855
24
26018
-
https://digitalcollections.library.gvsu.edu/files/original/f2cd71ebff69fce48782f7fa7e26100e.pdf
f71ba98882d64a39325bacafc1c99aaf
PDF Text
Text
"THE WORLD STANDS OUT"
Commencement Address
given by
Dr. Russell G. Mawby
at
Bethel College
Mishawaka, Indiana
May 27, 1979
I
It is a pleasure ind 2ed for me to he with you at Bethel College for
this
com~encpment
ceremony.
Thi s is my first visit to your campus and
I have appreciated the opportunity to meet students, parents, and
fac~lty
in this
delightf~l
setting.
a college with a purpose, Rnd th3t
One senses that Bethel is inde ed
you~
reputation among Christian
liberal arts colleges for creative and effective programs is well
deserved.
Thank you for letting me be with
To you who a r e graduating , I a dd my
expressed.
yo~
today.
congr~tulations
to tho s e already
For each of you, 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 excitewent for the
future.
I feel privileged to be sharing this day wi t h you.
I would add a word of con gratulations, also, to all of ttose who have
contributed in a significcnt way to ma king this day a reality.
I
think first of parents and f amilies, and in some Instances husbands or
wives and children who so often have sacrificed and subordinated thei r
�personal interests to yours in making it possible for you to study at
Bethel 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 Bethel -- 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, 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 congratu l ations
and compliments, for you, too, 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 Comme ncement
Address.
If we are quite 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
day.
To those of you who, from force of habit, are taking notes, my
entire message can be summarized in two four-letter words:
love.
care and
And in the context I mean them, they are not nouns but active
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 me ani ng to
us.
One such which frequently recurs to me are these lines froill Edna
St. Vincent Millay -
2
�Th
e wo
r
ld s
t
a
n
d
so
u
t on e
i
t
h
e
rs
i
d
e
No w
id
e
r th
ant
h
eh
e
a
r
ti
sw
id
e
;
Abov
et
h
ewor
l
.di
ss
t
r
e
t
c
h
e
dt
h
esk
y
,
No h
i
g
h
e
rt
h
a
nt
h
es
o
u
li
sh
i
g
h
.
Th
eh
e
a
r
tc
anpu
sh t
h
es
e
aand l
a
n
d
F
a
r
t
h
e
r aw
ay on e
i
t
h
e
rh
and
;
Th
es
o
u
lc
an s
p
l
i
tt
h
eskyi
ntwo
,
And l
e
tt
h
efa
c
eo
f God s
h
i
n
et
h
r
u
.
Bu
tE
a
s
t and !
'
I
e
s
tw
i
l
lp
in
ch t
h
eh
e
a
r
t
Th
a
tc
anno
tk
e
ep th
empu
sh
ed a
p
a
r
t
;
Andh
e who
s
e s
o
u
li
sf
l
a
t
t
h
esky
W
i
l
l c
av
ei
non h
im by and by
.
Th
e wo
r
ld s
t
a
n
d
sou~ -no w
id
e
rt
h
an t
h
eh
e
a
r
ti
sw
id
e
.
Any r
e
a
s
o
n
a
b
l
ep
e
r
son whor
e
f
l
e
c
t
st
h
o
u
g
h
t
f
u
l
l
yon tod
ayand tomo
r
ro
w-_
.
sand wh
e
r
ew
e
'
r
e go
ing -f
i
n
d
st
h
ep
r
o
s
p
e
c
t sob
er
i
n
g
.
on wh
e
r
em
ank
ind i
R
e
c
en
t
ly I r
e
ada d
i
s
t
u
r
b
i
n
g
l
yp
e
s
s
im
i
s
t
i
c-b
u
tp
e
rh
ap
sd
i
s
t
r
e
s
s
i
n
g
l
y
r
e
a
l
i
s
t
i
c-book
, An I
n
q
u
i
r
yI
n
t
ot
h
eH
um
a
nP
r
o
s
p
e
c
t
, by Rob
e
r
tL
.
H
e
i
l
b
r
o
n
e
r
. H
e
i
l
b
r
o
n
e
rs
u
g
g
e
s
t
st
h
a
tt
h
r
e
ei
s
s
u
e
sabov
ea
l
lo
t
h
e
r
s
sh
ap
et
h
ec
u
r
r
e
n
thum
anp
r
ed
i
c
am
en
t
. Th
e
s
ec
anb
e sW
l
l
i
J
a
r
i
z
ed i
nt
h
r
e
e
wo
rd
s
: p
o
p
u
l
a
t
i
o
n
, env
i
ronm
en
t
,w
a
r
.
