo r iou sp ro ces swh i ch i ss u b j e c tt och ang ing commun ityp r i o r i t i e s . How ev e r , t h e "P rog r amm ing fo r th e1 9 [ \O s " re p o r tp r o v i d e sav a lu ab l e f r am ewo rk fo ra d d r e s s i n gp rob l em sa r id po t en t i a l so lu t ion sw i th in B a t t l e C reek . I t se t s t h es t a g e fo r WKKF ' s exp and ed invo lv em en ti nt h e commun i ty. I ti d en t i f i e sa r e a si nwh i ch WKK t ' ts p ro fe ss ion a lp roq ru rnm inq s t a f f and t h e i r expe r t i se c an b e u s ed fo r imp rov ed B a t t l e C re ek p rog r amm ing and g r an tm ak ing a c t i v i t i e s . O f po s s ib ly p a r amoun t impo r t an c e ,i tp r o v i d e s WKKF w i th a b a s e l in e fo r judg ingi t sp r o g r e s s and i t simp a c ti nB a t t l eC r e ek i n ac o o r d i n a t e d ,c o n s i s t e n t , andc a r e fu l ly d ev e lop ed c o n t e x t . lC r a n t sfo r th eL i ne a rP a r k and B ind e rP a r kZ o oa r el i s t edtw i c ei nth i s f in an c i a l summ a ry s ince t h e ya d d r e s s two s t r a t e g i e s . Th ey a r e no t , how ev e r ,r e p e a t e di nt h edo l l a rt o t a l s 2p ro jec t ion sd o no t in c lud elo c a lp r o q r amm inq wh i ch w i l l r e l a t et oo the r r o g r amm ing p r i o r i t i es i nB a t t l eC re e k , fo r examp l ei nt h ea re a s \ \ IKKF p o f Adu l t Cont inu ing Edu c a t . ion and Commun i tyw id e , Coo rd ina t e d , C os t E f f ec t i v e H ea lth S e rv i ce s . A s d iscuss ed e a r l i e rw i th th e Go a rd , such p rog r amm ing m ay r e s u l ti n to t a l WKK f p r oq ru rnm inq d u r i n g th e r em a i n d e ro f th e1 980 sr e a ch ing app rox im a t e ly $ 1 0m i l l ion o r ne a r ly 10 pe r ce n to fg r a n t sm ad e d u r i n gt h i sp e r iod . ] 8 2 i 3 2 , 825 ,000 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1985-04-08_RMawby_SPE Title A name given to the resource Russell Mawby speech, The W. K. Kellogg Foundation and Its Commitment to Battle Creek Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given April 8, 1985 for the W. K. Kellogg Foundation to discuss the Foundation and it's importance to 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 1985-04-08 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/aec45daec90438fe5fddf9a4106375e7.pdf 322bd8024530828121d4632a27a05a60 PDF Text Text "THE WORLD STANDS OUT" COMMENCEMENT ADDRESS BY DR. RUSSELL G. MAWBY CHAIRMAN, W. K. KELLOGG FOUNDATION' GOSHEN COLLEGE GOSHEN, INDIANA APRIL 16/ 1989 I IT IS A PLEASURE INDEED TO BE WITH YOU AT GOSHEN COLLEGE FOR THIS COMMENCEMENT CEREMONY. WHI LE MY DIRECT INVOLVEMENT WITH GOSHEN HAS BEEN LIMITED, THE W. K. KELLOGG FOUNDATION HAS BEEN PRIVILEGED TO ASSIST THE COLLEGE IN SOME OF ITS CREATIVE VENTURES IN EDUCATION. I KNOW GOSHEN AS A COLLEGE WITH A PURPOSE, AND YOUR REPUTATION AMONG CHRISTIAN LIBERAL ARTS COLLEGES FOR CREATIVE AND EFFECTIVE PROGRAMS IS WELL DESERVED. AMONG THESE IS YOUR COMMITMENT TO INTERNATIONAL EDUCATION, IN PARTICULAR YOUR STUDY SERVICE TERM (SST) ABROAD. THIS �-2YEAR GOSHEN CELEBRATES TWO DECADES IN FAMILY TERMS, A GENERATION -- OF COMMITMENT TO THE MISSION OF DEVELOPING IN YOUR GRADUATES AN NINTERCULTURAL OPENNESS WITH THE ABILITY TO FUNCTION EFFECTIVELY WITH PEOPLE OF OTHER WORLD VIEWS. N IN TODAY'S WORLD, THAT IS A VITAL COMPONENT IN YOUR BROADER MISSION OF NURTURING NINFORMED, ARTICULATE, SENSITIVE, RESPONSIBLE CHRISTIANS. N I SALUTE YOU -- AND THANK YOU FOR LETTING ME BE WITH YOU TODAY. TO YOU WHO ARE GRADUATING, I ADD MY CONGRATULATIONS TO THOSE ALREADY EXPRESSED. FOR EACH OF YOU, THIS IS AN OCCASION LONG AWAITED, ONE OF THOSE INSTANCES IN LIFE WHEN YOU HAVE BOTH A SENSE OF SATISFACTION IN PAST ACHIEVEMENTS AND A SPECIAL EXCITEMENT FOR THE FUTURE. I FEEL PRIVILEGED TO BE SHARING THIS DAY WITH YOU. I WOULD ADD A WORD OF CONGRATULATIONS, ALSO, TO ALL OF THOSE WHO HAVE CONTRIBUTED IN A SIGNIFICANT WAY TO MAKING THIS DAY A REALITY. I THINK FIRST OF PARENTS AND FAMILIES, AND IN SOME INSTANCES HUSBANDS OR WIVES AND CHILDREN WHO SO OFTEN HAVE SACRIFICED AND SUBORDINATED THEIR PERSONAL INTERESTS TO YOURS IN MAKING IT POSSIBLE �-3FOR YOU TO STUDY AT GOSHEN COLLEGE AND WHO ARE ENTITLED TO A SIMILAR SENSE OF PRIDEFUL SATISFACTION ON THIS OCCASION. AND I THINK, ALSO, OF ALL THE PEOPLE WHO ARE GOSHEN -- THOSE WHO HAVE GONE BEFORE, ESTABLISHING, BUILDING, AND SUSTAINING THIS INSTITUTION, AND THOSE WHO CURRENTLY CARRY FORWARD THIS WORK ... TRUSTEES, FACULTY, OFFICERS AND STAFF, ALUMNI AND FRIENDS. CHRISTIAN, INDEPENDENT, LIBERAL ARTS COLLEGES HAVE BEEN AND MUST CONTINUE TO BE A SIGNIFICANT COMPONENT OF OUR PLURALISTIC SYSTEM OF HIGHER EDUCATION. YOUR EFFORTS HAVE MADE THIS SO -- AND WILL CONTINUE TO DO SO IN THE FUTURE. TO ALL OF YOU, I EXPRESS CONGRATULATIONS AND COMPLIMENTS, FOR YOU, TOO, CAN TAKE PRIDE IN THIS HAPPY OCCASION. II I APPROACH MY ASSIGNMENT TODAY WITH THE SOBERING KNOWLEDGE THAT NOT ONE PERSON CAME HERE FOR THE PRIMARY PURPOSE OF HEARING THE COMMENCEMENT ADDRESS. IF WE ARE QUITE HONEST WITH EACH OTHER, EACH OF YOU HAS A MUCH MORE PERSONAL -- AND MORE IMPORTANT -- REASON FOR BEING HERE. AND, IN APPRECIATION OF THAT FACT, I PROPOSE TO INTRUDE �-4- ONLY BRIEFLY UPON YOUR TIME. FOR THOSE OF YOU WHO, FROM FORCE OF HABIT, ARE TAKING NOTES, MY ENTIRE MESSAGE CAN BE SUMMARIZED IN TWO LETTERS: U AND R. HUH FOR UNDERSTANDING; HRH FOR RESPONSIBILITY. W. K. KELLOGG, THE FOUNDER OF THE FOUNDATION WITH WHICH I AM ASSOCIATED, WAS A SUCCESSFUL BUSINESSMAN. WITH ONLY SIX YEARS OF FORMAL EDUCATION, HE STARTED WORK AS A BROOM SALESMAN AND THEN BECAME THE BUSINESS MANAGER OF A HOSPITAL IN BATTLE CREEK. AT AGE 46, HE QUIT HIS JOB AND LAUNCHED THE KELLOGG COMPANY, MANUFACTURING READY-TO-EAT BREAKFAST CEREALS. LATE IN HIS LIFE HE DEDICATED HIS WEALTH TO PUBLIC BENEFIT THROUGH THIS FOUNDATION. IN 1935, WHEN HE MADE THE IRREVOCABLE TRANSFER OF HIS FORTUNE TO THE FOUNDATION, HE WROTE A BRIEF LETTER IN WHICH HE CONCLUDED, "! 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, �-5- THE COMMUNITY IN GENERAL. EDUCATION OFFERS THE GREATEST OPPORTUNITY FOR REALLY IMPROVING ONE GENERATION OVER ANOTHER. H THAT STATEMENT IS AS TRUE TODAY AS IT WAS FIVE DECADES AGO. DESPITE ALL THE CRITICISMS AND ALL THE QUESTIONING, EDUCATION IS STILL BASIC TO -- OFFERS THE GREATEST OPPORTUNITY FOR -- HUMAN PROGRESS. AND FROM THE STANDPOINT OF THE INDIVIDUAL, EDUCATION IS STILL THE WAY TO A BETTER LIFE. EDUCATION -- RELATED TO BUT NOT SYNONYMOUS WITH COURSES AND CREDITS AND DEGREES AND CREDENTIALS; BUT EDUCATION -THE INQUISITIVE MIND; THE MASTERY OF KNOWLEDGE AND SKILLS; A PATTERN OF IDENTIFYING, ASSEMBLING, ANALYZING, THINKING, PLANNING, AND DOING. FOR SOME OF YOU, HIGHER EDUCATION IS A FAM ILY TRADITION. YOUR PARENTS, PERHAPS YOUR GRANDPARENTS AND GREAT-GRANDPARENTS AND BEYOND, HAVE BEEN COLLEGE GRADUATES. OTHERS OF YOU, LIKE MYSELF, ARE THE FIRST OF YOUR FAMILY TO GO TO COLLEGE. IF SO, GOSHEN (OLLEGE HAS GIVEN YOU AN OPPORTUNITY YOUR PARENTS DID NOT ENJOY. �-6WHATEVER THE CASE, ALL OF US WHO ARE THE BENEFICIARIES OF HIGHER EDUCATION SHOULD IMPOSE UPON OURSELVES THE STATUS OF LIFELONG INDENTURE TO REPAY THAT WHICH HAS BEEN BESTOWED AND TO ENSURE SIMILAR BENEFITS AND OPPORTUNITIES FOR THOSE WHO WILL FOLLOW. OUR SOCIETY IS NOW CRITICALLY REVIEWING ALL OF ITS INSTITUTIONS AND TRADITIONS, QUESTIONING OUR PRIORITIES AND ALLOCATIONS OF RESOURCES. SUPPORT OF EDUCATION AT ALL LEVELS IS BEING CHALLENGED. FOR THE FIRST TIME IN RECENT MEMORY, THE AMERICAN COMMITMENT TO PROVIDE EDUCATIONAL OPPORTUNITIES -- AN OPEN DOOR, WITH A SECOND CHANCE -- SEEMS GENUINELY ENDANGERED. HOPEFULLY YOU, WHO ARE AMONG THE PRIVILEGED TO BENEFIT FROM HIGHER EDUCATION, WILL BE ARTICULATE SPOKESMEN AND DEDICATED SUPPORTERS OF EDUCATION TO GUARANTEE COMPARABLE OPPORTUNITIES FOR THOSE WHO FOLLOW. III AS IN ALL OTHER ASPECTS OF LIFE, WITH PRIVILEGE GOES DUTY, THE OBLIGATION TO BE RESPONSIBLE AND RESPONSIVE. AND PROFESSIONAL CAREERS WILL BE VARIED. YOUR PERSONAL PATHS EACH OF YOU WILL MAKE YOUR �· -7- OWN CHOICE (ANOTHER AMERICAN PREROGATIVE WHICH FEW IN THE WORLD SHARE) -- SOME WILL PURSUE FURTHER PROFESSIONAL STUDIES, LEADING TO ADVANCED DEGREES; SOME WILL GO INTO BUSINESS, EITHER SELF-EMPLOYED OR WORKING WITH OTHERS; OTHERS WILL CHOOSE OPPORTUNITIES IN THE PUBLIC SECTOR WORKING FOR GOVERNMENTAL AGENCIES AT LOCAL, STATE, OR NATIONAL LEVELS; SOME WILL DEDICATE THEIR LIVES TO HUMAN SERVICE, THROUGH THEIR CHURCH OR NON-PROFIT ORGANIZATIONS; STILL OTHERS WILL ELECT TO CONTINUE THE ACADEMIC LIFE, IN RESEARCH, TEACHING, OR PUBLIC SERVICE. WHATEVER ROUTE YOU CHOOSE, SOCIETY HAS HIGH EXPECTATIONS -- A GREAT NEED -- FOR YOUR TALENTS. HOPEFULLY, YOU WILL BE SHAKERS AND SHAPERS OF A BETTER TOMORROW. IN THAT REGARD I WILL SHARE WITH YOU BRIEFLY THREE SPECIFIC IDEAS . . BUT AS A PREFACE FOR THOSE THOUGHTS, IT WILL BE USEFUL TO PUT OURSELVES, OUR LIVES, OUR TIMES INTO SOME PERSPECTIVE. �-8- EACH OF US HAS STASHED AWAY IN MEMORY CERTAIN LINES -- OF POETRY, FROM LITERATURE, PASSAGES FROM THE BIBLE -- WHICH HAVE SPECIAL MEANING TO US. ONE SUCH WHICH FREQUENTLY RECURS TO -ME ARE THESE LINES FROM EDNA ST. VINCENT MILLAY THE WORLD STANDS OUT ON EITHER SIDE NO WIDER THAN THE HEART IS WIDE ABOVE THE WORLD IS STRETCHED THE SKY, NO HIGHER THAN THE SOUL IS HIGH. THE HEART CAN PUSH THE SEA AND LAND FARTHER AWAY ON EITHER HAND; THE SOUL CAN SPLIT THE SKY IN TWO, AND LET THE FACE OF GOD SHINE THRU. BUT EAST AND WEST WILL PINCH THE HEART THAT CANNOT KEEP THEM PUSHED APART; AND HE WHOSE SOUL IS FLAT -- THE SKY WILL CAVE IN ON HIM BY AND BY. THE WORLD STANDS OUT -- NO WIDER THAN THE HEART IS WIDE. ANY REASONABLE PERSON WHO REFLECTS THOUGHTFULLY ON TODAY AND TOMORROW -- ON WHERE MANKIND IS AND WHERE WE'RE GOING -- FINDS THE PROSPECT SOBERING. RECENTLY I READ A DISTURBINGLY PESSIMISTIC BUT PERHAPS DISTRESSINGLY REALISTIC -- BOOK, AN INQUIRY INTO THE �-9- HUMAN PROSPECT, BY ROBERT L. HEILBRONER. HEILBRONER SUGGESTS THAT THREE ISSUES ABOVE ALL OTHERS SHAPE THE CURRENT HUMAN PREDICAMENT. THESE CAN BE SUMMARIZED IN THREE WORDS: POPULATION, ENVIRONMENT, WAR. IT WOULD BE NICE IF THESE WERE SIMPLE, TIDY ISSUES THAT WE COULD DEAL WITH FORCEFULLY AND DIRECTLY. BUT WE IMMEDIATELY SEE THAT THEY ARE NOT SIMPLE AND NEAT; THEY ARE COMPLEX, CONFOUNDING AND COMPOUNDING, COMPREHENSIVE, INTER-RELATED. ONE OF THE DILEMMAS OF THE HUMAN CONDITION IS THAT THE PROBLEMS WHICH CONCERN US ARE DIFFUSE, COMPLEX, PERMEATING, MULTI-DISCIPLINARY, GENERALIZED. THINK OF ANY CURRENT ISSUE OF MAJOR SIGNIFICANCE -- FOOD SUPPLY, POLLUTION, HEALTH CARE, UNEMPLOYMENT, ENERGY, TRANSPORTATION, THE FEDERAL BUDGET DEFICIT, EDUCATION, INTERNATIONAL TRADE, THE JUDICIAL SYSTEM, RURAL DEVELOPMENT, FAMILY LIFE, INFLATION, WORLD PEACE. SIMULTANEOUSLY, THE SOLUTIONS DEVISED BY MAN ARE USUALLY SPECIFIC, SIMPLISTIC, SPECIALIZED, NARROWLY BASED. THUS, A SERIOUS �-10- DISCONTINUITY EXISTS BETWEEN THE NATURE OF THE PROBLEMS WHICH CONFRONT US AND THE SOLUTIONS WHICH WE CONTRIVE FOR DEALING WITH THEM. I'LL NOT ELABORATE ON THESE THREE ISSUES, SIMPLY REMIND YOU OF THEM: POPULATION -- A REALIZATION THAT THE GROWTH OF HUMAN POPULATION IS THE PRINCIPAL AND MOST COMPELLING THREAT TO THE SURVIVAL OF THE SPECIES (MAN); ENVIRONMENT -- A GROWING APPRECIATION FOR THE FRAGILITY OF THE RELATIONSHIPS WITHIN THE EARTH'S ENVIRONMENTAL MILIEU, WITH AN AWARENESS OF THE MIND-BOGGLING CONSEQUENCES OF OUR ACTIONS, IMPULSIVE OR PREMEDITATED; AND WAR -- WITH NO BETTER REMINDER THAN THE WORDS WRITTEN 350 YEARS AGO BY JOHN DONNE "NO MAN IS AN ISLAND, ENTIRE OF ITSELF; EVERY MAN IS A PIECE OF THE CONTINENT, A PART OF THE MAIN; IF A CLOD BE WASHED AWAY BY THE SEA, EUROPE IS THE LESS, AS WELL AS IF A PROMONTORY WERE, AS WELL AS IF A MANOR OF THY FRIENDS OR OF THINE OWN WERE; ANY MAN'S DEATH DIMINISHES ME, BECAUSE I AM INVOLVED IN MANKIND; AND THEREFORE NEVER SEND TO KNOW FOR WHOM THE BELL TOLLS; IT TOLLS FOR THEE." �-11- NO MATTER HOW WE CHOOSE TO CLASSIFY MAN'S CONCERNS, OR FROM WHAT VANTAGE POINT WE ELECT TO VIEW THEM, ULTIMATELY IT BECOMES CLEAR THAT THE QUALITY OF LIFE FOR OUR GENERATION AND THOSE TO FOLLOW WILL BE DETERMINED BASICALLY BY OUR PROGRESS IN IMPROVING HUMAN RELATIONSHIPS. FOR WHETHER WE THINK IN TERMS OF THE FAMILY, OUR HOME COMMUNITY, OUR STATE OR NATION, OR THE WORLD NEIGHBORHOOD, THE PRIME DETERMINANT OF WHAT LIFE WILL BE LIKE IN THE YEARS AHEAD WILL BE A CONSEQUENCE OF MAN'S ABILITY TO LIVE IN HARMONY, ONE WITH ANOTHER. AND THE MOST IMPORTANT DECISIONS CONFRONTING US WILL NOT BE DEPENDENT UPON OUR BURGEONING TECHNOLOGY, BUT INSTEAD WILL BE VALUE-BASED AND VALUE-LADEN. THE ONLY HOPE FOR CIVILIZED SOCIETY IS THAT MODERN MAN WILL BE MORE SUCCESSFUL THAN HIS PREDECESSORS IN DEALING WITH HUMAN ASPIRATIONS, REFLECTING CONTEMPORARY VALUES. YOUR GENERATION, MORE THAN MINE, SHOWS PROMISE OF HAVING THIS COMMITMENT AND CAPACITY. NOT YET BEEN REALLY TESTED. BUT YOU HAVE �-12- THE REAL TESTING WILL COME IN TANGIBLE RESPONSES TO TOUGH ALTERNATIVES -- FOR EXAMPLE, IN THE LEADERSHIP YOU PROVIDE IN PREPARING THE AMERICAN PEOPLE TO ACCEPT A STATIC OR DECLINING STANDARD OF LIVING IN THE DECADES IMMEDIATELY AHEAD, ADOPTING AN ENTIRELY NEW CONCEPT OF THE QUALITY OF LIFE, SO THAT THE PEOPLES OF OTHER PARTS OF THE WORLD MAY BENEFIT MORE ABUNDANTLY FROM THE EARTH'S FINITE RESOURCES. WILL WE GO TO WAR OVER OIL? SHARE OUR ABUNDANCE WITH THOSE LESS BLESSED? WILL WE WILL THE HUNGRY OF THE WORLD HAVE FOOD? YOUR SUCCESS WILL BE DETERMINED NOT BY THE ELEGANCE OF YOUR RHETORIC BUT BY THE TANGIBLE CONSEQUENCES OF YOUR ECONOMIC, SOCIAL, AND POLITICAL DECISIONS. IV AND NOW, TO THOSE THREE TANGIBLE AND SPECIFIC CONCERNS WHICH I SHARE WITH YOU AS PERSONS WHO ARE THE BENEFICIARIES OF EDUCATION, WHO ARE �-13- COMMITTED TO KNOWLEDGE AND LEARNING, AND WHO WILL -- IN ONE ROLE OR ANOTHER -- BE SHAPERS OF THE FUTURE. FIRST, THE CHALLENGE OF KNOWLEDGE UTILIZATION, THE APPLICATION OF KNOWLEDGE TO PROBLEMS OF PEOPLE. WE KNOW BETTER THAN WE DO. IN MOST AREAS OF HUMAN ENDEAVOR, WHETHER YOUR CAREER INTERESTS BE IN CRIMINAL JUSTICE, HISTORY, THE PERFORMING ARTS, ENGINEERING, TEACHING, BUSINESS, FAMILY LIFE, SOCIOLOGY, HEALTH, OR WHAT HAVE YOU, WE MUST SOMEHOW MOBILIZE KNOWLEDGE RESOURCES IN NEW AND CREATIVE WAYS TO DEAL EFFECTIVELY WITH HUMAN CONCERNS. IN THE COMPLEX LIFE OF TODAY AND TOMORROW, THE RESOURCES OF ANY ONE DISCIPLINE, BODY OF KNOWLEDGE, OR ORGANIZATION ARE USUALLY INADEQUATE TO DEAL EFFECTIVELY WITH SIGNIFICANT ISSUES. YOUR GENERATION MUST PIONEER IN BLENDING THE RICHNESS OF SPECIALIZED FIELDS OF STUDY INTO MORE EFFECTIVE PATTERNS FOR DECISION AND ACTION. �-14- SECOND, THE CHALLENGE OF LIFELONG LEARNING. INDEED SIMPLIER. IN THE PAST, LIFE WAS My GENERATION COULD APPROACH LIFE IN THREE NEAT BLOCKS -- GO TO SCHOOL, GO TO WORK, OUT TO PASTURE. NOW, FOR A WHOLE HOST OF REASONS, THAT PATTERN IS NO LONGER ADEQUATE BURGEONING KNOWLEDGE, THE ACCELERATING RATE OF CHANGE, THE COMPLEXITY OF ISSUES, THE INTERRELATEDNESS OF HUMAN EXPERIENCES. You AS EDUCATED PERSONS MUST DEMONSTRATE A COMMITMENT TO LIFELONG LEARNING, INCORPORATING IN YOUR OWN LIFE A CONTINUING INTERACTION BETWEEN WORK, FAMILY, LEISURE, AND LEARNING. AND FINALLY, THAT THIRD CHALLENGE, INVOLVEMENT. REQUIRES INDIVIDUAL INVOLVEMENT. EFFECTIVE DEMOCRACY A UNIQUE INGREDIENT OF OUR AMERICAN WAY OF LIFE IS VOLUNTEER ISM, THOSE THINGS WHICH INDIVIDUALS DO VOLUNTARILY, BECAUSE THEY WANT TO. MARGARET MEAD HAS OBSERVED: �-15"WE LIVE IN A SOCIETY THAT ALWAYS HAS DEPENDED ON VOLUNTEERS OF DIFFERENT KINDS -- SOME WHO CAN GIVE MONEY, OTHERS WHO GIVE TIME, AND A GREAT MANY WHO FREELY GIVE THEIR SPECIAL SKILLS, FULL-TIME OR PART-TIME. IF YOU LOOK CLOSELY, YOU WILL SEE THAT ALMOST ANYTHING THAT REALLY MATTERS TO US, ANYTHING THAT EMBODIES OUR DEEPEST COMMITMENT TO THE WAY HUMAN LIFE SHOULD BE LIVED AND CARED FOR, DEPENDS ON SOME FORM -- MORE OFTEN MANY FORMS -- OF VOLUNTEERISM." THIS FACT GIVES A DISTINCTIVELY HUMANE QUALITY TO LIFE IN AMERICA. BUT ONLY IF WE CONTINUE TO RENEW THE "HABITS OF THE HEART," TO USE THE TITLE OF A RECENT BOOK BY ROBERT BELLAH. LET ME SUGGEST TO YOU THAT THE MOST IMPORTANT WAY IN WHICH YOUR LIFE WILL BE MEASURED ULTIMATELY IS BY THE WAYS IN WHICH YOU SPEND YOUR LEISURE TIME. TO BE SURE, SOME TIME MUST BE SPENT IN HOBBIES AND OTHER FORMS OF