I
twou
ld b
en
i
c
ei
ft
h
e
s
ew
e
r
e s
imp
l
e
,t
i
d
yi
s
s
u
e
st
h
a
tcou
ldb
ed
e
a
l
t
~th
f
o
r
c
e
f
u
l
l
yand d
i
r
e
c
t
l
y
. Bu
tw
e i®
n
e
d
i
a
t
e
l
ys
e
et
h
a
tt
h
e
ya
r
e
no
ts
imp
l
eand n
ea
t
; th
eya
r
e comp
l
ex
, con
found
ingand compound
ing
,
comp
r
eh
en
s
iv
e
,i
n
t
e
r
·
r
e
l
a
t
e
d
. On
eo
ft
h
ed
i
l
emm
a
so
ft
h
ehum
an c
o
n
d
i
t
i
o
n
3
�i
st
h
a
tt
h
ep
rob
l
em
s wh
i
ch con
c
e
rnu
sa
r
ed
i
f
f
u
s
e
, comp
l
ex
,p
e
rm
e
a
t
ing
,
m
u
l
t
i
d
i
s
c
i
p
l
i
n
a
r
y
, g
e
n
e
r
a
l
i
z
e
d
. Th
ink o
f any c
u
r
r
e
n
ti
s
s
u
eo
f~a
or
s
i
g
n
i
f
i
c
a
n
c
e-foodsupp
ly
,p
o
l
l
u
t
i
o
n
,h
e
a
l
t
hc
a
r
e
, unemplo~ent
en
e
rgy
,t
r
a
n
s
p
o
r
t
a
t
i
o
n
,e
d
u
c
a
t
i
o
n
,i
n
t
e
r
n
a
t
i
o
n
a
lt
r
ad
e
,t
h
ej
u
d
i
c
i
a
l
sy
s
t
em
,r
u
r
a
lde
elop~ent
f
am
i
lyl
i
f
e
,i
n
f
l
aL
i
o
n
,wo
r
ld p
e
a
c
e
.
S
imu
l
t
an
eou
s
ly
,t
h
es
o
l
u
t
i
o
n
sd
ev
i
s
ed by m
ana
r
eu
s
u
a
l
l
ys
p
e
c
i
f
i
c
,
s
im
p
l
i
s
t
i
c
,s
p
e
c
i
a
l
i
z
e
d
,n
a
r
row
ly ba
s
ed
. Thu
s
, as
e
r
i
o
u
sd
i
s
c
o
n
t
i
n
u
i
t
y
e
x
i
s
t
sb
e
tw
e
en t
h
en
a
t
u
r
eo
ft
h
ep
rob
l
em
s wh
i
ch c
o
n
f
r
o
n
tu
s and t
h
e
s
o
l
u
t
i
o
n
swh
i
ch w
ec
o
n
t
r
i
v
ef
o
rd
ea
l
i
n
gw
i
th th
em. I
ti
sa r
e
a
l
i
t
y
t
h
a
ti
nmo
s
t a
r
e
a
so
fhum
anend
e
avo
rand con
c
e
rn
,w
e knowb
e
t
t
e
rtt
a
n
w
e do
. Hop
e
fu
l
ly you w
i
l
lb
e pione~rs i
nc
r
e
a
t
i
n
gn
ew w
ay
st
omo
r
e
e
f
f
e
c
t
i
v
e
l
ymob
i
l
i
z
e know
l
edg
er
e
s
o
u
r
c
e
sf
rom m
u
l
t
i
p
l
e d
i
s
c
i
pl
i
n
e
sto
d
e
a
l mo
r
e
ade u~tely
w
i
th hum
ann
e
ed
s
.
I
'
l
ln
o
te
l
a
b
o
r
a
t
eon t
h
e
s
et
h
r
e
ei
s
s
u
e
s
,s
imp
lyr
em
indyou o
f th
em
:
P
o
p
u
l
a
t
i
o
n-a r
e
a
l
i
z
a
t
i
o
nt
h
a
tt
h
eg
row
th o
f hum
anp
o
p
u
l
a
t
i
o
n
i
st
h
ep
r
i
n
c
i
p
a
l and mo
s
t comp
e
l
l
ing t
h
r
e
a
tt
ot
h
es
u
r
v
i
v
a
l
o
ft
h
es
p
e
c
i
e
s (m
an
)
;
Env
i
ronm
en
t-a g
row
ing a
p
p
r
e
c
i
a
t
i
o
nf
o
rt
h
ef
r
a
g
i
l
i
t
yo
ft
h
e
r
e
l
a
t
i
o
n
s
h
i
p
sw
i
t
h
i
nt
h
ee
a
r
t
h
'
senv
i
ronm
en
t
a
lm
i
l
i
e
u
, w
i
th
an aw
a
r
en
e
s
so
ft
h
em
ind
-bogg
l
ing con
s
equ
en
c
e
so
f ou
ra
c
t
i
o
n
s
,
imp
lu
s
iv
eo
rp
r
em
e
d
i
t
a
t
e
d
; and
-w
i
th no b
e
t
t
e
rr
em
ind
e
rth
anth
ewo
rd
sw
r
i
t
t
e
n 350 y
e
a
r
s
W
a
r ago by JohnDonn
e"No m
ani
san i
s
l
a
n
d
,e
n
t
i
r
eo
fi
t
s
e
l
f
;ev
e
rym
an i
sa
p
i
e
c
eo
f th
ec
o
n
t
i
n
e
n
t
,
ap
a
r
to
ft
h
em
a
in
; i
fa c
lod
b
ew
a
sh
ed aw
ay by t
h
es
e
a
,Eu
rop
ei
st
h
el
e
s
s
,a
sw
e
l
l
4
�a
si
fa p
romon
to
ry w
e
r
e
, a
sw
e
l
la
si
f
a mano
ro
ft
h
y
f
r
i
e
n
d
so
ro
ft
h
i
n
eownw
e
r
e
; anym
an
'
s d
e
a
t
hd
im
in
i
sh
e
s
m
e
, b
e
c
au
s
e I am invo
lv
edi
n~an
ind
and t
h
e
r
e
f
o
r
e
n
ev
e
rs
end t
oknowf
o
rwh
c
i
l
lt
h
eb
e
l
lt
o
l
l
s
;i
t
t
o
l
l
s
f
o
rt
h
e
e
.