RELAXATION. BUT LET ME ENCOURAGE YOU TO SPEND AS MUCH OF IT AS YOU CAN IN PAYING BACK THE SOCIETY THAT ALREADY HAS GIVEN SO MUCH TO YOU. YOUR PROFESSION NEEDS YOU, BEYOND THE MANDATE OF THE JOB, TO �-16- RAISE THE LEVEL OF PROFESSIONAL PERFORMANCE AND ETHICS. YOUR COMMUNITY NEEDS YOU, TO SERVE ON NONPROFIT BOARDS AND IN OTHER WAYS TO CONTRIBUTE TO BETTERING THE HUMAN CONDITION. YOU, TO FILL POSITIONS OF PUBLIC TRUST. I HOPE THAT YOU WILL QUICKLY BEGIN TO REPAY YOUR "DEBT TO SOCIETY." THAT THIS PARADOX IS TRUE: GET. YOUR NATION NEEDS I WILL GUARANTEE THE MORE YOU GIVE, THE MORE YOU WILL AND THE MORE YOU GIVE, THE MORE SUCCESSFUL YOU WILL BECOME. By YOUR CONSTRUCTIVE INVOLVEMENT, BOTH YOU AND SOCIETY WILL BENEFIT. IN PREPARATION FOR SUCH RESPONSIBILITY, YOU ARE FORTUNATE TO HAVE BEEN STUDENTS AT GOSHEN COLLEGE -- A CHRISTIAN, INDEPENDENT, LIBERAL ARTS INSTITUTION: CHRISTIAN -- IN THE FULLEST AND MOST COMMITTED SENSE; INDEPENDENT -- TANGIBLE EVIDENCE OF THE PLURALISTIC COMMITMENT OF AMERICA, THAT PRIVATE AS WELL AS PUBLIC EFFORTS SERVE SOCIETY'S HIGHEST GOALS, EVEN IN AN AGE WHEN GOVERNMENT IS EVER MORE DOMINANT AND DOMINEERING; AND LIBERAL ARTS -- IN FURTHERANCE OF THE CONCEPT OF THE "EDUCATED MAN." �-17- v WHILE THE PROSPECTS OF AN UNKNOWN FUTURE MAY BE SOMBER, THE CHALLENGE -- AND THE POTENTIAL -- OF TOMORROW ARE AS DEMANDING AND AS EXHILARATING AS EVER. IN AN AGE WHEN BIGNESS AND COMPLEXITY SEEM CHARACTERISTIC, IT'S IMPORTANT TO MAINTAIN A PROPER PERSPECTIVE. WHEN THE REALITIES OF THE EVERYDAY WORLD SEEM ALMOST OVERWHELMING, I FIND THE FOLLOWING A USEFUL REMINDER: I AM ONLY ONE, BUT I AM ONE; I CAN'T DO EVERYTHING, BUT I CAN DO SOMETHING; AND WHAT I CAN DO, I OUGHT TO DO; AND WHAT I OUGHT TO DO, BY THE GRACE OF GOD, I WILL DO. IN TOO MANY FACETS OF OUR LIVES, BOTH INDIVIDUALLY AND AS A NATION, WE SEEM TO HAVE LOST SOMETHING OF OUR SENSE OF PURPOSE, OUR SELF-CONFIDENCE, OUR DIRECTION, OUR FAITH AND COMMITMENT. TO THE EXTENT THIS BE TRUE, IT CAN BE REMEDIED ONLY BY THE DEEDS OF �-18- INDIVIDUALS WHO -- IN WHATEVER THEIR ROLE AND IN EVERY DIMENSION OF LIFE -- UNDERSTAND AND RESPOND. KNOW; WE MUST ALSO DO. IT'S NOT ENOUGH TO UNDERSTAND OR IF EACH OF US WILL DO WHAT WE CAN DO AND OUGHT TO DO, WE WILL INDEED BE SERVING MAN'S HIGHER PURPOSE. To EACH OF YOU IN THIS GOSHEN COLLEGE CLASS OF 1989, GODSPEED IN YOUR PROFESSIONAL CAREER AND -- MORE IMPORTANTLY -- IN YOUR PERSONAL LIFE. RGM/LPT 1631C 8 � 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_1989-04-16_RMawby_SPE Title A name given to the resource Russell Mawby speech, The World Stands Out Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given April 16, 1989 for the W. K. Kellogg Foundation at the Goshen College commencement. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1989-04-16 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/75e3561b48f595eaad87efd15d43ef98.pdf 522b041bfa3b0aabecd83faa7fa055fe PDF Text Text I: "THE WORLD STANDS OUT" Commencement Address given by Dr. Russell G. Mawby President, W. K. Kellogg Foundation at Alma College Alma, Michigan April 19, 1975 I It is a pleasure indeed for Ruth and me to be with you at Alma College for this Commencement ceremony. My affinity for this institution goes back some three and a half decades, to high school days, and the youth program of the North Park Presbyterian Church near Grand Rapids. Through the years, personally and more recently in my responsibilities with the Kellogg Foundation, I have had the pleasure of keeping in touch and I accept with deep appreciation the Honorary Degree which has today been conferred upon me. I express my gratitude to the faculty, officers, and trustees who have accorded me this high honor which marks the beginning of a new relationship for me with Alma. To you who are graduating, I want to add my congratulations to those already expressed. For each of you, this is an occasion long awaited, one of those instances in a person's life when he or she can have both a sense of satisfaction in past achievements and a special excitement for the future. I feel privileged to be sharing this day with you. I would add a word of congratulations, also, to all of those who have contributed in a significant way to making this day a reality. I think first I �2 of parents and families, and in some instances husbands or wives and children who so often have sacrificed and subordinated their personal interests t o yours in making it possible for you to study at Alma and who a r e entitled to a similar sense o f prideful satisfaction on this oc casion. And I think, a lso, of all th e people who are Alma College-- those who have gone b efore, through nearly a century, in establishing, building, and sustaining this institution, and who have earned for Alma College an e nv i ab le reputation in the field of higher education, and those who currently carry forward this work ... trustees, faculty, officers and s taf f , a l umni and f r iends . Christian, liberal arts colleges have b e en and must continue to b e a significant component of our pluralistic system of hi gher educ ation. Your e f f or t s have made this so--and will continue to do s o in the futur e. To a l l of you I expres s congratulati ons and compliments, for you, too, can take pride in this happy occasion. II I approach my as si gnment this mor ning with the s ober knowledge that not one pers on came here at 10:30 for the primary purpose of hearing the Commencement Address. If we are quite honest with each other, e a ch of you has a much more personal--and more important--reason for being here. And, in appreciation of that f act, I propose to intrude only briefly up on y our day. To t ho s e of you who , fr om f orce of habit, are taking notes, my entire mes s age c an be summarize d in two four-le t ter words: care and love. And in the context I mean them, they are not nouns but active verbs: a nd love. care �3 Each of us has stashed away in memory certain lines--of poetry, from literature, passages from the Bible--which have special meaning to us. One such which frequently recurs to me are these lines from Edna St. Vinc ent Millay The world stands out on either s i d e No wider than the heart is wide; Above the world is s tret ched the sky,-No higher than the soul is high. The heart can push the sea and land Farther away on either hand; The soul can split the s ky in two, And let the face of God shine thru. But East and West will pinch the heart That cannot keep them pu s he d apart; And he whose soul is flat--the sky Will cave in on him by and by. The world stands out---no wider than the heart is wide. Any r easonable person who reflects t hough t f ul l y on today and tomorrow-on where mankind is a nd where we're goi ng- - f i nds the prospect sobering. A few days ago I read a disturbingly pessimistic--and perhaps di stressingly realistic--book, An Inquiry Into the Human Prospect, by Robert L. Heilbroner. Heilbroner suggests that three issues above all others shape the current human predicament. environment, war. These can be summarized in three words: population, �4 It would be nice if these were simple, tidy issues that we could deal with forcefully and directly. But we immediately see that they are not simple and neat; they are complex, confounding and compounding, comprehensive, inter-related. One of the dilemmas of the human condition is that the problems which concern us are diffuse, complex, permeating, multi-disciplinary, generalized. Think of any current issue of major significance--pollution, health care, transportation, education, the judicial system, world peace. Simultaneously, the solutions devised by man are usually specific, simplistic, specialized, narrowly based. Thus, a serious discontinuity exists between the nature of the problems which confront us and the solutions which we contrive for dealing with them. I'll not elaborate on these three issues, simply remind you of them: Population -- a realization that the growth of human population is the principal and most compelling threat to the survival of the species (man); Environment -- a growing appreciation for the fra gility of the relationships within the earth's environmental milieu, with an awareness of the mind-boggling COnsequences of our actions, impulsive or premeditated; and War -- with no better reminder than the words written 350 years ago by John Donne "No man is an island, entire of itself; every man is a piece of the continent, a part of the main; if a clod be washed away by the sea, Europe is the less, as well as if a promontory were, as well as if a manor of thy friends or of thine own were; any man's death diminishes me, because I am involved in mankind; and therefore never send to know for whom the bell tolls; it tolls for thee." �No mat te r how we choose to cla s s i f y man's co ncer ns , or from wh a t vant a ge po int we elect to view them, ult imately it become s clear that the quality of life for our generat ion and those to follow wi l l b e determined bas ically by our progres s in improving human r elati on ~ h ip s. For whethe r we think i n ter ms of t he fami l y , our home commu nity , our state or nat ion , or t he wor l d nei ghb orhood, the prime det e rmi nant of what life wi l l be like i n the years ahea d wi ll be a cons equence of man' s ab i l i t y to live i n harmony, one with another. And th e most important decisi on s confronti ng u s will not be dependent upon our burgeoning technology, but instead will b e value-ba s ed and value-l a den. I II The only hop e fo r c i v i l ized s oci e t y i s t hat modern man will b e more succ e s s f ul than his predeces sor s in dealing wi t h human as pi r a t ions, reflect ing contempora ry value s. Your generation, more t han mi ne, s hows promise of having thi s co mmitment and capacity. But y ou have not yet been really tested. The real test ing will come i n t a ng i bl e r e s pons e s to tough a lternat i ves- f or examp le, in t he l eadership yo u pr ovi de in pre paring the Ameri can people t o ac c ept a stat ic or dec l i ni ng s t a nda r d of l i v i ng i n the decades immediat el y a head, adopting a n entirel y new con c ept of the qual ity o f life, so t hat the peoples of othe r pa rts of the world may bene f i t more abundantly fr om the earth's fini t e res ourc e s. Will we go t o war over oi l ? abundanc e wi th t ho se l e s s blessed? Will we share our �6 Your succ ess will be determined not by the elegance of your rhet oric but by the t angible c onsequences of y our economi c, social, and political decisions. In pr epa rat i on f or such responsibility, yo u a rc fortunate t o have b een students here at AlUla College--a Christian, private, liberal arts institut i on: Chri sti an -- in the fullest a nd most co mmitt ed sense; pr i va t e -tangible evidence of the pluralistic commi t ment of America, that private as well as public e f f or t s s erve society's high est goa l s , eve n in an a ge when government is ever more dominant and domineering; and lib eral arts i n furth erance of the co nc ep t of t h e "educated man." I am much impr essed by the statement o f purpo s es of Alma College . In the context of these remarks, I'll quote only two: "In the er a when the potential b en efit s of s c ient i f i c and technological a dvan cement are j e opardiz ed by a lack of wisdom, mor al concern and r esponsibility in the us e of such knowledge, Alma College seeks to maintain a steady focu s on human values which undergird th e worth of individuals and t he welfare of soci ety. "In an e r a of prol i fe r a t i on and fragmentation o f knowledge, Alma College seeks t o create in students an intellectual curio sity about t he wholeness of knowledge and a concern f or the value judgments whi ch a re critical to wise deci sion-making ," �7 I wish you as gr a duat e s success in the days ahead in t ransferring such vital concepts i nt o y our ever yday lives. IV Whil e the prospects o f an unknown future may be somber , the ch a llenge- and the potenti al-- of tomor r ow a r e as demanding a nd as exhi l a r a t i ng as ever . In an a ge when bigness and complexity seem characteristic, it 's important to maintain a proper perspective . When the realities of the everyday wor ld seem almost overwhelming , I find the fo l l owi ng a useful reminde r: I am only one, but I am one; I can 't do everything , but I can do something; And what I ca n do , I ought t o do; And what I ought to do, by the grace of God , I will do. J e sus t augh t, "Love t hy neighbor-- If An old hymn reminds us , " Br i ght e n the co rner where you are ... " A moving lyric enjoins , If Let there be peace on earth and let it begin with me . .. If In too many f a c e ts of life, we have lost the human and the humane . This can be r emedi ed only by t h e deeds of i nd i viduals who- - i n wha t ev e r their role and in every dimension of life- -care and love, If each of u s will do what we can do and ought to do to that e nd , we will, in fact , be serving man 's hi gher purpo se . To each fellow Alumnus i n this Clas s of 1975, Gods peed in your professional care er and- -more importantly--in your personal l i f e , � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1975-04-19_RMawby_SPE Title A name given to the resource Russell Mawby speech, The World Stands Out Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given April 19, 1975 for the W. K. Kellogg Foundation at Alma College for the commencement. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan Charities W. K. Kellogg Foundation Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1975-04-19 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/ab476a7ae673b7cff481fa1d862b7928.pdf d97b098b680bc0b3b8ad1ddccbf7d457 PDF Text Text Pc r +e.. P, \ "'pIKE ~ Co:.