"
No m
a
t
t
e
r how w
echoo
s
et
oc
l
a
s
s
i
f
ym
an
'
s con
c
e
rn
s
,o
rf
romwh
a
t
v
an
t
ag
ep
o
i
n
tw
ee
l
e
c
tto
ie~
th
em
,u
l
t
im
a
t
e
l
yi
t
b
e
com
e
sc
l
e
a
rt
h
a
t
t
h
eq
u
a
l
i
t
yo
fl
i
f
ef
o
rou
rg
e
n
e
r
a
t
i
o
n and t
h
o
s
et
ofo
l
loww
i
l
lb
e
d
e
t
e
rm
in
ed b
n
s
i
c
a
l
l
yby ou
rp
r
o
g
r
e
s
si
nimp
rov
inghum
an r
e
l
a
t
i
o
ns
h
i
p
s
.
Fo
r wh
e
th
e
rw
e t
h
i
n
ki
nt
e
rm
so
ft
h
ef
am
i
ly
, ou
r hou
e commun
i
ty
, ou
r
s
t
a
t
eo
rn
a
t
i
o
n
,o
rt
h
ewo
r
ld n
e
ighbo
rhood
,t
h
ep
r
i
me d
e
t
e
rm
in
an
to
f
wh
a
tl
i
f
ew
i
l
lb
el
i
k
ei
nt
h
ey
e
a
r
s ah
e
ad w
i
l
lb
e a con
s
equ
en
c
eo
f
m
an
'
s a
b
i
l
i
t
ytol
i
v
ei
nh
a
rmony
, on
ew
ith a
n
o
t
h
e
r
. And t
h
em
o
s
t
impo
r
t
an
td
e
c
i
s
i
o
n
sc
o
n
f
r
o
n
t
i
n
gu
sw
i
l
l
no~
b
ed
ep
end
en
t upon ou
r
bu
rg
eon
ing t
e
chno
logy
,b
u
ti
n
s
t
e
a
dw
i
l
lb
ev
a
l
u
e
b
a
s
e
d and v
a
l
u
e
l
a
d
e
n
.
I
I
I
Th
e on
ly hop
ef
o
rc
i
v
i
l
i
z
e
ds
o
c
i
e
t
yi
st
h
a
tmod
e
rn m
an w
i
l
lb
e mo
r
e
s
u
c
c
e
s
s
f
u
lth
anh
i
sp
r
e
d
e
c
e
s
s
o
r
si
nd
e
a
l
i
n
gw
i
th hum
an a
s
p
i
r
a
t
i
o
n
s
,
r
e
f
l
e
c
t
i
n
gcon
t
empo
r
a
ryv
a
l
u
e
s
.
o~r
g
e
n
e
r
a
t
i
o
n
, mo
r
e th
anm
in
e
,
show
sp
rom
i
s
eo
fh
av
ing t
h
i
sco~~it~ent and c
a
p
a
c
i
t
y
. Bu
t you h
av
e
n
o
ty
e
tb
e
en r
e
a
l
l
yt
e
s
t
e
d
.
Th
er
e
a
lt
e
s
t
i
n
gw
i
l
l com
ei
nt
a
n
g
i
b
l
er
e
spon
s
e
st
otougha
l
t
e
r
n
a
t
i
v
e
s
f
o
rex
amp
l
e
,i
nt
h
el
e
a
d
e
r
s
h
i
pyou p
rov
id
ei
np
r
e
p
a
r
i
n
gt
h
eAm
e
r
i
c
an
5
�p
eop
l
et
oa
c
c
e
p
ta s
t
a
t
i
co
rd
e
c
l
i
n
i
n
gs
t
a
n
d
a
r
do
fl
i
v
i
n
gi
nt
h
e
d
e
c
ad
e
si
f
f
i31
ed
i
a
t
e
lyah
e
ad
,a
d
o
p
t
i
n
gane
n
t
i
r
e
l
yn
ew con
c
ep
to
f th~
q
u
a
l
i
t
yo
fl
i
f
e
,so t
h
a
tt
h
ep
eop
l
e
so
fo
t
h
e
rp
a
r
t
so
ft
h
ewo
r
ld m
ay
b
e
n
e
f
i
tmo
r
e abund
an
t
lyf
romt
h
ee
a
r
t
h
'
sf
i
n
i
t
er
e
s
o
u
r
c
e
s
.