> "THE WORLD STANDS OUT" COMMENCEMENT ADDRESS BY DR. RUSSELL G. MAWBY CHAIRMAN, W. K. KELLOGG FOUNDATION ADRIAN COLLEGE ADRIAN, MICHIGAN APRIL 29, 1990 I IT IS A PLEASURE INDEED TO BE WITH YOU AT ADRIAN COLLEGE FOR THIS COMMENCEMENT CEREMONY. I WELCOME THIS OPPORTUNITY TO BE ON YOUR ~) CAMPUS CONTINUING A LONG RELATIONSHIP WITH LEADERS. IN ADDITION, THE W. K. KELLOGG THE COLLEGE AND FOUNDATION HAS ITS BEEN PRIVILEGED TO ASSIST THE COLLEGE IN SOME OF ITS CREATIVE VENTURES IN EDUCATION. REPUTATION I KNOW ADRIAN AS A COLLEGE WITH A PURPOSE, AMONG SMALL LIBERAL ARTS EFFECTIVE PROGRAMS IS WELL DESERVED. TO THE INDIVIDUAL STUDENT, IN COLLEGES CREATIVE AND AMONG THESE IS YOUR COMMITMENT PARTICULAR RELATED INDEPENDENT STUDY PROGRAMS. FOR AND YOUR YOUR ACADEMIC AND JOB �-2- TH IS YEAR ADR I AN CELEBRATES 131 YEARS OF COMM ITMENT TO "FOSTER I NG CREATIVITY, ENCOURAGING ETHICAL VALUES AND THE PURSUIT OF TRUTH, AND THE SKILLS NECESSARY TO LEAD SATISFYING LIVES AND CAREERS." IN TODAY'S WORLD, THAT IS A VITAL COMPONENT IN YOUR BROADER MISSION OF "INFORMED, NURTURING INDIVIDUALS." ARTICULATE, SENSITIVE, RESPONSIBLE I SALUTE YOU -- AND THANK YOU FOR LETTING ME BE WITH YOU TODAY. TO YOU WHO ARE GRADUATING, I ADD MY CONGRATULATIONS TO THOSE ALREADY EXPRESSED. OF THOSE FOR EACH OF YOU, THIS IS AN OCCASION LONG AWAITED, ONE INSTANCES IN LIFE WHEN YOU HAVE BOTH A SENSE OF SATISFACTION IN PAST ACHIEVEMENTS AND A SPECIAL EXCITEMENT FOR THE FUTURE. I FEEL PRIVILEGED TO BE SHARING THIS DAY WITH YOU. I WOULD ADD A WORD OF CONGRATULATIONS, ALSO, TO ALL OF THOSE WHO HAVE CONTRIBUTED IN A SIGNIFICANT WAY TO MAKING THIS DAY A REALITY. I THINK FIRST OF PARENTS AND FAMILIES, AND IN SOME INSTANCES HUSBANDS OR WIVES AND CH I LDREN WHO SO OFTEN HAVE SACR I FICED AND SUBORDINATED THEIR PERSONAL INTERESTS TO YOURS IN MAKING IT POSSIBLE �-3- FOR YOU TO STUDY AT ADRIAN COLLEGE AND WHO ARE ENTITLED TO A SIMILAR SENSE OF PRIDEFUL SATISFACTION ON THIS OCCASION. AND I THINK, ALSO, -- OF ALL THE PEOPLE WHO ARE ADR IAN -- THOSE WHO HAVE GONE BEFORE, ESTABLISHING, BUILDING, AND SUSTAINING THIS INSTITUTION, AND THOSE WHO CURRENTLY CARRY FORWARD THIS WORK ... TRUSTEES, FACULTY, OFFICERS AND STAFF, ALUMNI AND FRIENDS. INDEPENDENT, LIBERAL ARTS COLLEGES HAVE BEEN AND MUST CONTINUE TO BE A SIGNIFICANT COMPONENT OF OUR PLURALISTIC SYSTEM OF HIGHER EDUCATION. YOUR EFFORTS HAVE MADE THIS SO -- AND WI LL CONT INUE TO DO SO I N THE FUTURE. .. TO ALL OF YOU, I ' EXPRESS CONGRATULATIONS AND COMPLIMENTS, FOR YOU, TOO, CAN TAKE PRIDE IN THIS HAPPY OCCASION. II I APPROACH MY ASSIGNMENT TODAY WITH THE SOBERING KNOWLEDGE THAT NOT ONE PERSON CAME HERE COMMENCEMENT ADDRESS. FOR THE PRIMARY PURPOSE OF HEARING THE IF WE ARE QUITE HONEST WITH EACH OTHER, EACH OF YOU HAS A MUCH MORE PERSONAL -- AND MORE IMPORTANT -- REASON FOR BEING HERE. AND, IN APPRECIATION OF THAT FACT, I PROPOSE TO INTRUDE �-4- ONLY BRIEFLY UPON YOUR TIME. HABIT, ARE TAKING NOTES, U AND R. LETTERS: W. K. KELLOGG, ASSOCIATED, FORMAL WAS HUH THE FOR THOSE OF HE FROM FORCE OF MY ENTIRE MESSAGE CAN BE SUMMARIZED IN TWO HRH FOR UNDERSTANDING; FOUNDER OF THE STARTED WORK FOR RESPONSIBILITY. FOUNDATION A SUCCESSFUL BUSINESSMAN. EDUCATION, YOU WHO, AS WITH WITH ONLY A BROOM WHICH SIX SALESMAN BECAME THE BUSINESS MANAGER OF A HOSPITAL IN BATTLE CREEK. I AM YEARS OF AND THEN AT AGE 46, HE QUIT HIS JOB AND LAUNCHED THE KELLOGG COMPANY, MANUFACTURING READY-TO-EAT BREAKFAST CEREALS. LATE IN HIS LIFE HE DEDICATED HIS WEALTH TO PUBLIC BENEFIT THROUGH THIS FOUNDATION. MADE THE WROTE IRREVOCABLE TRANSFER OF HIS FORTUNE TO THE FOUNDATION, A BRIEF EDUCATIONAL LETTER APPROACH IN HAS WHICH BEEN HE CONCLUDED, EMPHASIZED. HI PARENT, THE TEACHER, THE FAMILY GLAD THAT RAIMENT HE THE AND BUT THE GREATEST GOOD FOR THE GREATEST NUMBER CAN COME ONLY THROUGH THE THE AM RELIEF, SHELTER ARE NECESSARY FOR DESTITUTE CHILDREN, CHILD, IN 1935, WHEN HE EDUCATION OF THE PHYSICIAN, THE DENTIST, �-5- THE COMMUNITY IN GENERAL. EDUCATION OFFERS THE GREATEST OPPORTUNITY FOR REALLY IMPROVING ONE GENERATION OVER ANOTHER." THAT STATEMENT IS AS TRUE TODAY AS IT WAS FIVE DECADES AGO. DESPITE ALL THE CRITICISMS AND ALL THE QUESTIONING, EDUCATION IS STILL BASIC TO -- OFFERS THE GREATEST OPPORTUN I TY 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. FOR SOME OF PARENTS, YOU, PERHAPS HIGHER YOUR EDUCATION GRANDPARENTS BEYOND, HAVE BEEN COLLEGE GRADUATES. IS A FAMILY TRADITION. AND YOUR GREAT-GRANDPARENTS OTHERS OF YOU, ARE THE FIRST OF YOUR FAMILY TO GO TO COLLEGE. AND LIKE MYSELF, IF SO, ADRIAN COLLEGE HAS GIVEN YOU AN OPPORTUNITY YOUR PARENTS DID NOT ENJOY. �-6- WHATEVER THE CASE, ALL OF US WHO ARE THE BENEF ICIAR I ES OF HIGHER EDUCATION SHOULD INDENTURE TO IMPOSE REPAY UPON THAT WHICH OURSELVES HAS THE BEEN STATUS OF BESTOWED AND LIFELONG TO ENSURE SIMILAR BENEFITS AND OPPORTUNITIES FOR THOSE WHO WILL FOLLOW. SOCIETY IS NOW CRITICALLY REVIEWING ALL OF TRADITIONS, RESOURCES. QUESTIONING OUR PRIORITIES ITS OUR INSTITUTIONS AND AND ALLOCATIONS OF SUPPORT OF EDUCATION AT ALL LEVELS IS BEING CHALLENGED. FOR THE FIRST TIME I N RECENT MEMORY, THE AMER ICAN COMM ITMENT TO PROVIDE EDUCATIONAL OPPORTUNITIES -- AN OPEN DOOR, "' . CHANCE -- SEEMS GENUINELY ENDANGERED. WITH A SECOND HOPEFULLY YOU, WHO ARE AMONG THE PRIVILEGED TO BENEFIT FROM HIGHER EDUCATION, WILL BE ARTICULATE SPOKESMEN AND DEDICATED SUPPORTERS OF EDUCATION TO GUARANTEE COMPARABLE OPPORTUNITIES FOR THOSE WHO FOLLOW. III AS IN ALL OTHER ASPECTS OF LIFE, WITH PRIVILEGE GOES DUTY, OBLIGATION TO BE RESPONSIBLE AND RESPONSIVE. AND PROFESSIONAL CAREERS WILL BE VARIED. THE YOUR PERSONAL PATHS EACH OF YOU WILL MAKE YOUR �-7- OWN CHOICE (ANOTHER AMERICAN PREROGATIVE WHICH FEW IN THE WORLD SHARE) -- SOME WILL PURSUE FURTHER PROFESSIONAL STUDIES, LEADING TO ADVANCED DEGREES; SOME WI LL GO I NTO BUS I NESS, EITHER SELF-EMPLOYED OR WORK I NG WI TH OTHERS; OTHERS WI LL CHOOSE OPPORTUN I TIES I N THE PUBLIC SECTOR WORKING FOR GOVERNMENTAL AGENCIES AT LOCAL, STATE, OR NATIONAL LEVELS; SOME WILL DEDICATE THEIR LIVES TO HUMAN SERVICE, THROUGH THEIR CHURCH OR NON-PROFIT ORGANIZATIONS; STILL OTHERS WILL ELECT TO CONTINUE THE ACADEMIC LIFE, IN RESEARCH, TEACHING, OR PUBLIC SERVICE. WHATEVER ROUTE YOU CHOOSE, SOCIETY HAS HIGH EXPECTATIONS -- A GREAT NEED -- FOR YOUR TALENTS. HOPEFULLY, YOU WILL BE SHAKERS AND SHAPERS OF A BETTER TOMORROW. IN THAT REGARD I WILL SHARE WITH YOU BRIEFLY THREE SPECIFIC IDEAS. BUT AS A PREFACE FOR THOSE THOUGHTS, IT WILL BE USEFUL TO PUT OURSELVES, OUR LIVES, OUR TIMES INTO SOME PERSPECTIVE. �8 - EACH OF US HAS STASHED AWAY IN MEMORY CERTA IN L INES -OF POETRY , FROM L ITERATURE , PASSAGES FROM THE B IBLE MEAN ING TO US . WH ICH HAVE SPEC IAL ONE SUCH WH ICH FREQUENTLY RECURS TO ME ARE THESE L INES FROM EDNA ST .V INCENT M ILLAY THE WORLD STANDS OUT ON E ITHER S IDE NO W IDER THAN THE HEART ISW IDE ABOVE THE WORLD ISSTRETCHED THE SKY , NO H IGHER THAN THE SOUL ISH IGH . THE HEART CAN PUSH THE SEA AND LAND FARTHER AWAY ON E ITHER HAND ; THE SOUL CAN SPL IT THE SKY IN TWO , AND LET THE FACE OF GOD SH INE THRU . BUT EAST AND WEST W ILL P INCH THE HEART THAT CANNOT KEEP THEM PUSHED APART ; AND HE WHOSE SOUL ISFLAT -THE SKY W ILL CAVE IN ON H IM BY AND BY . THE WORLD STANDS OUT -NO W IDER THAN THE HEART ISW IDE . ANY REASONABLE PERSON WHO REFLECTS THOUGHTFULLY ON TODAY AND TOMORROW -ON WHERE MANK IND ISAND WHERE WE 'RE GO ING -F INDS THE PROSPECT SOBERI NG. RECENTLY I READ A D ISTURBI NGLY PESSI M ISTIC-BUT PERHAPS D ISTRESS INGLY REAL IST IC -BOOK , ~ INTO THE �-9- HUMAN EROSPECT, L. BY ROBERT THREE ISSUES ABOVE THESE CAN HE I LBRONER. HE I LBRONER SUGGESTS THAT ALL OTHERS SHAPE THE CURRENT HUMAN PREDICAMENT. BE SUMMAR I ZED I N THREE WORDS: POPULAT ION, ENV IRONMENT, WAR. IT WOULD BE NICE IF THESE WERE SIMPLE, DEAL WITH FORCEFULLY AND DIRECTLY. THEY ARE NOT SIMPLE AND NEAT; TIDY THE HUMAN DIFFUSE, THINK CONDITION COMPLEX, OF ANY POLLUTION, THEY THAT ARE THE PERMEATING, CURRENT HEALTH IS ISSUE CARE, OF RURAL SIMULTANEOUSLY, SIMPLISTIC, THE WHICH MAJOR SIGNIFICANCE ENERGY, CONCERN -- US AND ARE GENERALIZED. FOOD SUPPLY, TRANSPORTATION, THE INTERNATIONAL TRADE, THE JUDICIAL FAMILY LIFE, INFLATION, SOLUTIONS DEVISED BY MAN ARE SPECIALIZED, CONFOUNDING ONE OF THE DILEMMAS PROBLEMS UNEMPLOYMENT, DEVELOPMENT, COMPLEX, MULTI-DISCIPLINARY, FEDERAL BUDGET DEFICIT, EDUCATION, SYSTEM, COULD BUT WE IMMEDIATELY SEE THAT COMPOUNDING, COMPREHENSIVE, INTER-RELATED. OF ISSUES THAT WE NARROWLY BASED. WORLD PEACE. USUALLY SPECIFIC, THUS, A SERIOUS �-10- DISCONTINUITY EXISTS BETWEEN THE NATURE OF THE PROBLEMS WHICH CONFRONT US AND THE SOLUTIONS WHICH WE CONTRIVE FOR DEALING WITH THEM. I'LL NOT ELABORATE ON THESE THREE ISSUES, SIMPLY REMIND YOU OF THEM: POPULATION -- A REALIZATION THAT THE GROWTH OF HUMAN POPULATION IS THE PRINCIPAL AND MOST COMPELLING THREAT TO THE SURVIVAL OF THE SPECIES (MAN); ENVIRONMENT -- A GROWING APPRECIATION FOR THE FRAGILITY OF THE RELATIONSHIPS MILIEU, WITH AN WITHIN THE AWARENESS EARTH'S OF THE ENVIRONMENTAL MIND-BOGGLING CONSEQUENCES OF OUR ACT IONS, IMPULS IVE OR PREMED ITATED; AND WAR -- WITH NO BETTER REMINDER THAN THE WORDS WRITTEN 350 YEARS AGO BY JOHN DONNE uNO 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 I F 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,u �-11- ;;7 NO MATTER VANTAGE HOW WE POINT WE CHOOSE TO ELECT TO CLASSIFY MAN'S VIEW THEM, CONCERNS, ULTIMATELY IT OR FROM BECOMES WHAT CLEAR THAT THE QUALITY OF LIFE FOR OUR GENERATION AND THOSE TO FOLLOW WILL BE DETERMINED BASICALLY WHETHER BY WE OUR PROGRESS THINK IN IN TERMS IMPROVING OF THE HUMAN RELATIONSHIPS. FOR FAMILY, OUR HOME COMMUNITY, OUR STATE OR NATION, OR THE WORLD NEIGHBORHOOD, THE PRIME DETERMINANT OF WHAT LIFE WILL BE LIKE IN THE YEARS AHEAD WILL BE A CONSEQUENCE ANOTHER. OF MAN'S AND THE MOST BE DEPENDENT UPON OUR ABILITY TO LIVE IN HARMONY, ONE WITH IMPORTANT DECISIONS CONFRONTING US WILL NOT BURGEON I NG TECHNOLOGY, BUT I NSTEAD WILL BE VALUE-BASED AND VALUE-LADEN. THE ONLY HOPE FOR CIVILIZED SOCIETY IS THAT MODERN MAN WILL BE MORE SUCCESSFUL THAN HIS PREDECESSORS IN DEALING WITH HUMAN ASPIRATIONS, REFLECT I NG CONTEMPORARY VALUES. YOUR GENERATION, MORE SHOWS PROMISE OF HAVING THIS COMMITMENT AND CAPACITY. NOT YET BEEN REALLY TESTED. THAN MINE, BUT YOU HAVE �-12- THE REAL TESTING ALTERNATIVES PREPARING -- THE WILL FOR COME EXAMPLE, AMERICAN PEOPLE IN IN TO TANGIBLE THE RESPONSES LEADERSHIP ACCEPT YOU A STATIC TO TOUGH PROVIDE OR IN DECLINING STANDARD OF LIVING IN THE DECADES IMMEDIATELY AHEAD, ADOPTING AN ENTIRELY NEW CONCEPT OF THE QUALITY OF LIFE, SO THAT THE PEOPLES OF OTHER PARTS OF THE WORLD EARTH'S FINITE RESOURCES. REFUSE? MAY BENEFIT MORE ABUNDANTLY FROM THE WILL WE DESTROY THE ENVIRONMENT WITH OUR WILL WE SHARE OUR ABUNDANCE WITH THOSE LESS BLESSED? WILL THE HUNGRY OF THE WORLD HAVE FOOD? YOUR SUCCESS WILL BE DETERMINED NOT BY THE ELEGANCE OF YOUR RHETORIC BUT BY THE TANGIBLE CONSEQUENCES OF YOUR ECONOMIC, SOCIAL, AND POLITICAL DECISIONS. IV AND NOW, TO THOSE THREE TANGIBLE AND SPECIFIC CONCERNS WHICH I SHARE WITH YOU AS PERSONS WHO ARE THE BENEFICIARIES OF EDUCATION, WHO ARE �-13 - COMM ITTED TO KNOWLEDGE AND LEARN ING , AND WHO W ILL -IN ONE ROLE OR ANOTHER -BE SHAPERS OF THE FUTURE . F IRST , THE CHALLENGE OF KNOWLEDGE UT IL IZAT ION , THE APPL ICAT ION OF KNOWLEDGE TO PROBLEMS OF PEOPLE . WE ~ ) CR IM INAL BETTER THAN WE DQ . JUST ICE , H ISTORY , INMOST AREAS OF HUMAN ENDEAVOR , WHETHER YOUR CAREER INTERESTS BE IN THE PERFORM ING ARTS , ENG INEER ING , TEACH ING , BUS INESS , FAM ILY L IFE , SOC IOLOGY , HEALTH , OR WHAT HAVE YOU , WE MUST SOMEHOW MOB IL IZE KNOWLEDGE RESOURCES IN NEW AND CREAT IVE WAYS TO DEAL EFFECT IVELY W ITH HUMAN CONCERNS . IN THE COMPLEX L IFE OF TODAY AND TOMORROW , THE RESOURCES OF ANY ONE D ISC IPL INE , BODY OF KNOWLEDGE , OR INADEQUATE TO DEAL EFFECT IVELY W ITH ORGAN IZAT ION ARE USUALLY S IGN IF ICANT ISSUES . YOUR GENERAT ION MUST P IONEER IN BLEND ING THE R ICHNESS OF SPEC IAL IZED F IELDS OF STUDY INTO MORE EFFECT IVE PATTERNS FOR DEC IS ION AND ACT ION . �-14- SECOND, THE CHALLENGE OF LIFELONG LEARNING. INDEED SIMPLER. 11'.1 THE PAST, My GENERATION COULD APPROACH LIFE IN THREE NEAT BLOCKS -- GO TO SCHOOL, GO TO WORK, OUT TO PASTURE. WHOLE HOST BURGEONING OF REASONS, KNOWLEDGE, COMPLEXITY OF ISSUES, THAT THE THE PATTERN IS ACCELERATING NO RATE INTERRELATEDNESS OF LONGER OF LIFE WAS NOW, FOR A ADEQUATE CHANGE, -THE HUMAN EXPERIENCES. YOu AS EDUCATED PERSONS MUST DEMONSTRATE A COMMITMENT TO LIFELONG LEARNING, INCORPORATING IN YOUR OWN LIFE A CONTINUING INTERACTION BETWEEN WORK, FAMILY, LEISURE, AND LEARNING. AND FINALLY, THAT THIRD CHALLENGE, lNVOLVEMENT. EFFECTIVE DEMOCRACY REQUIRES INGREDIENT INDIVIDUAL INVOLVEMENT. A UNIQUE OF OUR AMERICAN WAY OF LIFE IS VOLUNTEERISM, THOSE THINGS WHICH INDIVIDUALS DO VOLUNTARILY, BECAUSE THEY WANT TO. MARGARET MEAD HAS OBSERVED: �-15UWE LIVE IN A SOCIETY THAT ALWAYS HAS DEPENDED ON VOLUNTEERS OF DIFFERENT KINDS -- SOME WHO CAN GIVE MOI\IEY, OTHERS WHO GIVE TIME, AND A GREAT MANY WHO FREELY GIVE THEIR SKILLS, FULL-TIME OR PART-TIME. CLOSELY, THAT REALLY EMBODIES HUMAN YOU OUR LIFE WILL SEE THAT IF YOU LOOK ALMOST MATTERS TO DEEPEST COMMITMENT SHOULD BE US, LIVED SPECIAL ANYTHING ANYTHING AND TO THE CARED THAT WAY FOR, DEPENDS ON SOME FORM -- MORE OFTEN MANY FORMS -- OF VOLUNTEERISM. u THIS FACT GIVES A DISTINCTIVELY HUMANE QUALITY TO LIFE IN AMERICA. BUT ONLY IF WE CONTINUE TO RENEW THE uHABITS OF THE HEART,u TO USE THE TITLE OF A RECENT BOOK BY ROBERT BELLAH. THAT THE MOST IMPORTANT WAY LET ME SUGGEST TO YOU IN WHICH YOUR LIFE WILL BE MEASURED ULTIMATELY IS BY THE WAYS IN WHICH YOU SPEND YOUR LEISURE TIME. BE SURE, TO SOME TIME MUST BE SPENT IN HOBBIES AND OTHER FORMS OF RELAXATION. BUT LET ME ENCOURAGE YOU TO SPEND AS MUCH OF IT AS YOU CAN I N PAY I NG BACK THE SOC I ETY THAT ALREADY HAS GIVEN SO MUCH TO YOU. YOUR PROFESSION NEEDS YOU, BEYOND THE MANDATE OF THE JOB, TO �-16 - RA ISE THE LEVEL OF PROFESS IONAL PERFORMANCE AND ETH ICS . YOUR COMMUN ITY NEEDS YOU , TO SERVE ON NONPROF IT BOARDS AND IN OTHER WAYS TO CONTR IBUTE TO BETTER ING THE HUMAN COND IT ION . YOU , TO F ILL POS IT IONS OF PUBL IC TRUST . YOUR NAT ION NEEDS I HOPE THAT YOU W ILL QUI CKLY BEGINTO REPAY YOUR "DEBT TO SOCI ETY." I W ILL GUARANTEE THAT TH IS PARADOX IS TRUE : GET . THE MORE YOU G IVE , THE MORE YOU W ILL AND THE MORE YOU G IVE , THE MORE SUCCESSFUL YOU WI LL BECOME . By YOUR CONSTRUCT IVE INVOLVEMENT , BOTH YOU AND SOC IETY W ILL BENEF IT . IN PREPARAT ION FOR SUCH RESPONS IB IL ITY , YOU ARE FORTUNATE TO HAVE ~ BEEN STUDENTS AT ADR IAN COLLEGE -AN INDEPENDENT , L IBERAL ARTS t ' INST ITUT ION : INDEPENDENT -TANG IBLE EV IDENCE OF THE PLURAL IST IC COMM ITMENT OF AMER ICA , THAT PR IVATE AS WELL AS PUBL IC EFFORTS SERVE SOC IETY 'S H IGHEST GOALS , EVEN IN AN AGE WHEN GOVERNMENT ISEVER MORE ~ _ : -~ ~ ~ ~ ~ DOM INANT AND DOM INEER ING ;/1AND L IBERAL ARTS -I1\J FURTHERANCE OF THE CONCEPT OF THE "EDUCATED MAN . " �-17- v WHILE THE PROSPECTS OF AN UNKNOWN FUTURE MAY BE SOMBER, THE CHALLENGE -- AND THE POTENTIAL -- OF TOMORROW ARE AS DEMANDING AND AS EXHILARATING AS EVER. CHARACTERISTIC, IT'S IN AN AGE WHEN BIGNESS AND COMPLEXITY SEEM IMPORTANT TO MAINTAIN A PROPER PERSPECTIVE. WHEN THE REALITIES OF THE EVERYDAY WORLD SEEM ALMOST OVERWHELMING, I FIND THE FOLLOWING A USEFUL REMINDER: I AM ONLY ONE, BUT I AM ONE; I CAN'T DO EVERYTHING, BUT I CAN DO SOMETHING; AND WHAT I CAN DO, I OUGHT TO DO; AND WHAT I OUGHT TO DO, BY THE GRACE OF GOD, I WILL DO. IN TOO MANY FACETS OF OUR LIVES, BOTH INDIVIDUALLY AND AS A NATION, WE SEEM TO HAVE LOST SOMETHING OF OUR SENSE OF PURPOSE, SELF-CONFIDENCE, OUR DIRECTION, OUR FAITH AND COMMITMENT. EXTENT THIS BE TRUE, IT CAN BE REMEDIED ONLY BY THE OUR TO THE DEEDS OF �-18- INDIVIDUALS WHO -- IN WHATEVER THEIR ROLE AND IN EVERY DIMENSION OF LI FE -- UNDERSTAND AND RESPOND. KNOW; WE MUST ALSO DO. IT'S NOT ENOUGH TO UNDERSTAND OR IF EACH OF US WILL DO WHAT WE CAN DO AND - OUGHT TO DO, WE WILL INDEED BE SERVING MAN'S HIGHER PURPOSE. TO EACH OF YOU IN THIS ADRIAN COLLEGE CLASS OF 1990, GODSPEED IN YOUR PROFESSIONAL CAREER AND -- MORE IMPORTANTLY -- IN YOUR PERSONAL LIFE. RGM/JKF 0289W � 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_1990-04-29_RMawby_SPE Title A name given to the resource Russell Mawby speech, The World Stands Out Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given April 29, 1990 for the W. K. Kellogg Foundation at the Adrian College commencement. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1990-04-29 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/213360f03055c49a7c402c0f79b3061e.pdf d95ac934e90662141dc209a6e039bf93 PDF Text Text "THE WORLD STANDS OUT" COMMENCEMENT ADDRESS BY RUSSELL G. MAWBY, CHAIRMAN W.K. KELLOGG FOUNDATION LANSING COMMUNITY COLLEGE LANSING, MICHIGAN June 7, 1992 It is a pleasure indeed to ~e with you at Lansing Community College for this commencement ceremony. I welcome this opportunity to be on your campus again, continuing a long relationship with the College and its leaders. W;;;. t::JP :£:_";;1.