~ill
w
ego
t
ow
a
r ov
e
ro
i
l
? W
i
l
l w
es
h
a
r
eou
r abund
an
c
ew
i
t
ht
h
o
s
el
e
s
sb
l
e
s
s
t
d
?
W
i
l
l t
h
ehung
ry o
ft
h
ewo
r
ld h
av
e food
?
You
r s
u
c
c
e
s
sw
i
l
lb
ed
e
t
e
rm
in
ed c
o
tby t
h
ee
l
e
g
a
n
c
eo
fyou
rr
h
e
t
o
r
i
c
b
u
tby t
h
et
a
n
g
i
b
l
econ
s
equ
en
c
e
so
fyou
re
conom
i
c
,s
o
c
i
a
l
,and p
o
l
i
t
i
c
a
l
d
e
c
i
s
i
o
n
s
. You
r i
n
d
i
v
i
d
u
a
lco
r
.
.
t
r
ibu
t
ion
st
ohum
an p
r
o
g
r
e
s
sw
i
l
lb
e
nt
h
ev
a
r
i
o
u
sr
o
l
e
so
fl
i
f
e-i
nyou
r cho
s
en f
i
e
l
do
fwo
rk
; a
s
m
ad
ei
spou
s
e
,p
a
r
e
n
t
,c
i
t
i
z
e
n
,v
o
l
u
n
t
e
e
r
.
olunte~rism
i
sa sp
e
c
i&
li~erican
ph
enom
enon
. M
a
rg
a
r
e
t M
e
ad h
a
s ob
s
e
rv
ed
:
"W
el
i
v
ei
na s
o
c
i
e
t
yt
h
a
ta
l
w
ay
s h
a
sd
ep
end
ed on voLun
t
.
ee
rs o
f
d
i
f
f
e
r
e
n
tk
ind
s-S
a
l
l
i
e who c
an g
iv
e mon
ey
, o
t
h
e
r
s who g
iv
et
im
e
,
and a g
r
e
a
tm
any who f
r
e
e
l
yg
i
v
et
h
e
i
rs
p
e
c
i
a
ls
k
i
l
l
s
,f
u
l
l
t
im
e
o
rpart
ti~e
I
fyou l
e
a
kC
lOSE
ly
, you w
i
l
ls
e
et
h
a
ta
lw
o
s
t
any
th
ing t
h
a
tr
e
a
l
l
ym
a
t
t
e
r
s t
ou
s
,a
n
y
t
h
i
n
gt
h
a
tembod
i
e
s ou
r
d
e
e
p
e
s
t comm
i
tm
en
tt
ot
h
eH
ay hum
an l
i
f
eshou
ldb
el
i
v
e
dand
c
a
r
ed f
o
r
,d
ep
end
s on som
e fo
rm-mo
r
e o
f
t
e
nm
any fo
rm
s-o
f
v
o
l
u
n
t
e
e
r
i
sm
.
"
I
np
r
e
p
a
r
a
t
i
o
nf
o
rsu
chr
e
s
p
o
n
s
i
b
i
l
i
t
y
,you a
r
ef
o
r
t
u
n
a
t
et
oh
av
eb
e
en
s
t
u
d
e
n
t
sh
e
r
ea
tB
e
t
h
e
l Co
l
l
eg
e-a C
h
r
i
s
t
i
a
n
,p
r
i
v
2
t
e
,l
i
b
e
r
a
la
r
t
s
i
n
s
t
i
t
u
t
i
o
n
:C
h
r
i
s
t
i
a
n-i
nt
h
ef
u
l
l
e
s
tand w
a
s
t comm
i
t
t
ed s
e
n
s
e
;
p
r
i
v
a
t
e-t
a
n
g
i
b
l
eev
id
en
c
eo
ft
h
ep
l
u
r
a
l
i
s
t
i
ccarr~itment o
fAm
e
r
i
c
a
,
t
h
a
tp
r
i
v
a
t
ea
sw
e
l
la
sp
u
b
l
i
ce
f
f
o
r
t
ss
e
r
v
es
o
c
i
e
t
y
'
sh
igh
e
s
t gO
a
l
s
,
6
�ev
en i
nan ag
e wh
en gov
e
rnm
en
ti
se
v
e
rmo
r
e dom
in
an
t and dom
in
e
e
r
ing
;
and l
i
b
e
r
a
la
r
t
s
i
nf
u
r
t
h
e
r
a
n
c
eo
ft
h
econ
c
ep
to
ft
h
e"edu
c
a
t
ed
m
an
.
"
Among t
h
ed
i
s
t
i
n
c
t
i
v
epu
rpo
s
e
so
fc
o
l
l
e
g
e
sl
i
k
ey
o
u
r
s
,I
'
l
lr
e
p
e
a
t
on
ly two
:
"
I
nt
h
ee
r
awh
en t
h
ep
o
t
e
n
t
i
a
lb
e
n
e
f
i
t
so
fs
c
i
e
n
t
i
f
i
cand
t
e
c
h
n
o
l
o
g
i
c
a
ladv
an
c
em
en
ta
re j
e
o
p
a
r
d
i
z
e
dby a l
a
c
ko
fw
i
sdom
,
mo
r
a
l con
c
e
rnand r
e
s
p
o
n
s
i
b
i
l
i
t
yi
nt
h
eu
s
eo
f su
chknow
l
edg
e
,
s
e
ekt
om
a
in
t
a
in a s
t
e
a
d
yfo
cu
son hum
anv
a
l
u
e
s wh
i
ch u
n
d
e
r
g
i
r
d
t
h
ewo
r
th o
fi
n
d
i
v
i
d
u
a
l
sand t
h
ew
e
l
f
a
r
eo
fs
o
c
i
e
t
y
.
"
I
nane
r
ao
fp
r
o
l
i
f
e
r
a
t
i
o
nand f
r
agm
en
t
a
t
i
o
no
f know
l
edg
e
,s
e
ek
t
oc
r
e
a
t
ei
ns
t
u
d
e
n
t
san i
n
t
e
l
l
e
c
t
u
a
lc
u
r
i
o
s
i
t
yabou
tt
h
e
who
l
en
e
s
so
f know
l
edg
e and a con
c
e
rn f
o
rt
h
ev
a
l
u
e judgm
en
t
s
wh
i
ch a
r
ec
r
i
t
i
c
a
lt
ow
i
s
ed
ecisou
-m
ak
ing
;
"
Iw
i
sh you a
sg
r
a
d
u
a
t
e
ss
u
c
c
e
s
si
nt
h
ed
ay
s ah
e
ad i
nt
r
a
n
s
f
e
r
r
i
n
gsu
ch
v
i
t
a
lcon
c
ep
t
si
n
t
oyou
r ev
e
ryd
ayl
i
v
e
s
.
IV
Wh
i
l
e t
h
ep
r
o
s
p
e
c
t
so
f an un
no~ n
f
u
t
u
r
emayb
e so~
er
t
h
ec
h
a
l
l
e
n
g
e
and t
h
ep
o
t
e
n
t
i
a
l-o
f tomo
r
rowa
r
ea
sd
em
and
ing and a
se
x
h
i
l
a
n
t
i
n
g
a
se
v
e
r
. I
nan ag
e wh
en b
i
g
n
e
s
s and comp
l
ex
i
tys
e
em c
h
a
r
a
c
t
e
r
i
s
t
i
c
,
i
t
'
sim
p
o
r
t
a
n
tt
om
a
i
n
t
a
i
n ap
r
o
p
e
rp
e
r
s
p
e
c
t
i
v
e
. ~fuen t
h
er
e
a
l
i
t
i
e
s
7
�o
ft
h
eev
e
ryd
aywo
r
ld s
e
ema
lmo
s
tov
e
rwh
e
lm
ing
, If
i
n
dth
efo
l
low
inga
u
s
e
f
u
lr
em
ind
e
r
:
I am on
ly on
e
,b
u
t I am on
e
;
Ic
a
n
'
td
oe
v
e
r
y
t
h
i
n
g
,b
u
tIc
and
o som
e
th
ing;
And wh
a
t Ic
ando
, I ough
tt
odo
;
A
n
d wh
a
t Iough
t todo
,b
yt
h
eg
r
a
c
eo
fG
o
d
,I w
i
l
l do
.
J
e
su
st
a
u
g
h
t
,"Lov
e thyn
e
ighbo
r-II
An o
ld hYmn r
em
ind
su
s
, "B
r
igh
t
ent
h
ec
o
r
n
e
rwh
e
r
ey
o
ua
r
e.
.
.
"
y
r
i
cen
join
s, "L
e
tt
h
e
r
eb
ep
ea
c
eo
ne
ar
t
.
ha
nd l
e
ti
t
b
eg
in
Am
o
v
i
n
g l
w
i
th me .
.
.
I
I
Intoom
a
n
yf
a
c
e
t
so
fl
i
f
e
,w
eh
av
e lo ~t t
h
eh
um
a
na
n
dt
h
ehu~ane
Th
i
sc
anb
er
em
ed
i
edon
ly b
y th
ed
e
ed
so
fi
n
d
i
v
i
d
u
a
l
swho -i
n
wh
a
t
ev
e
rt
h
e
i
rr
o
l
ea
n
di
nev
e
ryd
im
en
s
ion o
fl
i
f
e-c
a
r
ea
n
d lov
e
.
I
fe
a
cho
fu
sw
i
l
l
d
o wh
a
tw
ec
and
oa
n
d ough
tt
od
ot
ot
h
a
tend
,w
e
w
i
l
l
, i
nf
a
c
t
,b
es
e
r
v
i
n
gm
an
'
s h
i
g
h
e
rpu
rpo
s
e
.