--uJ! - c:.ii- 2-~ ~ ~ ~ .. a- H S t;:}--r , e-W.K. Kellogg Foundation has been p r i vil eoE~ltratSS~~t the College in some of its er-eative ventur.es in , �eciooaflt>''"\ n I commend you for selecting LCC as your college. This institution, soon to be your alma mater, has an excellent reputation ... in our state, nationally, and internationally. You will be proud to join its cadre of graduates. To you who are graduating, I add my congratulations to those already expressed. For each of you, this is an occasion long awaited, one of those instances in life when you have both a sense of satisfaction in past achievements and a special excitement for the future. I feel privileged to be sharing this day with you. I would add a word of congratulations, also, to all of those who have contributed in a significant way to making this day a �3 reality. I think first of parents and families, and in many instances husbands or wives and children who so often have sacrificed and subordinated their personal interests to yours in making it possible for you to study here and who are entitled to a similar sense of prideful satisfaction on this occasion. And I think, also, of all the people who are LCC -- those ~ who have gone before, establishinq, building, and sustaining this institution, and those who currently carry forward this work...trustees, faculty, officers and staff, alumni and friends. Community colleges have been and must continue to be a significant component of our pluralistic system of higher education. Your efforts have made this so -- and �4 will continue to do so in the future. To all of you, I express congratulations and compliments, for you, too, can take pride in this happy occasion. II. I approach my assignment today with the sobering knowledge that not one person came here for the primary purpose of hearing the commencement address. If we are quite honest with each other, each of you has a much more personal -- and more important -- reason for being here. And, in appreciation of that fact, I propose to intrude only briefly upon your time. For those of you who, from force of habit, are taking notes, my entire message �5 can be summarized in two letters: U and R. "U" for understanding; "R" for responsibility. W. K. Kellogg, the founder of the Foundation with which I am associated, was a successful businessman. With only six years of formal education, he started work as a broom salesman and then became the business manager of a hospital in Battle Creek. At age 46, he quit his job and launched the Kellogg Company, manufacturing ready-to-eat breakfast cereals. Late in his life he dedicated his wealth to public benefit through this Foundation. In 1935, when he made the irrevocable transfer of his fortune to the Foundation, �6 he wrote a brief letter in which he concluded, "I am glad that the educational approach has been emphasized. Relief, raiment and shelter are necessary for destitute children, but the greatest good for the greatest number can come only through the education of the child, the parent, the teacher, the family physician, the dentist, the community in general. Education offers the greatest oQPortunity for really improving one generation over another." That Statement is as true today as it was 'five decades ago. Despite all the criticisms and all the .questioning, education is still basic to -- offers the �7 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. For some of you, education beyond high school is a family tradition. Your parents, perhaps your grandparents and great-grandparents and beyond, have been college graduates. Others of you, like myself, are the first of your family to go to college. �8 I fso ,Lan s ingCommun i ty Co l legeha sg i venyouan oppo r tun i ty you rpa ren t sd idno ten jo y . Wha teve r thecase ,a l lo fu s whoa rethebene f ic ia r ieso f h ighe reduca t ionshou ldimpo seuponou rse lvesthe s ta tuso fl i fe longinden tu retorepa ytha t wh i ch ha s beenbes towedandtoen su res im i la rbene f i tsand oppo r tun i t iesfo rtho se who w i l lfo l low . Ou r soc ie ty fi t sins t i tu t ionsand isnowc r i t ica l lyre v iew ing~ o t rad i t ions ,ques t ion ingou rp r io r i t ie sanda l loca t ions o fresou rce s . Suppo r to fedu ca t ion a ta l lle ve l si s be ingcha l lenged . Fo rthef i r s tt imeinre cen t memo ry ,the Ame r i can comm i tmen ttop rov ide educa t iona loppo r tun i t ies-anopendoo r ,w i tha secondchan ce-seem sgenu ine lyendange red . �9 Hopefully you, who are among the privileged to benefit 'from higher education, will be articulate spokesmen and dedicated supporters of education to guarantee comparable opportunities for those who follow. III. As in all other aspects of life, with privilege goes duty, the obligation to be responsible and responsive. Your personal paths and life careers will be varied. Each of you will make your own choice (another American prerogative which few in the world share) -- some will pursue further studies, leading to additional degrees; some will go into business, either self-employed or working with �10 others; others will choose opportunities in the public sector working for governmental agencies at local, state, or national levels; some will dedicate their lives to human service, through their church or nonprofit organizations; still others may elect ultimately to continue the academic life, in research, teaching, or public service. The options are endless. Whatever route you choose, society has high expectations -- a great need -- for your talents. Hopefully, you will be shakers and shapers of a better tomorrow. In that regard I will share with you briefly three specific ideas. But as a preface for �11 those thoughts, it will be useful to put ourselves, our lives, our times into some perspective. Each of us has stashed away in memory certain lines -- of poetry, from literature, passages from the bible -- which have special meaning to us. One such which frequently recurs to me are these lines from Edna S1. Vincent Millay The world stands out on either side No wider than the heart is wide Above the world is stretched the sky, No higher than the soul is high. The heart can push the sea and land Farther away on either hand; The soul can split the sky in two, And let the face of god shine thru. �12 But east and west will pinch the heart That cannot keep them pushed apart; And he whose soul is flat -- the sky Will cave in on him by and by. ~ The world stands out -no wider than the heart is wide. Any reasonable person who reflects thoughtfully on today and tomorrow -- on where mankind is and where we're going -- finds the prospect sobering. Recently I read a disturbingly pessimistic -- but perhaps distressingly realistic -- book, An Inquiry Into The Human Prospect, by Robert L. Heilbroner. Heilbroner suggests that three issues above all others shape the current human predicament. These can be summarized in three words: population, environment, war. ~ _vr--..v, - ~ ~~ ~ ~~~~--- ~. . .. « .... ~~ �13 It would be nice if these were simple, tidy issues that we could deal with forcefully and directly. But we immediately see that they are not simple and neat; they are complex, confounding and compounding, comprehensive, inter-related. One of the dilemmas of the human condition is that the problems which concern us are diffuse, complex, permeating, multi-disciplinary, generalized. Think of any current issue of major significance -- food supply, pollution, health care, unemployment, energy, transportation, the federal budget deficit, education, international trade, the judicial system, rural development, family life, inflation, world peach. Simultaneously, the solutions devised by man are usually specific, simplistic, specialized, narrowly based. Thus, a serious discontinuity exists between the nature of the problems which confront �14 us and the solutions which we contrive for dealing with them. I'll not elaborate on these three issues, simply remind you of them: Population -- a realization that the growth of human population is the principal and most compelling threat to the survival of the species (man); Environment -- a growing appreciation for the fragility of the relationships within the earth's environmental milieu, with an awareness of the mind-boggling consequences of our actions, impulsive or premeditated; and �15 War -- with no better reminder than the words written 350 years ago by John Donne "No man is an island, entire of itself; every man is a piece of the continent, a part of the main; if a clod be washed away by the sea, Europe is the less, as well as if a promontory were, as well as if a manor of they 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. "No matter how we choose to classify man's concerns, or from what vantage point we elect to view them, ultimately it becomes clear that the quality of life for our generation and those to follow will be determined basically by our progress in �16 improving human relationshiQ..§. For whether we think in terms of the family, our home community, our state or nation, or the world neighborhood, the prime determinant of what life will be like in the years ahead will be a consequence of people's ability to live in harmony, one with another. And the most important decisions confronting us will not be dependent upon our burgeoning technology, but instead will be value- based and value-laden. 'C""" - The only hope for civilized society is that modern man will be more successful than his predecessors in dealing with human aspirations, reflecting contemporary values. Your generation, more than mine, shows promise of having this commitment and capacity. But you have not yet been really tested. �17 The real testing will come in tangible responses to tough alternatives -- for example, in the leadership you provide in preparing the American people to accept a static or declining standard of living in the decades immediately ahead, adopting an entirely new concept of the quality of life, so that the peoples of other parts of the world may benefit more abundantly 'from the earth's finite resources. Will we destroy the environment with our refuse? Will we share our abundance with those less blessed? Will the hungry of the world have food? Your success will be determined not by the elegance of your rhetoric but by the tangible consequences of your economic, social, and political decisions. IV �18 And now, to those three tangible and specfic concerns which I share with you as persons who are the beneficiaries of education, who are committed to knowledge and learning, and who will -- in one role or another -- be shapers of the future. First, the challenge of knowledge utilization, the application of knowledge to problems of people. In most areas of human endeavor, we know better than we do. Whether your career interests be in criminal justice, history, the performing arts, engineering, teaching, business, family life, sociology, health, or what have you, we must somehow mobilize knowledge resources in new and creative ways to deal effectively with human' concerns. In the complex life of today and tomorrow, the resources of anyone discipline, �19 specialty, body of knowledge, or organization are usually inadequate to deal effectively with significant issues. Your generation must pioneer in blending the richness of specialized 'fields of study into more effective patterns for decision and action. Second, the challenge of lifelong learnina.. In the past, life was indeed simpler. My generation could approach life in three neat blocks -- go to school, go to work, out to pasture. Now, for a whole host of reasons, that pattern is rio longer adequate -burgeoning knowledge, the accelerating rate of change, the complexity of issues, the interrelatedness of human experiences. You as educated persons must demonstrate a commitment to lifelong learning, incorporating in your own 'life a continuing interaction between work, family, leisure, �20 and learning ... as many of you already have, in reaching today. And finally, that third challenge, involvement. Effective democracy requires individual involvement. A unique ingredient of our American way of life is volunteerism, those things which individuals do voluntarily, because they want to. Margaret Mead has observed: "We live in a society that always has depended on volunteers of different kinds -- some who can give money, others who give time, and a great many who freely give their special skills, full-time or part-time. If you look closely, you will see that almost anything that really matters to us, anything that embodies our deepest commitment to the way human life should be lived and cared �21 for, depends on some form -- more often many forms -- of volunteerism." This fact gives a distinctively humane quality to life in America. But only if we continue to renew the "Habits of the Heart," to use the title of a recent book by Robert Bellah. Let me suggest to you that the most important way in which your life will be measured ultimately is by the ways in which you spend your discretionary time. To be sure, some time must be spent in hobbies and other forms of relaxation. But let me encourage you to spend as much of it as you can in paying back the society that already has given so much to you. Your career field needs you, beyond the mandate of the job, to raise the level of performance and ethics. Your community needs you, to serve on nonprofit boards and in other ways to contribute to bettering �22 the human condition. Your nation needs you, to fill positions of public trust. I hope that you will quickly begin to repay your "debt to society." I will guarantee that this paradox is true: the more you give, the more you get. And the more you give, the more successful you will become. By your constructive involvement, both you and society will benefit. While the prospects of an unknown 'future may be somber, the challenge -- and the potential -- of tomorrow are as demanding and as exhilarating as ever. In an age when bigness and complexity seem characteristic, it's important to maintain a proper perspective. When the realities of the everyday world seem almost overwhelming, lfind the following a useful reminder: �23 I am only one, but I am one; I can't do everything, but I can do something; And what I can do, I ought to do; And what I ought to do, by the grace of God, I will do. In too many facets of our lives, both individually and as a nation, we seem to have lost something of our sense of purpose, our self-confidence, our direction, our faith and commitment. -To the extent this be true, it can be remedied only by the deeds of individuals who -- in whatever their role and in every dimension of life -- understand and respond. It's not enough to understand or know; we must also do. If each of us will do what we can do and ought to do, we will indeed be serving man's higher purpose. �24 To each of you in this class of 1992, Godspeed in your career and -- more importantly -- in your personal life. � 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_1992-06-07_RMawby_SPE Title A name given to the resource Russell Mawby speech, The World Stands Out Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given June 7, 1992 for the W. K. Kellogg Foundation at the Lansing Community College commencement. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1992-06-07 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/8e1e658e04535b19efc0e0db7faaaa78.pdf 9c9b336dd78b176a900945f24a7ec8f5 PDF Text Text "THE WORLD STANDS OUT" Commencement Address given by Dr. Russe ll G. Mawby at Oklahoma State University Stillwater May 12, 1979 I It is a pleasure indeed for me to be with you at Oklahoma State Uni ve r sit y for this commencement ceremony. While I have had the pleasure of visiting Stillwater a number of times, it has been more t han 15 years since my last visit. Thus, I am impressed once ag ain wi th your bea utiful campus and am mindful indeed of the national and international r eputation of Oklahoma State. It is one of the fine exampl es of our network of land grant universities, the distinctive contribution of America t o higher education. You will always be proud of your alma mater. It i s a further pleasure for me to be he r e because your President, Dr. Boger, is a long time professiona l col l eague and va l ued f r i end . Therefore, I thank you for the privilege of being with you today. To you who are graduating, I add my congratulations to those already expressed. For each of you, this is an occasion l ong awaited , one of those instances in a person's l ife when you can ha ve both a sense of satisfaction i n past achievements and a special excitement for the future. I feel privileged to be sharing this day with you. �I would add a word of congratulations, also, to all of those who have contributed in a significant way to making this day a real ity. I think fi r s t of parents and fami lies, and in some instances husbands or wives and chi l dr en who so often have sacri fic ed and subordinated their personal interests t o yours in making it possible for you to study at OSU and who are entitled to a similar sense of prideful sa tisfaction on this occasion. And I t hi nk , also, of all the people who are the Univ ers ity -- whose who have gone before, es t abl i s hi ng , building, and sustaining this institution, and who have earned f or i t an enviable reputation in t he field of higher education, and those who currently carry forward this work ... trustees, f acul t y , of ficers and staff; alumn i and friends; and the peop l e of Oklahoma through the i r state government. To all of you I express congratulations and compliments, for you, too, can take pride in t his happy occasion. II I approach my assignment thi s evening with the sob e r knowledge that not one person came here fo r t he primary purpose of hearing the Commencement Address. If we are quite honest with each other, each of you has a much more personal--and more important--reason for being here. And, in appreciation of that f act , I propose t o intrude only briefly upon your time. To those of you who , from for ce of habit, are taking notes, my entire message can be summarized in two l etters: and U. "R" for responsibility, "U" f or understanding. 