T
oe
a
cho
fy
o
ui
nt
h
i
sC
l
a
s
so
f 1979
, God
sp
e
ed i
nyou
rp
r
o
f
e
s
s
i
o
n
a
l
c
a
r
e
e
ra
n
d-m
o
r
e im
p
o
r
t
a
n
t
l
y-i
nyou
rp
e
r
s
o
n
a
ll
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_1979-05-27_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 27, 1979 for the W. K. Kellogg Foundation at Bethel 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
1979-05-27
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/643a34d282ca832013f8724e29c87b8d.pdf
59898c870a1e4a314e3e820553b4ea0b
PDF Text
Text
"THE WORLD STANDS OUT"
Commen cement Address
by
Dr. Russel l G. Mawby
at
Gr and Va l l ey Stat e Uni ve r s i ty
Allendale
May 7, 1988
1
I t i s a pleasur e i nd eed fo r me to be wi t h you a t Grand Vall ey Sta t e
Univer s i t y =ar t his commen cement ce remony .
I fee l pa r t i cularl y
pl ea s ed to be a t your beaut i f ul campus t oday because f or me i t i s a
homec oming, since I gr ew up on my pa r ents' f r uit f a rm not many mi l es
f r om he r e .
dream .
I n thos e days, Grand Vall ey St a t e wa s not ye t e ven a
And now toda y I am pri vileged t o ad dre s s t he fir s t c l a ss to
gr adua t e f rom Grand Va lley St a t e Uni versi t y .
Wha t splendi d pr ogr e s s thi s instituti on has made ove r t he me re 25
years since its f ounding - - from dr eam, to first tent a tive s t eps, to
rapi d growth - - to t he myri ad of educa tiona l activi ties tha t t he
�-'2-
wor d "uni ve r s i t y" i mplies.
people make t hem do s o .
But ins tituti ons pr ogr e s s only be cause
Thanks to t he supe r b efforts of Trustees ,
admini s t r a t or s , facul t y and s t af f , s t udents and their f ami l i e s , a nd
t he s upport of legislator s , alumni , and f r iends , Grand Valley State
Unive r sity has a l r eady enr iched t he lives of t housands of
i ndivi duals, t hei r famili es, t he i r communi t i es , our stat e and
na t ion, and beyond •• •and wi l l ma ke ever greater impact i n the ye ars
ahead.
You wi l l al wa ys be proud of your al ma ma t er .
To yo u who are gr aduating, I add my co ngr a t ula tions to t hos e already
expre s s ed .
For ea ch of you, t hi s is an occasion l ong awai t ed , one
of t ho s e i ns t anc es i n life when you have both a sense of
sa t i sfac t i on in past achievements and a sp ecial excit ement for t he
f utur e .
I f e el pr i v i l eged to be shar i ng this day wi t h you.
�-3II
I a ppr oach my as s i gnment today with t he sober knowl edge that not one
pe r son came here for t he pri ma r y purpos e of hearing the Commencement
Addr e s s.
I f we are qui te hon e s t wi t h each other, each of you has a
much more pers onal -- and more i mportant -- reason for be ing here.
And, i n app r eciati on of tha t f ac t , I propose to i nt r ude only briefly
upon your t i me.
To tho se of you who , from f orce of habit, are
t aki ng not e s , my entire me s sa ge can be s umma r i zed i n t wo letters:
and R.
"U" f or und er s tanding ; "R" f or respons ibi l i t y .
W. K. Kel l ogg, the founde r of the Founda t i on with whi ch I am
as s oc i a t ed , was a s ucce s s f ul bus i ne s sman .
Wi t h only s ix yea r s of
f ormal educat i on , he started wor k as a broom sa l e sman and t hen
be came t he bus i ness mana ge r of a hos pi tal in Bat tle Creek.
At age
46 , he qui t his job and l aunched t he Kel l ogg Company, manuf acturi ng
r ea dy- t o-ea t breakf ast cereals.
La t e in h i s life he dedicated his
U
�-4wea l t h to public be nefit t h r ough t his Found a tion.
I n 1935, when he
made the irrevocable transf er of hi s fortune to the Foundation, he
wro t e a brief let t er in which he concl uded, "I am glad that th?
educ a tional approach ha s been empha si zed.
Relief, raiment and
shelt er a r e ne ces s a ry for des t i t ute children, but the greatest good
fo r t he great es t number can come onl y through the educati on of the
child, the parent, the teache r, the f ami l y phy sic ian, the de nt i s t ,
the communi t y in gener al.
Educ a tion of f er s t he greatest opport uni ty
for r ea l l y i mpr ov i ng one gener a tion ove r anothe r."
Tha t statement i s as true today as i t was f i ve decades ago.
Despite
a l l the c r iti c i s ms and all the que s t ioning , educa t ion is still basic
to -- offers the gr ea t est oppo r t uni ty for -- human progress.
And
f r om t he standpoint of the indi vidual, educa t i on is st i l l t he way to
a be t ter life.
Educ a t ion - - rela t ed to but not synonymous wi t h
cour ses and credi t s and degre es and credentials; but educat i on - the i nqui s i t i ve mi nd; the ma s t e r y of knowledge and ski l l s ; a pattern
of ident i f yi ng , assembling, analyzing, thinki ng, planning, and doing .
�-5For so me of you, higher educ a tion i s a f amily t radition.
Your
pa r ent s , pe r haps your gra ndpa r ent s and grea t-grandparents and
beyond , have been college gr aduates.