2 R �W. K. Kellogg , the founder of the Foundation with which I am associated, was a successful businessman. With only s i x years of f ormal educati on , he started work as a broom salesman and then became the business manager of a hospital in Battle Creek. At age 46, he qui t his job and launched the Kellogg Company, manufa cturing ready-to-eat breakfast cereals. Late in his life he dedicated his wealth to public benefit through this Founda tion. In 1935, when he made the i rrevo cable transfer of his fortune to the Foundati on , he wrote a brie f letter in which he concluded, "I am glad that t he 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 t ea cher , the family phy s ic ian, the dentis t, the community in general. Education of fers t he greatest opportunity for really improving one generation over another." statement is as true today as it was four decades ago. That Despite al l the critic isms and all the questioning, education is still basic to offers the greatest oppo rtunity f or -- human progress. And f r om the standpoint of the individual, education is stil l the way to a better l i f e. 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 . For some of you, higher education is a family tradi t ion. Your parents, perhaps your grandparents and great-grandparents and beyond, have been college graduates. Others of you, like myself, are the f i r s t of your family to go to college. Oklahoma State has given you an opportunity your parents did not enjoy. 3 �Whatever the cas e , your educat i on has been heavily subsidized by the pe ople of Oklahoma and of the Uni t ed States . Whi l e you have pa id a high price, in t e rms of t i me, energy , and dol lars, nonetheless the education you have received has required support far beyond the f ee s you pa id. These f unds came from pub li c sources, t hr ough tax monies, and from private ben efactors, i ncluding alumn i and othe r i ndi vidua l s , corporations, and private foundations. In a sense, all of us who a re the beneficiaries of higher education should i mpos e upon ours elves the status of li felong indenture t o repay that which has been bes towed and t o ensure similar benefits and opportunit ies for tho se who will follow. Our soc iety is now critically r eviewi ng all of i ts institutions and traditions, ques tioni ng our pr i or i t i es and allocations of r es our ces . Support of education at all leve ls is being cha l l enged . For the first t i me i n r ec ent memo ry , the American commitment to provide educational opportuni ties -- an open door, with a second cha nc e -- seems genuinely endangered. Hope fully you , who are among the pri vileged to benefit from higher education , will be a r t i cul at e spokesmen and ded icated supporters of education to gua rantee compa r able oppo r tunities for tho se who fol l ow . III As i n all othe r aspe cts of l i fe, with privilege goe s duty , the obl iga tion to be responsible and r espons i ve . careers will be varied. Your persona l paths and professional Ea ch will make his own cho ice (another Ameri can prerogative which few in t he world share ) - - s ome will pursue furthe r p r of e s s i ona l stud ies, l ea ding t o advanced degrees ; some wi l l go into 4 �business, e ithe r self-employed or work ing with others; others wil l chos e opportunities i n the pub li c sector work ing for gove rnmental agencies at lo cal , state or national l evels; s til l others will elect to continue the a cademic life, i n r esearch, teachi ng or pub lic service . Whatever route you choose, soci e t y has high expe ct a t i ons -- and great need - - for your ta lents . Hopeful ly you will be shake r s and shape rs of a bette r t omorrow. In t hat rega rd I wi ll share with you briefly three sp ecific i deas . But as a pre face f or those thoughts , i t wi l l be useful to put ourselves, our lives, our times into some perspe ct i ve . Each of us has stashed away i n memory ce rtain l ine s -- of poetry, from literature, passages from the Bi b l e -- which have special meaning to us. One such which f r equent l y recurs to me a re the se line s fr om Edna St. Vincent Millay The world s tands out on either side No wider than the heart i s wide; Above the world is stretched the sky,-No higher t han the soul is high . The heart can push the sea and l and Fa rthe r away on either hand; The soul can split t he sky in two, And l et the fa ce of God shine thru. But East and West wil l pinch t he heart Tha t cannot keep t hem pushed apart; And he whose soul is fl at- -the sky Will cave i n on him by and by. The world stands out -- no wider than the heart i s wide. 5 �Any reasonab le person who reflects thoughtfully on today and t omorrow -on where mankind i s and where we're going -- find s the p r os pe ct sobering. Recently I r ea d a dis turbingly pe s simi s t ic -- but pe rhaps distressingly rea listi c -- book, An I nquiry I nto the Human Prospect , by Robe rt L. Heilbroner . Hei l broner suggests that three i ssues ab ove all others shape the current human pred i cament . words: These can be summari zed i n three popul ation , environmen t, war. I t would be ni ce i f these were simple , t i dy issues that we could dea l with forcefu l ly and directly . But we i mmedi ately see that t hey are not simple and neat ; they are complex, conf oundi ng and compounding , comp r ehensive , i nte r - r e l at ed . One of the di l emmas of t he human conditi on is that t he problems whi ch concern us are diffu s e , complex, permeating, multi-disciplinary, generalized. Thi nk of any current issue of major s i gni fic ance -- f ood supp ly, po llution, health care, unemployment , ene r gy , t ransportation, education, international trade, t he j udic i a l system , rural development , family l i f e , inf l ation, wo rld peace . Simultaneously , the solutions devised by man are usua l ly specific, simplisti c , sp ecialized, narrowly bas ed. Thus, a serious discontinuity ex ists bet ween the nature of the pr oblems which conf r ont us an d the solutions which we contrive for dealing with them. I'll not elabor ate on these three i s su es, s imply r emind you of them: �Population -- a realization t hat the growth of human population is the principa l an d most compelling threat to the surviva l of the species (man); Environment -- a growing appre ciation for the fragility of the relationships within the earth's environmental milieu, with an awareness of the mind-boggling consequences of our a ctions , implus ive or premeditated; and War -- with no be tter r emi nde r than the words written 350 years ago by John Donne "No man i s an island, entire of i t s e l f ; every man is a piece of the continent, a part of the ma in; if a clod be washed away by t he sea, Europe is the less, as wel l as if a promontory wer e, as wel l as i f a manor of thy fri ends or of thine own were; any man's death diminishes me, because I am i nvol ve d i n mankind; and therefore " never send to know fo r whom the be l l tolls; it t ol l s for t hee . " No matter how we choose to classify man' s concerns, or from what vantage point we elect to view them, ul timately i t become s clea r that the quality of life for our generation and those to follow will be determined basically by our progress in improving human relationships. For whether we think in terms of the family, our home community, our state or nation, or the world neighborhood, the pr i me determinant of what life will be like in the years ahead will be a consequence of man's ability to live in harmony, one with anot he r . And the most important decisions confronting us will not be dep endent upon our 7 �burgeoning te chnology, but instead will be value-based and value-laden. The only hope for civilized soc iety i s that modern man will be more successful than his p r ede ce s s or s in dealing with human aspirations, reflecting contemporary values. Your generation, more than mine, shows promise of having this commitment and capacity . But you have not yet been really tested. The real testing will come in tangible responses to tough al ternatives for example, in the leadership you provide in preparing the American people to accept a static or dec lining standard of l i vi ng in the decades immediately ahead, adopting an entirely new concept of t he quality of life, so that the peoples of other parts of t he world may benefit more abundantly from the earth's finite reources. to war over oil? Will we go Wil l we share our abundance with those less blessed? Will the hungry of the world have f ood? Your success will be determined not by the eleganc e of your rhetoric but by the tangible consequences of your economic, social, and po litical decisions. IV And now, to those three t angi ble and specific concerns which I share with you as pe rsons who are the beneficiaries of education who are committed to knowledge and learning and who wil l -- i n one role or another -- be shapers of t he f ut ur e . 8 �First, the challenge of knowledge utilization, the application of knowledge to problems of people. know better than we do. In most areas of human endeavor, we Whether your career interests be in criminal justice, history, the performing arts, engineering, agronomy , f ami l y l i f e , sociology, health, or what have you, we must somehow mobilize knowledge resources in new and creative ways to deal effectively with human concerns. In the complex life of today and tomorrow, the resources of anyone discipline, body of knowledge or organization are usually inadequate to deal effectively with significant issues. Your generation must pioneer in blending the richness of spec ialized fields of study into more effective patterns for decis ion and action. Second, the challenge of l i f e l ong learning. indeed simp lier . In the past, l ife was My generation could approach life in three neat blocks -- go to school, go to work, out to pasture. Now, for a whol e host of reasons, that patte rn is no longer adequate -- burgeoning knowledge, the accelerating rate of change, the complexity of issues, the interre la t edness of human experiences. You as educated pe r sons must demonstrate a commitment to l ifelong learning, incorpora ting in your own l i f e a continuing interaction between work, f ami l y , l e i s ur e , and learning. And finally, that third challenge, i nvol vement . requires individual involvement. Effective democracy A unique ingredient of our American way of life is volunt~erism, those things which individuals do voluntarily, because they want to. Ma rgaret Mead has observed: 9 �"We l ive in a society that always has depended on volunteers of different kinds -- some who can give money , others who give time , and a grea t many who freely give their specia l skills, full-time or part-time. If you l ook cl os e l y , you will see t hat a lmost anything that real ly ma tters to us, anything that embodies our deepest commitment to the way human life should be lived and cared for, depends on some form -- more often many forms -- of vo lunteer ism." This fact gives a distinctively humane quality to life i n America. 1 '11 suggest a topi c for your next rap session: - - "Thesis: In a real sense, the mark of a person's life is determined, abo ve a ll, by the ways i n which le isure time is spent. " I encourage you to be involved voluntarily, beyond the mandate of the job -- providing leadership in your profession and in your community. v While the prospects of an unknown futur e may be somber, the challenge and the potential -- of tomorrow are as demanding and as exhi larating as ever. In an age when bigness and complexity seems characteristic, it's important to maintain a proper perspective. When the realities of the everyday world seem almost overwhelming, I find the following a useful reminder: 10 �Iam on ly on e ,b u t Iam on e ; Ic a n ' tdo ev e ry th i n g ,b u t Ic ando som e th ing ; And wh a t Ic ando , Iough tt odo ; And wh a t Iough t todo , by t h eg r a c eo fG od ,I w i l l do . I fyou 'v et ak encomp l e t eno t e s, youh av er e co rd edt wo l e t t e r s-R U . opo s e a qu e s t ion sole t ' s n ow r ev e r s eth emi n t oa d e c l a r a t i v e Th eys e em t s t a t em en t UR . You a r ecomm i t t edt ound e r s t and andtor e spond . Intoom any f a c e t so fou rlife , bo th i n d i v i d u a l l yand a s an a t i o n ,w e s e emt oh av el o s tsom e th ingo f ou r sen seo fpu rpo s e , ou rs e l f c o n f i d e n c e , ou rd i r e c t i o nand comm i tm en t . To th ee x t e n tth is b et r u e ,i t c anb e lyby th ed eed so fi n d i v i d u a l swho -i nwh a t ev e r th e i r rem ed iedon r o l eand i nev e ryd im en s ion o fl i f e-und e r s t and andre spond . I t ' s no t enoug ht ound e r st ando r know ;w e mu s ta l s o do . Ife a cho fu sw i l l dowh a tw ec andoand ough tt odo ,w ew i ll ind e edb es e r v ingm an ' s i ~r pu rpo s e . To e a cho fyou i nt h i sc l a ss o f 1979 , God sp e ed i nyou rp r o f e s s i o n al c a r e e rand -mo r e impo r t an t l y-i nyou rp e r son a ll i f e . 11 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1979-05-12_RMawby_SPE Title A name given to the resource Russell Mawby speech, The World Stands Out Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given May 12, 1979 for the W. K. Kellogg Foundation at Oklahoma State University for commencement. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1979-05-12 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/a39f5614c6dfc6bfa32352020e9b86da.pdf 61ffe3f6d0ec78ea893db2dde5e3561f PDF Text Text "THE WORLD STANDS OUT" Commencement Address given by Dr. Russe l l G. Mawby at Buena Vis t a College Storm Lake, Iowa May 13 , 1979 I It i s a pleasur e i ndeed f or me to .be with you at Buena Vis ta Co l l e ge f or this commencement ceremony. This i s my f i r s t vis it to your campus and I have appreciated the oppo rtunity t o me et students, parents, and f a cul t y in t hi s de l ightful setting. One sens es tha t Buena Vista is indeed a college with a purpose, and t ha t your reputa tion among Chris t i an l i be r a l arts col l eges for creative and . effe ctive programs is well deserved. Thank you for l etting me be wi t h you today . To you who are graduating, I add my congra tula tions to tho se a lready exp res sed. For each of you , this is an occas ion l ong awaited, one of those instances in a pe r s on ' s l ife when you can have both a sense of satisfaction in past achi evements and a specia l ex citement for the futur e. I f ee l privileged t o be sharing this day with you . I would add a word of congratulat i ons , also, to al l of those who have contributed in a significant way to making thi s day a rea l ity. I t hi nk fi r s t of parents and famil ies, and in some ins t ances husbands or wives and children who s o often have s a crif ice d and subordina ted t he i r �personal interests to yours in making it possible for you to study at Buena Vista College and who are entitled to a similar sens e of prideful satisfaction on this occasion . And I think, also, of al l the people who are Buena Vista -- those who have gone before, estab lishing, building, and sustaining this institution, and those who currently carry f or wa r d this work ... trustees, faculty, off icers and sta ff, a lumni and friends. Christian, liberal arts colleges have been and must continue to be a s i gni f i cant component of our plur a l i s t i c system of higher education. Your efforts have made this so -- and will continue to do so in the future. To al l of you I express congratulations and compliments, fo r you, too, can take pride in t hi s happy occasion. II I approach my assignment this afternoon with the sober knowledge that not one person came here for the primary purpose of hearing the Commencement Address. If we are quite hones t with each ot he r , each of you has a much more persona l -- and more important -- reason for being here. In apprec iation of that fact, I propose to i nt r ude only briefly upon your day. To those of you who, from f or ce of habit, are taking notes, my entire message can be summari zed in two four-l etter words: love. care and And i n the context I mean them, they are not noun s but act ive verbs : care and love. Each of us has stashed away in memory certain lines -- of poetry, from literature, passages from the Bible -- which have special meaning to us. One such which frequently recurs to me are these lines from Edna St. Vincent Millay 2 �The world stands out on ei t he r side No wider than the heart is wide; Above t he world i s stretched the sky ,-No higher t han the soul is high . The heart can push t he sea and l and Farther away on eithe r hand; The soul can split the s ky in two, And let the face of God shine thru . But East and West wi l l pinch the heart That cannot keep them pushed apart; And he whose soul is flat--the sky Wil l cave in on him by and by. The world stands out -- no wider t han the heart is wide . Any reasonable person who reflects thoughtfully on t oday and tomor row -on where mankind is and where we're going -- finds t he prospect sobering. Recently I read a disturb ingly pessimistic -- and pe r hap s distress ingly realistic -- book, An I nqui r y I nt o the Human Prospect , by Robert L. Heilbroner. Hei lbroner suggests t hat three i s sue s above al l others shape the cur r ent human predicament. words: These can be summarized in three population, environment, war. I t would be nice i f these were simple, tidy issues that could be dealt with forcefully and directly. But we immediately see that they are not simple and neat; they are comp lex, confound ing and compounding, compr ehe ns i ve , i nt e r -re l at ed . One of the dilemmas of the human condition 3 �is that t he problems which concern us are diffuse, comp lex, permeating, multi-disciplinary, generalized. Think of any current issue of major significance -- food supply, pol lut ion, health care, energy, t ransportation, unemployment, education, interna tional trade, the judicial system, rura l development, family life, inflation, world peace. Simultaneously, the solutions devised by man are usually specific, simplistic, specialized, narrowly based. Thus, a serious discontinuity exists between the nature of the problems which confront us and the solutions which we contrive for dealing with them. It is a real ity that in most areas of human endeavor and con cern, we know better than we do. Hopefully you will be pioneers in creating new ways to more ef fectively mobilize knowledge resources from multiple disciplines to deal more adequately with human needs. I ' l l not elaborate on these three issues, simply remind you of them: Population -- a r ealization that the growth of human population i s the principal and most compelling threat to the survival of the species (man); Environment -- a growing appreciation for the fragi l ity of the r elationships within the earth's environmenta l milieu, with an awareness of the mind-boggling consequences of our actions, implusive or premeditated; and War -- with no better reminder than the words written 350 years ago by John Donne "No man is an island, entire of itself; eve r y man is a piece of the continent,a part of the main; i f a clod be washed away by the sea, Europe is the less, as wel l 4 �as i f a promontory wer e , as wel l as i f a manor of t hy friends or of thine own were; any man' s death diminishes me, becaus e I am invo lved in mankind; and therefore neve r send to know f or whom the be l l tol ls; it to l ls f or t hee . " No matter how we choos e to cla s s i fy man' s concerns, or fr om what vantage point we e lect t o v i ew t hem, ultimate ly i t be come s clea r t hat the qual ity of l ife f or our gene r ation and thos e to f ol l ow will be determined basically by ou r pro gress in improving human rela tionships. For whether we think in te rms of t he f amily , our home communi t y , our state or nation, or the world neighborhood, the prime de t e r mi nant of what life wi ll be like in the years ahead wi ll be a consequence of man' s abil ity t o l i ve i n harmony, one wi t h anothe r. And the most important de cisions confronting us wi ll not be dep end en t upon our burgeoning t echnology, but instead wi ll be value-bas ed and va l ue- laden. III The only hope f or civil ized so ci ety i s that modern man wi l l be more successful than his p r ede ces sors i n dealing wi th human aspirations , reflecting contemporary values. Your generation, more t han mine, s hows promis e of havi ng this commitment and capa ci t y . But you have not yet been r eally t es ted. The real testing will come i n tangible respons es to t ough alt ernat i ve s for exampl e , in t he l eade r s hi p you provide in prepa r i ng t he American 5 �people to accept a static or declining standard of living i n the decades immedia tely ahead, ado pting an entirely new concept of the quality of life, so tha t the pe ople s of ot he r parts of the world may benefi t more abundant l y f r om the ea r t h ' s finit e resources. to war over oil? Wi l l we go Wi l l we share our abundance with t hos e les s bless ed? Wil l the hungry of the world have f ood? Your succ es s wi ll be determined not by the elegance of your rhetoric but by the tangib l e consequences of your e conomic , social , and pol iti ca l decisions. Your individua l cont r i buti ons t o human progress will be made in the various roles of life -- in your chos en f i e l d of work ; as spouse, parent, citizen, volunteer. phenomenon. Voluntee rism i s a sp e ci al American Margaret Mead has obs erved: "We live i n a so ciety tha t always has depended on volunteers of diffe rent kinds -- s ome who can give money, ot hers who give time, and a great many who f r ee l y give their special skills , full-time or part-time . I f you l ook closely, you wi l l see t hat a lmost any thing that rea l ly matters t o us, anything that embodi e s our deepest commitment to the way human life shoul d be l ived and ca red for, dep end s on some f or m -- more often many f or ms -- of volunteerism ." In preparation for such responsib il ity, you are fortunate to hav e been s t udent s here at Buena Vista College -- a Chri s t i an, private , libera l arts institution: Christian -- in the fullest and most committed s ens e ; private -- tangible ev idence of the pluralis t ic commi t ment of Ameri ca, that priva t e as wel l as publ i c e f forts se rve society's highe st goals, 6 �even i n an age when gove r nment is eve r more dominant and domineering; and liberal arts in furtherance of the concept of the " educated man. " Among the di s t i nct i ve pur pos es of col l eges l ike yours , I' l l repeat only two: " In the e ra when t he po t ent i al benefits of s cientific and t echnol ogi ca l advancement are j eopardi zed by a lack of wisdom, moral con cern and re spons i bi l i t y in the us e of such knowl edge , seek to maint ain a s t eady f ocus on human va lue s which unde rgird t he wo rth of individuals and the welfare of societ y . " I n an era of pro li f era tion and fra gmentation of knowledge , seek to create in students an i nt e l l e ct ual curios i t y about t he whol eness of knowledge and a concern f or the value j udgment s which are critical to wis e deci s on- ma ki ng . " I wish you as gr adua t es success i n the days ahead i n trans f e rring such vita l concepts into your everyday lives . IV Whi le the p r ospect s of an unknown f utu re may be s ombe r , t he chall enge and the potentia l -- of t omorrow are as demanding and as exh ilarating as eve r. In an age when bigness and complexity s eem characteris tic, i t ' s important to ma int ain a proper perspective. 7 When the realitie s �of the everyday world seem almos t overwhe lming, I find t he foll owi ng a useful r emi nder : I am only one, but I am one; I can't do everything, but I can do something ; And wha t I can do , I ought to do; And what I ought to do, by t he grace of God, I will do. Jesus taught, "Love thy neighbor -- " An ol d hymn r eminds us, "Brighten the corner where you are ... " A moving lyric enjoins , "Let there be pea ce on earth and l et it begi n with me . .. " I n too many fa cets of l ife, we hav e lost the human and t he humane. This can be remedied only by the deeds of i ndi vi dual s who -- in whatever thei r role and in every dimens ion of lif e -- care and love . If each of us will do what we can do and ought to do to that end , we will, in fa ct, be serving man's higher purpos e . To each of you in thi s Clas s of 1979, Godspeed in your profess iona l career and -- more importantly -- in your persona l l i f e . 8 � 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_1979-05-13_RMawby_SPE Title A name given to the resource Russell Mawby speech, The World Stands Out Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given May 13, 1979 for the W. K. Kellogg Foundation at Buena Vista College for commencement. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1979-05-13 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/eda41570f2b3d4f90ae6d5be49cf0f45.pdf 00e55ce2c814b53ed5034f21c6ff1e61 PDF Text Text "THE WORLD STANDS OUT" Commenc ement Address gi ven by Dr. Russell G. Mawby President, W. K. Kello gg Foundati on at Kellogg Community College Battle Cre ek, Michiga n May 14, 1976 I It is a plea sure indeed for Ruth and me t o be wi th you for this Commencement cerewony. ~ll of us in this part of Michi gan are proud indeed of Kellogg Community College, which in just two de cades has come to be s uch an important pa rt of our community. The r elationship of KCC with the W. K. Kellogg Foundation is, as we all appreciate, esp eci ally close. Mr. Kellogg loved this community and had a special conc ern for young p eople and for education. "Education," he said, "offers the greatest opportunity for r eally improvine one gener at i on over another." I am confident that nothing would please him more than the kn owledge t hat some of the philanthropic resources of the Foundation have been so well used by this community colle ge in enriching th e lives of countless individuals, young and old, in so many different ways. And, in viewing KCC from the perspective of the Foundation which has done more than any ot her to promote the co mmuni t y c ollege conc ept throughout the country, it gi v e s me special pride t o share the fact, that KCC, in addition to bei ng s o highly r egarded at home , is look ed t o wi th r e spect and admiration by its sister institutions through out the st ate and nation. In the eleven years that I have been in Ba t t l e Cre ek , I hav e c ome t o know KCC wel l and to have �2 the highest regard for its Trustees, its officers and faculty, and its students. I am grateful for the relationships we enjoy, both profes- sionally and personally, and I thank you for the further pleasure of being with you tonight. To you who are graduating, I want to add my congratulations to those already expressed. For each of you, this is an occasion long awaited, one of those instances in life when a person can have both a sense of satisfaction in past achievements and a special excitement for the future. By happy coincidence your graduation year is a special year in the life of our country -- our Bicentennial observance, an anniversary when we should reflect on our history and heritage, and commit -- individually and collectively -- to the future. I feel privileged to be shari ng this day with you. I would add a word of congratulations, also, to all of those who have contributed in a significant way to making this day a reality. think first of parents and families, I and in some instances husbands or wives and children who so often have sacrificed and subordinated their personal interests to yours in making it possible for you to study at KCC and who are entitled to a similar sense of prideful satisfaction on this occasion. And I think, also, of all the people who are Kellogg Community College--those who have gone before in establishing, building, and sustaining this institution, and those who currently carry forward this work ... Trustees, faculty, officers and staff, alumni and friends. To all of you I express congratulations and compliments, for you, too, can take pride in this happy occasion. �3 II I approach my assignment this evening with the sober knowledge that not one person came here for the primary purpose of hearing the Commencement Address. If we are honest with each other) each of you has a much more personal--and more important--reason for being here. In appreciation of that fact, I propose to intrude only briefly upon your time. To those of you who, from force of habit, are taking notes, my entire message can be summarized in two four-letter words: care and love. I mean them, they are not nouns but active verbs: And in the context care and love. Each of us has stashed away in memory certain li.l:cs--of poetry) from literature) passages from the Bib12--which have special meaning to us. One such which frequently recurs to me are these lines from Edna St. Vincent Millay The world stands out on either side No wider than the heart is wide; Above the world is stretched the sky)-No higher than the soul is high. The heart can push the sea and land Farther away on either hand; The soul can split the sky in two, And let the face of God shine thru. But East and West will pinch the heart That cannot keep them pushed apart; And he whose soul is flat--the sky Will cave in on him by and by. The world stands out---no wider than the heart is wide. �4 Any reasonable person who reflects thoughtfully on today and tomorrow-on where mankind is and where we're going--finds the prospect sobering. Recently I read a disturbingly pessimistic--and perhaps distressingly realistic--book, An Inquiry Into the Human Prospect, by Robert L. Heilbroner. Heilbroner suggests that three issues above all others shape the current human predicament. These can be summarized in three words: population, environment, war. It would be nice if these were simple, tidy issues that we could deal with forcefully and directly. But we immediately see that they are not simple and neat; they are complex, confounding and compounding, comprehensive, inter-related. One of the dilemmas of the human condition is that the problems which concern us are diffuse, complex, permeating, multi-disciplinary, generalized; think of any current issue of major significance--pollution, inflation, health care, transportation, employment, education, the judicial system, 'det ent e , world peace. Simultaneously, the solutions devised by man are usually specific, simplistic, specialized, narrowly based. Thus, a serious discontinuity exists between the nature of the problems which confront us and the solutions which we contrive for dealing with them. I'll not elaborate on these three issues, simply remind you of them: Population -- a realization that the growth of human population is the principal and most compelling threat to the survival of the species (man); Environment -- a growing appreciation for the fragility of the relationships within the earth's environmental milieu, with �5 an awareness of the mind-boggling consequences of our actions, impulsive or premeditated; and War -- with no better reminder than the words written 350 years ago by John Donne "No man is an island, entire of itself, every man is a piece of the continent, a part of the main; if a clod be washed away by the sea, Europe is the less, as well as if a promontory were, as well as if a manor of thy friends or of thine own were; any man's death diminishes me, because I am involved in mankind; and therefore never send to know for whom the bell tolls; it tolls for thee." No matter how we choose to classify man's concerns, or from what vantage point we elect to view them, ultimately it becomes clear