Ot he r s of you, like mys e l f ,
a re the first of yo ur family to go to c ol l ege .
I f s o , Grand Va l l ey
St a t e Unive r s ity has gi ven you an opportunity your parents did not
e n joy .
Wha t ever the case, your education has been heavi l y
s ubsidized by t he people of Michigan and of the United Stated.
While you ha ve pa id a high price, in t erms of time, energy, and
dollars , nonet hele s s t he educa tion you have r ec ei ved ha s required
suppor t f ar be yond t he f ee s you paid .
The s e funds came fr om public
s ource s , t hr ough tax moni e s , and from private benefact ors, includi ng
a lumni and other i ndividual s, co r porations, and pr i vate
founda t ions .
In a s en s e , all of us who are the
benefi~idri~s
of
hi gher educ a tion should i mpose upon our s el ves t he st at us of lifelong
i nde ntur e to repay tha t whi ch has been bes t owed and to ena.rr e
simi l a r be nefi t s and opport unitie s f or t hos e who wi l l fol10\1.
soci ety i s now cr i t ical l y r evi ewi ng all of i ts i ns ti t uti ons and
Our
�-6
tra
d
i
t
i
o
n
s
, qu
e
s
t
i
o
n
i
n
g ou
rp
rio
riti
e
s and ~
i ns
o
f
resou
rce
s
. Su
ppor
to
f edu
ca
ti
o
na
ta
l
llev
e
l
sis b
e
ing
en ~d
F
o
r th
ef
ir
s
ttim
ei
nr
e
c
e
n
t m
e
mory
,t
h
eAmer
i
can c
omm
itm
e
n
tt
o
pro
v
id
e edu
ca
tion
a
lo
ppo
r
t
u
n
i
t
ie
s-a
no
pen doo
r, w
it
ha s
e
con
d
h
an
ce-- seem
sg
en
u
in
e
ly end
a
nge
red
. H
op
efu
lly y
o
u
,w
hoa
re auong
c
r
iv
ilegedto b
en
e
f
it f
r
o
mh
i
gh
e
r edu
c
a
t
i
on
,w
i
l
lb
ea
r
t
i
cu
la
t
e
thep
spok
e
sm
enand de
d
i
ca
tedsupp
o
rte
rs o
f edu
ca
tio
nto gu
a
ran
tee
com
p
ar
ab
le o
ppo
rtun
itie
sfo
r th
o
se who fo
l
low
.
II
I
A
sina
ll o
th
e
r asp
ec
ts o
f lif
e
,w
it
hp
r
iv
ile
ge goe
s du
ty
,t
h
e
o
b
l
i
ga
tionto b
ere
spo
n
s
ib
l
ea
ndre
s
pons
i
v
e
. You
r pe
rson
a
l pa
t
h
s
rofes
s
i
o
na
l ca
r
e
e
r
sw
i
ll b
ev
a
ried
. E
a
chw
ill m
a
k
eh
is ow
n
and p
cho
i
c
e(ano
th
e
r Am
e
r
icanp
re
rog
a
tiv
ew
h
ichfewi
nt
h
ew
o
r
ldsh
are
)
m
ew
il
l
pu
rsu
efu
r
the
rp
ro
fe
s
s
ion
a
ls
tud
i
e
s,lead
ingto
-- so
a
dv
anced d
eg
rees; som
ew
i
ll goi
n
t
ob
u
s
in
ess
,ei
t
h
e
rs
e
l
f
e
mp
loye
d
�-7or working with ot he r s ; ot he rs wi l l choos e opp ortuni ties i n the
public sec t or wo r ki ng f or gove rnment al agenc i es at local, s t ate, or
na t i onal l e vels ; still ot he r s wi ll elect t o c onti nue the academic
li f e , in re search , tea ching , or publ i c s ervice.
Wha t ever r ou te you choos e , soci e t y has hi gh expectations - - a great
ne ed - - f or your talent s .
Hopeful ly, you wi l l be shakers and
sha pers of a be t t er tomorrow.
In t hat r ega r d I will share with you
brief l y t hr ee speci f ic ideas .
But as a pr eface f or thos e thoughts,
it will be useful to put ourselves, our l i ves , our times into some
pe rs pect ive.
Each of us ha s stashed away i n memor y ce r t a in lines - - of poe try ,
fr om li t e r ature, pas s age s fr om the Bibl e - - which have speci al
meaning to us .
One such which frequently recurs to me are these
l i nes f r om Edna St . Vince nt Mi l l ay -
�-8The wo r l d stands out on eithe r side
No wide r than the heart is wide
Above the world is stretched the sky, -No hi gher t han the soul is high.
The heart can push t he sea and land
Fa r t he r awa y on ei t he r hanj;
The soul can split t he sky i n two,
And l e t the face of God shi ne thru.
But Ea s t and We s t wi l l pinch the heart
Tha t cannot kee p t hem pushed apart;
And he whose soul i s flat -- t he sky
Wi l l cave in on him by and by.
The wo r l d s tands out -- no wi de r t han the heart i s wi de .