that the quality of life for our generations--yours and mine--and those to follow will be determined basically by our progress in improving human relationships. For whether we think in terms of the family, our home community, our state or nation, or the world neighborhood, the prime determinant of what life will be like in the years ahead will be a consequence of man's ability to live in harmony, one with another. And the most important decisions confronting us will not be resolved by our burgeoning technology alone, but instead will be value-based and value-laden. III The only hope for civilized society is that modern man will be more successful than his predecessors in dealing with human aspirations, �6 reflecting contemporary values. Your generation, more than mine, shows promise of having this commitment and capacity. But you have not yet been really tested. The real testing will come in tangible responses to tough alternatives--for example, in the role you playas the American people accommodate to a static or declining standard of living in the decades immediately ahead, adopting an entirely new concept of the quality of life, so that the peoples of other parts of the world may benefit more abundantly from the earth's finite resources. oil? Will we go to war over Will we share our abundance with those less blessed? hungry of the world have food? Will the On and on go the questions, endlessly ... and each of us, whatever our field of work, wherever we live, will have a part in answering them, conscientiously or apathetically; knowledgeably or ill-informed; through action or inaction. Your success in dealing with the tough agenda facing mankind in the years immediately ahead will be determined not by the elegance of your rhetoric but by the tangible consequences of your economic, social, and political decisions. Your individual contributions to human progress will be made in the various roles of life--in your chosen field of work; as spouse, parent, citizen, volunteer. phenomenon. Volunteerism is a special American Margaret Mead has observed: "We live in a society that always has depended on volunteers of different kinds--some who can give money, others who give time, and a great many who freely give their special skills, full-time or part-time. If you look closely, you will see that almost anything that really matters to us, anything �7 that embodies our deepest commitment to the way human life should be lived and cared for, depends on some form--more often many forms--of volunteerism." In a real sense, the mark of a person's life is determined, above all, by the ways in which leisure time is spent. I encourage you to be involved! IV While the prospects of an unknown future may be somber, the challenge-and the potential--of tomorrow are as demanding and as exhilarating as ever. In an age when bigness and complexity seem characteristic, it's important to maintain a proper perspective. When the realities of the everyday world seem almost overwhelming, I find the following a useful reminder: I am only one, but I am one; I can't do everything, but I can do something; And what I can do, I ought to do; And what I ought to do, by the grace of God, I will do. Jesus taught, "Love they neighbor--" An old hYmn reminds us, "Brighten the corner where you are ... " A moving lyric enjoins, "Let there be peace on earth and let it begin with me... " In too many facets of life, we have lost the human and the humane. This can be remedied only by the deeds of individuals who--in whatever their role and in every dimension of life--care and love. �8 If each of us will do what we can do and ought to do to that end, we will, in fact, be serving man's higher purpose. To each of you in this Bicentennial Class of 1976, Godspeed in your career and--more importantly--in your personal life. � 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_1976-05-14_RMawby_SPE Title A name given to the resource Russell Mawby speech, The World Stands Out Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given May 14, 1976 for the W. K. Kellogg Foundation at Kellogg Community College for commencement. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1976-05-14 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/eeedbd83fb814a39ca62ad17fe3284f8.pdf e25a005451c18f3a858f2432097774f4 PDF Text Text COMMENCEMENT ADDRESS BY DR, RUSSELL G. MAWBY CHAIRMAN J W. K. KELLOGG FOUNDATION AT MADONNA COLLEGE LIVONIAJ MICHIGAN MAY 14 1983 J UTHE WORLD STANDS DUT u I IT IS A PLEASURE INDEED FOR ME TO BE WITH YOU AT MADONNA COLLEGE FOR THIS COMMENCEMENT CEREMONY. IT HAS BEEN MY PLEASURE TO VISIT YOUR CA MPUS ON A NUMBER OF OCCASIONS AND THE W. K. KELLOGG FOUNDATION ~AS BEEN PRIVILEGED TO ASSIST THE COLLEGE IN SOME OF ITS CREATIVE VENTURES IN EDUCATION. WE KNOW THAT MADONNA IS INDEED A COLLEGE WITH A PURPOSE J AND THAT YOUR REPUTATION AMONG CHRISTIAN LIBERAL ARTS COLLEGES FOR CREATIVE AND EFFECTIVE PROGRAMS IS WELL DESERVED. THANK YOU FOR LETTING ME BE WIT H YOU TODAY. To YOU WHO ARE GRADUATI NG J I ADD MY CONGRATULATIONS TO THOSE ALREADY EXPRESSED. FOR EACH OF YOU J THIS IS AN OCCASION LONG AWAITED J ONE OF THO SE INSTA NCES IN A PERSON'S LIFE WHEN �YOU CAN HAVE BOTH A SENSE OF SAT ISFACT ION IN PAST ACH IEVEMENTS AND A SPEC IAL EXC ITEMENT FOR THE FUTURE . I FEEL PR IV ILEGED TO BE SHAR ING TH IS DAY W ITH YOU . IWOULD ADD A WORD OF CONGRATULAT IONSJALSOJTO ALL OF THOSE WHO HAVE CONTR IBUTED IN A S IGN IF ICANT WAY TO MAK ING TH IS DAY A REAL ITY . ITH INK F IRST OF PARENTS AND FAM IL IESJ AND IN SOME INSTANCES HUSBANDS OR W IVES AND CH ILDREN WHO SO OFTEN HAVE SACR IF ICED AND SUBORD INATED THE IR PERSONAL INTERESTSTO YOURS IN MAK ING ITPOSS IBLE FOR YOU TO STUDY AT MADONNA COLLEGE AND WHO ARE ENT ITLED TO A S I f 1 ILAR SENSE OF PR IDEFUL SAT ISFACT ION ON ~ S OCCAS ION . AND ITH INK J ALSOJOF ALL THE PEOPLE WHO ARE MADONNA -THOSE WHO HAVE GONE BEFOREJ ESTABL ISH INGJBU ILD INGJAND SUSTA IN ING TH IS INST ITUT IONJAND THOSE WHO CURRENTLY CARRY FORWARD TH IS WORK " ,TRUSTEES J FACULTYJOFF ICERS AND STAFFJALUMN I AND FR IENDS , CHR IST IANJ L IBERAL ARTS COLLEGES HAVE BEEN AND MUST CONT INUE TO BE A S IGN IF ICANT COMPONENT OF OUR PLURAL IST IC SYSTEM OF H IGHER EDUCAT ION , YOUR EFFORTS HAVE MADE TH IS SO - 2 �AND WILL CONTINUE TO DO SO IN THE FUTURE, To ALL OF YOU I EXPRESS CONGRATULATIONS AND COMPLIMENTS J FOR YOUJ TOO J CAN TAKE PRIDE IN THIS HAPPY OCCASION. II I APPROACH MY ASSIGNMENT THIS AFTERNOON WITH THE SOBER KNOWLEDGE THAT NOT ONE PERSON CAME HERE FOR THE PRIMARY PURPOSE OF HEARING THE COMMENCEMENT ADDRESS. IF WE ARE QUITE HONEST WITH EACH OTHERJ EACH OF YOU HAS A MUCH MORE PERSONAL -- AND MORE IMPORTANT -- REASON FOR BEING HERE. IN APPRECIATION OF THAT FACT J I PROPOSE TO INTRUDE ONLY BRIEFLY UPON YOUR DAY. To THOSE OF YOU WHOJ FROM FORCE OF HABIT J ARE TAKING NOTES J MY ENTIRE MESSAGE CAN BE SUMMARIZED IN TWO FOUR-LETTER WORDS: CARE AND LOVE. AND IN THE CONTEXT I MEAN THEM J THEY ARE NOT NOUNS BUT ACTIVE VERBS: CARE AND LOVE. EACH OF US HAS STASHED AWAY IN MEMORY CERTAIN LINES -OF POETRY J FROM LITERATURE J PASSAGES FROM THE BIBLE -- WHICH HAVE SPECIAL MEANING TO US, ONE SUCH WHICH FREQUENTLY RECURS 3 �TO ME ARE THESE LINES FROM EDNA ST. VINCENT MILLAY THE WORLD STANDS OUT ON EITHER SIDE No WIDER THAN THE HEART IS WIDE; ABOVE THE WORLD IS STRETCHED THE SKY)-- No HIGHER THAN THE SOUL IS HIGH. THE HEART CAN PUSH THE SEA AND LAND FARTHER AWAY ON EITHER HAND; THE SOUL CAN SPLIT THE SKY IN TWO) AND LET THE FACE OF GOD SHINE THRU. BUT EAST AND WEST WILL PINCH THE HEART THAT CANNOT KEEP THEM PUSHED APART; AND HE WHOSE SOUL IS FLAT--THE SKY WILL CAVE IN ON HIM BY AND BY. THE WORLD STANDS OUT -- NO WIDER THAN THE HEART IS WIDE. As YOU GRADUATE AND MOVE ON EITHER IN YOUR CHOSEN CAREER OR TO FURTHER STUDY) OUR WORLD IS CONFRONTED WITH SEVERAL LARGE) OVER-RIDING) PERVASIVE) VALUE-LADEN PROBLEMS. As JUST ONE EXAMPLE) HERE AT HOME WE'RE CONFRONTED WITH TOUGH CHOICES: ON ONE HAND) HOW TO REVITALIZE AMERICA'S FALTERING SOCIAL AND ECONOMIC SYSTEM; ON THE OTHER) HOW TO RESPOND RATIONALLY AND RESPONSIBLY TO UNPARALLELED 4 �TECHNOLOG ICAL CHANGE AND THE EVER -GROW ING DEMANDS OF A HUNGRY AND TROUBLED WORLD , YOUR TASK IN FAC ING SUCH CHALLENGES ISCOMPL ICATED BY ERRORS OF OM ISS ION OR FUZZY TH INK ING OF THOSE WHO CHART OUR NAT ION 'S COURSE , A A ~ HAS A s NORMAN S ~ ED ITOR OF COMMENTARY ~ ONLY ~ AS A A ~ ARE WE REAWAKEN ING TO THE FACT THAT SOC IAL AND ECONOM IC PROGRESS IN TH IS COUNTRY ARE IMMUTABLY T IED TOGETHER -AS MUCH AS GENERAT ION ISL INKED TO SUCCEED ING GENERAT ION . A sA A ~ WE AMER ICANS IN THE PAST 20 YEARS HAVE S IMULTANEOUSLY FORGOTTEN HOW FAR WE 'VE ~ WH ILE BE ING UNREAL IST IC ABOUT HOW FAST WE CAN GO IN THE FUTURE . WE HAVE CHOSEN TO FORGET THAT IN ~ MORE THAN 15 PERCENT OF AMER ICAN HOUSEHOLDS HAD INCOMES OF LESS THAN DOLLARS , By THE LATE ~ ~ IN TODAY 'S THE F IGURE WAS ONLY THREE PERCENT . WH ILE FEWER AMER ICANS ARE TRULY POOR A ~ AND MORE PEOPLE ARE BECOM ING MORE AND MORE AFFLUENT , AFTER THE SECOND WORLD A ~ MORE R IGHT FEWER THAN 15 PERCENT OF AMER ICAN 5 �HOUSEHOLDS HAD INCOMES OF By THE LATE ~ ~ ~ IN TODAY 'S DOLLARS . MORE THAN ONE -HALF EN JOYED SUCH AN INCOME . THE REAL ITY FOR ALL OF US -AND ESPEC IALLY MEMBERS OF TH IS GRADUAT ING CLASS ISTHAT SUCH A RATE OF PROGRESS IN THE YEARS AHEAD W ILL BE D IFF ICULT -SOME WOULD SAY IMPOSS IBLE . You FACE A D IFFERENT WORLD . You GREW UP IN AN AGE WHEN ECONOM IC PROGRESS SEEMED AUTOMAT IC . YET YOU ARE MATUR ING IN A WORLD CHARACTER IZED BY ERRAT IC INFLAT ION AND NEGL IG IBLE ECONOM IC GROWTH . You WERE BORN AT A T IME WHEN AMER ICA 'S EM INENCE WAS UNQUEST IONED . YET YOU ARE MATUR ING IN AN ERA WHEN ECONOM IC AND POL IT ICAL LEADERS INCREAS INGLY ARE D ISTR IBUTED AMONG A GROW ING NUMBER OF A S~ AND AT A T IME WHEN AMER ICA 'S LEADERSH IP IS INCREAS INGLYQUEST IONED . You GREW UP IN AN AGE OF FREER L IFESTYLES . YET YOU ARE MATUR ING IN AN ERA MARKED BY CONFUS ION AND UNCERTA INTY OVER THE DEGREE OF GOVERNMENT INVOLVEMENT IN YOUR DA ILY L IVES . 6 �IN THE WORDS OF FRENCH PHILOSOPHER PAUL VALERY J HTHE TROUBLE WITH OUR TIMES IS THAT THE FUTURE IS NOT WHAT IT USED TO BEr H How AND INDEED WHETHER YOU -- TODAY'S YOUNG ADULTS -- CAN RESPOND TO TOMORROW'S UNCERTAINTIES AND CHALLENGES IS NOT CLEAR. FOR TO BE BLUNT J 1 SEE YOU AS PART OF A GENERATION OF WHICH TOO LITTLE HAS BEEN ASKED J AND TOO LITTLE EXPECTED. WE HAVE BEEN WRONG TO TELL YOUJ CONSTANTLYJ THAT YOU SHOULD BE GRATEFUL FOR WHAT YOU GET J AND YET HAVE NOT OFFERED YOU THE OPPORTUNITY TO GIVE IN RETURN. AND WE HAVE FAILED TO SUFFICIENTLY EMPHASIZE TO YOU THE ROCK BOTTOM REALITIES OF THE AMERICAN SOCIAL AND ECONOMIC SYSTEM J A SYSTEM IN WHICH WE ALL MUST LIVE J AND HOPEFULLY PROSPER. PERHAPS MICHAEL NOVAKJ IN HIS ESSAY HTHE AMERICAN VISIONJ SUMMARIZES THOSE REALITIES THE BEST: HTHE (AMERICAN ECONOMIC AND SOCIAL) SYSTEM DOES NOT GUARANTEE SUCCESS. IT DOES GUARANTEE OPPORTUNITY. IT MULTIPLIES OCCASIONS FOR LUCK AND GOOD FORTUNE. 7 H �IT IS AN OPEN} POROUS} HIGHLY MOBILE SYSTEM. DOWNWARD MOBILITY IS AS CHARACTERISTIC OF IT AS UPWARD MOBILITY .. , uIN ONE SENSE OUR CULTURE IS COMMITTED TO EQUALITY; IN ANOTHER IT IS COMMITTED TO INEQUALITY. IT HOLDS THAT EQUAL WORK SHOULD RECEIVE EQUAL PAY, IT ALSO HOLDS THAT SUPERIOR WORK SHOULD BE REWARDED WITH SUPERIOR PAY. 'IT HOLDS THAT EVERY WORKER IS ENTITLED TO A JUST WAGE. IT ALSO HOLDS THAT SOME PERSONS OF RARE TALENT (OR RARE VALUE) IN WHATEVER MARKETABLE WAY) MAY RECEIVE REWARDS NOT SO MUCH COMMENSURATE WITH THEIR WORK AS WITH THEIR GIFT AND ITS DESIRABILITY. u WHAT NOVAK IS SAYING IS THAT AMERICA WAS FOUNDED ON THE PRINCIPLE THAT PERFORMANCE SHOULD BE LINKED WITH REWARDS; AND THAT THE MARKETPLACE SHOULD PREVAIL, Now} RIGHT HERE IN MICHIGAN} WE ARE EXPERIENCING THE NEGATIVE RESULTS OF OUR SOCIETY'S MOVE AWAY FROM A CLEAR 8 �UNDERSTAND ING AND COMMUN ICAT ION OF TH IS RELAT IONSH IP BETWEEN SOC IAL AND ECONOM IC PROGRESS IN AMER ICAN SOC IETY AND OF THE RELAT IONSH IP BETWEEN HARD WORK AND REWARDS BASED UPON A ~ TO HUMAN ADVANCEMENT AND PROGRESS . YOUR GENERAT ION 'S AB IL ITY TO CREATE A BETTER FUTURE FOR A ~ IN MY ~ FOR ALL OF A A~ AND FOR THE WORLD ~ BE DETERM INED NOT BY THE ELEGANCE OF YOUR ~ BUT BY THE TANG IBLE CONSEQUENCES OF YOUR HARD WORK ; YOUR UNDERSTAND ING OF THE ~ S A ~ AND POL IT ICAL FRAMEWORK OF TH IS NAT ION ; AND ON YOUR RECONC IL ING OLD VALUES W ITH NEW EXPECTAT IONS AND NEEDS . YOUR IND IV IDUALCONTR IBUT IONS TO HUMAN PROGRESS W ILL BE MADE IN THE VAR IOUS ROLES OF L IFE -IN YOUR CHOSEN F IELD OF WOR K ; AS S S ~ A ~ ~ VOLUNTEER . VOLUNTEER ISM IS A SPEC IAL AMER ICAN PHENOMENON . MARGARET MEAD HAS OBSERVED : "WE L IVE IN A SOC IETY THAT ALWAYS HAS DEPENDED ON VOLUNTEERS OF D IFFERENT K INDS -SOME WHO CAN 9 �GIVE MONEY) OTHERS WHO GIVE TIME) AND A GREAT MANY WHO FREELY GIVE THEIR SPECIAL SKILLS) FULLTIME OR PART-TIME. IF YOU LOOK CLOSELY) YOU WILL SEE THAT ALMOST ANYTHING THAT REALLY MATTERS TO US) ANYTHING THAT EMBODIES OUR DEEPEST COMMITMENT TO THE WAY HUMAN LIFE SHOULD BE LIVED AND CARED FOR) DEPENDS ON SOME FORM -- MORE OFTEN MANY FORMS -- OF VOLUNTEERISM,u IN PREPARATION FOR SUCH RESPONSIBILITY) YOU ARE FORTUNATE TO HAVE BEEN STUDENTS AT MADONNA COLLEGE -- A CHRISTIAN) INDEPENDENT) LIBERAL ARTS INSTITUTION: CHRISTIAN -- IN THE FULLEST AND MOST COMMITTED SENSE; INDEPENDENT -- TANGIBLE EVIDENCE OF THE PLURALISTIC CO MMIT MENT OF AMERICA) THAT PRIVATE AS WELL AS PUBLIC EFFORTS SERVE SOCIETY'S HIGHEST GOALS) EVEN IN AN AGE WHEN GOVER NMENT IS EVER MORE DOMINANT AND DOMINEERING; AND LIBERAL ARTS -- IN FURTHERANCE OF THE CONCEPT OF THE uEDUCATED MAN," 10 �AMONG THE DISTINCTIVE PURPOSES OF COLLEGES LIKE YOURS) I'LL REPEAT ONLY TWO: "IN THE ERA WHEN THE POTENTIAL BENEFITS OF SCIENTIFIC AND TECHNOLOGICAL ADVANCEMENT ARE JEOPARDIZED BY A LACK OF WISDOM) MORAL CONCERN AND RESPONSIBILITY IN THE USE OF SUCH KNOWLEDGE) SEEK TO MAINTAIN A STEADY FOCUS ON HUMAN VALUES WHICH UNDERGIRD THE WORTH OF INDIVIDUALS AND THE WELFARE OF SOCIETY. "IN AN ERA OF PROLIFERATION AND FRAGMENTATION OF KNOWLEDGE) SEEK TO CREATE IN STUDENTS AN INTELLECTUAL CURIOSITY ABOUT THE WHOLENESS OF KNOWLEDGE AND A CONCERN FOR THE VALUE JUDGMENTS WHICH ARE CRITICAL TO WISE DECISION-MAKING." I WISH YOU AS GRADUATES SUCCESS IN THE DAYS AHEAD IN TRANSFERRING SUCH VITAL CONCEPTS INTO YOUR EVERYDAY LIVES. III WHILE THE PROSPECTS OF AN UNKNOWN FUTURE MAY BE SOMBER) THE CHALLENGE -- AND THE POTENTIAL -- OF TOMORROW ARE AS 11 �DEMAND ING AND AS EXH ILARAT ING AS EVER . AND COMPLEX ITY SEEM A A S ~ IN AN AGE WHEN B IGNESS IT 'S IMPORTANT TO MA INTA IN A PROPER PERSPECT IVE , WHEN THE REAL IT IES OF THE EVERYDAY WORLD SEEM ALMOST OVERWHELM INGJ IF IND THE FOLLOW ING A USEFUL REM INDER : IAM ONLY ONEJ BUT IAM ONE ; ICAN 'T DO AND WHAT ICAN ~ IOUGHT TO DO ; AND WHAT IOUGHT TO JESUS A ~ ~ BY THE GRACE OF ~ IW ILL DO , uLOVE THY NE IGHBOR __ U AN OLD HYMN REMI NDS A MOV ING LYR IC S~ uBRIG i ·nENTHE CORNER WHERE YOU ARE " , U S~ AND LET ITBEG IN W ITH ME . , IN TOO MANY FACETS OF THE HUMANE , BUT ICAN DO SOMETH ING ; ~ uLET THERE BE PEACE ON EARTH , u ~ WE HAVE LOST THE HUMAN AND TH IS CAN BE REMED IED ONLY BY THE DEEDS OF IND IV IDUALSWHO -IN WHATEVER THE IR ROLE AND IN EVERY D IMENS ION OF L IFE -CARE AND LOVE . IFEACH OF US W ILL DO WHAT WE CAN DO AND OUGHT TO DO TO 12 �THAT ENDJ WE W ILL J IN FACTJ BE SERV ING MAN iS H IGHER PURPOSE . To EACH OF YOU IN TH IS CLASS OF 1 9 8 3 GODSPEED IN YOUR J PROFESS IONAL CAREER AND -MORE PERSONAL L IFE . 13 ~ A -IN YOUR � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1983-05-14_RMawby_SPE Title A name given to the resource Russell Mawby speech, The World Stands Out Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given May 14, 1983 for the W. K. Kellogg Foundation at the Madonna College commencement. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1983-05-14 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/35c834f797dfd819f6f380a175769c32.pdf 1dd6f3d87994b0ea3d761280b56bd405 PDF Text Text "THE WORLD STANDS OUT" Commencement Address by Dr. Russell G. Mawby at The University of Idaho Moscow May 16, 1987 I It is a pleasure indeed for me to be with you at the University of Idaho for this commencement ceremony . While I have had the pleasure of knowing a great many of your University's leaders and graduates, I have until now been "culturally deprived" -- this is my first visit to your campus. Thus, I am impressed indeed with your beautiful campus setting and am mindful of the national and international reputation of Idaho. It is one of the fine examples of our network of land-grant universities, the distinctive contribution of America to higher education. This great University is today on the threshold of its centennial anniversary. the vision, the sacrifice, the commitment of those rugged women and men who launched this institution a century ago. Through the years, its programs of teaching -- undergraduate and graduate; basic and applied; Think of research and public service -- through a myriad of activities of the Cooperative Extension Service and other continuing education initiatives -- have enriched the lives of thousands of �2 individuals, nation, their families, and world. their communities, your state, and You will always be proud of your alma mater. It is a further pleasure for me to be here because your President, Dr. Gibb, is a long-time professional colleague and valued friend. Therefore, I thank you for the privilege of being with you today. To you who are graduating, I expressed. For each of you, add my congratulations to those already this is an occasion long awaited, one of those instances in a person's life when you can have both a sense of satisfaction in past achievements and a special excitement for the future. I feel privileged to be sharing this day with you. I would add a word of congratulations, also, to all of those who have contributed in a significant way to making this day a reality. I think first of parents and families, and in some instances husbands or wives and children who so often have sacrificed and subordinated their personal interests to yours in making it possible for you to study at UI and who are entitled to a similar sense of prideful satisfaction on this occasion. And I think, also, of all the people who are the University -- those who have gone before, establishing, building, and sustaining this institution, and who have earned for it an enviable reputation in the field of higher education; and those who currently carry forward this work �3 ••• trustees, faculty, officers, and staff; alumni and friends; the people of Idaho through their state government. express congratulations and compliments, for you, and To all of you I too, can take pride in this happy occasion. II I approach my assignment today with the sober knowledge that not one person came here for the primary purpose of hearing the Commencement Address. If we are quite honest with each other, each of you has a much more personal -- and more important -- reason for being here. And, in appreciation of that fact, upon your time. taking notes, and u. To those of you who, propose to intrude only briefly from force of habit, are my entire message can be summarized in two letters: "R" for responsibility, W. K. Kellogg, associated, I "u" for understanding. the founder of the Foundation with which I was a successful businessman. am With only six years of formal education, he started work as a broom salesman and then became the business manager of a hospital in Battle Creek. 46, he quit his At age job and launched the Kellogg Company, manufacturing ready-to-eat breakfast cereals. Late in his life he dedicated his wealth to public benefit through this Foundation. In 1935, when he made the irrevocable transfer of his fortune to the Foundation, R �4 he wrote a brief letter in which he concluded, educational approach has been emphasized. "I am glad that the Relief, shelter are necessary for destitute children, raiment and but the greatest good for the greatest number can come only through the education of the child, the parent, the teacher, the community in general. the family physician, the dentist, Education offers the greatest opportunity for really improving one generation over another." is as true today as it was five decades ago. criticisms and all the questioning, That statement Despite all the education is still basic to offers the greatest opportunity for -- human progress. standpoint of the individual, life. education is still the way to a better Education -- related to but not synonymous with courses and credits and degrees and credentials; inquisitive mind; identifying, parents, but education -- the the mastery of knowledge and skills; assembling, For some of you, beyond, And from the analyzing, thinking, a pattern of planning, higher education is a family tradition. and doing. Your perhaps your grandparents and great-grandparents and have been college graduates. are the first Others of you, of your family to go to college. like myself, The University of Idaho has given you an opportunity your parents did not enjoy. Whatever the case, your education has been heavily subsidized by the people of Idaho and of the United States. high price, in terms of time, energy, While you have paid a and dollars, nonetheless the �5 education you have received has required support far beyond the fees you paid. These funds came from public sources, and from priv ate benefactors, individuals, through tax monies, including alumni and other corporations, and private foundations. In a sense, all of us who are the beneficiaries of higher education should impose upon ourselves the status of lifelong indenture to repay that which has been bestowed and to ensure similar benefits and opportunities for those who will follow. Our society is now critically reviewing all of its institutions and traditions, and allocations of resources. being challenged. questioning our priorities Support of education at all levels is For the first time in recent memory, the American commitment to provide educational opportunities -- an open door, with a second chance -- seems genuinely endangered. Hopefully you, who are among the privileged to benefit from higher education, will be articulate spokesmen and dedicated supporters of education to guarantee comparable opportunities for those who follow. III As in a l l other aspects of life, with privilege goes duty, obligation to be responsible and responsive. and professional careers will be varied. the Your personal paths Each will make his own choice (another American prerogative which few in the world share) -- some will pursue further professional studies, leading to �6 advanced degrees; some will go into business, or working with others; either self-employed others will choose opportunities in the public sector working for governmental agencies at local, national levels; life, state, or still others will elect to continue the academic in research, teaching, or public service. Whatever route you choose, society has high expectations -- a great need -- for your talents. Hopefully, you will be shakers and shapers of a better tomorrow. In that regard I will share with you briefly three specific ideas. But as a preface for those thoughts, it will be useful to put ourselves, our lives, our times into some perspective. Each of us has stashed away in memory certain lines -- of poetry, from literature, meaning to us. passages from the Bible -- which have special One such which frequently recurs to me are these lines from Edna St. Vincent Millay The world stands out on either side No wider than the heart is wide Above the world is stretched the sky,-No higher than the soul is high. The heart can push the sea and land Farther away on either hand; �7 The soul can split the sky in two, And let the face of God shine thru. But East and West will pinch the heart That cannot keep them pushed apart; And he whose soul is flat -- the sky Will cave in on him by and by. The world stands out -- no wider than the heart is wide. Any reasonable person who reflects thoughtfully on today and tomorrow -- on where mankind is and where we're going -- finds the prospect sobering. Recently I read a disturbingly pessimistic but perhaps distressingly realistic -- book, An inquiry Into the Human Prospect, by Robert L. Heilbroner. Heilbroner suggests that three issues above all others shape the current human predicament. These can be summarized in three words: population, environment, war. It would be nice if these were simple, deal with forcefully and directly. they are not simple and neat; compounding, comprehensive, tidy issues that we could But we immediately see that they are complex, confounding and inter-related. One of the dilemmas of the human condition is that the problems which concern us are diffuse, complex, permeating, multi-disciplinary, generalized. Think of any current issue of major significance -- food supply, �8 pollution, health care, education, international trade, development, unemployment, family life, energy, transportation, the judicial system, inflation, world peace. the solutions devised by man are usually specific, specialized, narrowly based. rural Simultaneously, simplistic, Thus, a serious discontinuity exists between the nature of the problems which confront us and the solutions which we contrive for dealing with them. I ' l l not elaborate on these three issues, simply remind you of them: Population -- a realization that the growth of human population is the principal and most compelling threat to the survival of the species (man); Environment -- a growing appreci ation for the fragility of the relationships within the earth's environmental milieu, with an awareness of the mind-boggling consequences of our actions, impulsive or premeditated; and War -- with no better reminder than the words written 350 years ago by John Donne "No man is an island, entire of itself; every man is a piece of the continent, a part of the main; if a clod be washed away by the sea, Europe is the less, as well as if a promontory were, as �9 well as if a manor of thy friends or of thine own were; any man's death diminishes me, involved in mankind; am and therefore never send to know for whom the bell tolls; it tolls for thee." No matter how we choose to classify man's concerns, vantage point we elect to view them, because I or from what ultimately it becomes clear that the quality of life for our generation and those to follow will be determined basically by our progress in improving human relationships. For whether we think in terms of the family, home community, our state or nation, our or the world neighborhood, the prime determinant of what life will be like in the years ahead will be a consequence of man's ability to live in harmony, another. one with And the most important decisions confronting us will not be dependent upon our burgeoning technology, but instead will be value-based and value-laden. The only hope for civilized society is that modern man will be more successful than his predecessors in dealing with human aspirations, reflecting contemporary values. Your generation, more than mine, shows promise of having this commitment and capacity. But you have not yet been really tested. The real testing will come in tangible responses to tough alternatives -- for example, in the leadership you provide in �10 preparing the American people to accept a static or declining standard of living in the decades immediately ahead, entirely new concept of the quality of life, adopting an so that the peoples of other parts of the world may benefit more abundantly from the earth's finite resources. Will we go to war over oil? share our abundance with those less blessed? Will we Will the hungry of the world have food? Your success will be determined not by the elegance of your rhetoric but by the tangible consequences of your economic, social, and political decisions. IV And now, to those three tangible and specific concerns which I share with you as persons who are the beneficiaries of education who are committed to knowledge and learning and who will -- in one role or another -- be shapers of the future. First, the challenge of knowledge utilization, knowledge to problems of people. we know better than we do. criminal justice, history, agronomy, family life, the application of In most areas of human endeavor, Whether your career interests be in the performing arts, sociology, health, engineering, or what have you, we must somehow mobilize knowledge resources in new and creative ways to �11 deal effectively with human concerns. and tomorrow, In the complex life of today the resources of anyone discipline, body of knowledge or organization are usu ally inadequate to deal effectively with significant issues. Your generation must pioneer in blending the richness of specialized fields of study into more effective patterns for decision and action. learning. In the past, Second, the challenge of l ifelong My generation life was indeed simplier. could approach life in three neat blocks -- go to school, work, out to pasture. Now, for a whole host of reasons, go to that pattern is no longer adequate -- burgeoning knowledge, the acceler ating rate of change, the the complexity of issues, interrelatedness of human experiences. You as educated persons must demonstrate a commitment to lifelong learning, incorporating in your own life a continuing interaction between work, family, leisure, and learning. And finally, that third challenge, requires individual involvement. involvement. A unique ingredient of our American way of life is volunteerism, do voluntarily, Effective democracy because they want to. those things which individuals Margaret Mead has observed: "We live in a society that always has depended on volunteers of different kinds -- some who can give money, others who give time, and a great many who freely give their speci al �12 skills, full-time or part-time. If you look closely, you will see that almost anything that really matters to us, anything that embodies our deepest commitment to the way human life should be lived and cared for, depends on some form -- more often many forms -- of vo1unteerism." This fact gives a distinctively humane quality to life in America. I ' l l suggest a topic for your next rap session: -- "Thesis: real sense, the mark of a person's life is determined, the ways in which leisure time is spent." involved voluntarily, I In a above all, by encourage you to be beyond the mandate of the job -- providing leadership in your profession and in your community. v While the prospects of an unknown future may be somber, the challenge -- and the potential -- of tomorrow are as demanding and as exhilarating as ever. characteristic, In an age when bigness and complexity seem i t ' s important to maintainn a proper perspective. When the realities of the everyday world seem almost overwhelming, I find the following a useful reminder: �13 I am only one, but I am one; I can't do everything, I And what I can do, And what I ought to do, can do something; ought to do; If you've taken complete notes, R U. but I by the grace of God, I will do. you have recorded two letters -- They seem to pose a question so let's now reverse them into a declarative statement -- U R. You are committed to understand and to respond. In too many facets of your life, we both individually and as a nation, seem to have lost something of our sense of purpose, self-confidence, be true, our direction, and commitment. our To the extent this it can be remedied only by the deeds of individuals who -- in whatever their role and in every dimension of life -- understand and respond. do. It's not enough to understand or know; we must also If each of us will do what we can do and ought to do, we will indeed be serving man's higher purpose. To each of you in this class of 1987, Godspeed in your professional career and -- more importantly -- in your personal life. RGM:lg l056c � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1987-05-16_RMawby_SPE Title A name given to the resource Russell Mawby speech, The World Stands Out Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given May 16, 1987 for the W. K. Kellogg Foundation at the University of Idaho commencement. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1987-05-16 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text