Any r easona ble pers on who r eflects thought f ul l y on t oda y an d
tomorr ow - - on whe r e mank i nd is and whe r e we' r e going -- f i nds the
pr os pec t sobering.
Rec entl y I read a dis t urbingly pessimistic - -
but perhaps distress i ngly r ea l i s t i c - - book, An I nqui ry Int o the
Human Pros pec t, by Robe r t L. Hei l br oner.
Heilbr oner s ugges t s t hat
t hr ee i s s ue s above a l l ot he rs shape t he current human pr edicament.
The s e can be summari zed in t hree words :
war .
pop ulat ion, environment ,
�-9-
I t would be ni ce i f t he se we r e s i mpl e , tidy i s s ue s t hat we could
deal with f orcefull y and direc tly.
But we i mmediat ely see tha t
they are not s imple a nd neat; t hey a r e complex, co nf oundi ng and
c ompoundi ng , comprehensf.ve , inter - r elat ed.
One »f the dilemmas
of the huma n condi t i on i s that the problems which concern us are
di f f us e , complex , pe r meating , mult i - di s c i pl i na r y , gene r a l i zed .
Think of any cur r ent i s s ue of ma jor s i gni f i c ance - - f ood s upply ,
pol l ution, heal t h ca r e , unempl oyment , ene rgy , t rans por tation ,
educa tion , i nternationa l t rade , t he judi cial system, r ur al
devel opment , f ami ly li fe, i nf l at i on , worl d peace.
Simult ane ous l y ,
t he s ol uti ons devi sed by man are us ua l ly specific, s implist i c ,
sp ec i a liz ed , narr owly based.
Thus, a se rious di sc ont i nuity exists
bet ween t he na t ure of t he pr obl ems whi ch confront us an d t he
s olut ions which we co ntrive for dea ling wi t h them.
I' l l not el a bor a t e on these three i s s ue s , simply remind you of them:
�-10Populati on -- a r ea l i za t ion that the growth of human
pop ul a t ion is t he principal and mos t compelling t hr eat
t o the surviva l of t he sp ecies ( man);
Envir onment -- a growing appreciation f or t he fragility of
the r e l a t i onships withi n the earth's environmental
milieu, wi th an awa rene s s of the mind-boggl i ng
cons equence s of our acti ons, i mpulsive or premeditated;
and
War -- wi t h no better reminder than the wor ds written 350
yea rs ago by John Donne "No man i s an isl a nd , entire of itself; every man
is a piece of the continent, a part of the mai n ;
i f a clod be wa shed away by the s ea , Europe is
the less, as well as if a pr omont or y wer e, as
wel l as i f a ma nor of thy friends or of thine own
were ; any man's death diminishes me, beca use I am
i nvolved in manki nd ; and the r ef or e never send t o
know for whom the bell tolls; i t t ol l s for t.hee ,"
No mat t e r how we choose to class i fy man's concerns, or from what
vant ag e poi nt we elect to view them, ultimat el y it become s clear
that the quali t y of li fe for our ge ne r a tion and those t o f ol low wi l l
be de t e r mi ned ba s i cal l y by our progress i n i mprovi ng human
r el at i onships .
For whe t her we think i n ter ms of the family, our
�-11-
home co mmuni t y , our s tate or na t ion, or the world nei ghborhood, the
prime de t e rmi nant of what life will be like in the yea rs ahead wi l l
be a c onseque nc e of man's a bi lity to l i ve in ha rmony, one wi t h
ano t her.
And t he most important deci s i ons c onf r ont i ng us will not
be dependent upon our burgeoning t echnol ogy , but i ns t ead wi l l be
value- ba s ed and value-laden .
The only hope f or c i vi liz ed society is that modern man will be more
successful than hi s pr edece s so r s i n dealing with human aspira tions,
r eflec t i ng contempor ary value s.
Your ge neration, more t han mine,
shows promise of having this commit ment and capa ci t y .
But you have
not yet been r eally tested .
The real t es t i ng will come in t angi ble respons e s to tough
a l t e r nati ve s - - fo r exampl e , in the leadership you provide in
pr ep a r i ng the Americ an people to accept a static or declining
standard of l i ving in the decades immediately ahead, adopt i ng a n
�- 12en t irely new concept of the quality of life, so that the peoples vf
other part s of t he wor l d may be ne f i t mor e abundantly f r om the
ea r t h 's finite r es ources.
Wil l we go to wa r over oil?
sha r e our abundanc e wi th those less blessed?
Wi l l we
Wi l l t he hungry of the
wor l d have food?
Your s uc ce s s wi l l be de t ermined not by the elegance of your rhetoric
but by t he tangi ble consequenc es of your economic, social, and
pol i t i cal decisi ons.
IV
And now, to those t h r ee tangi bl e and specific co nce r ns which I sha r e
wi t h you as persons who are the benefic iaries of educa t i on , who are
commit t ed to knowl ed ge and l ea r ni ng,
ano t he r -- be shaper s of t he future.
~nd
who will - - i n one role or
�1
3
Fi
r
s
t, t
h
ec
h
a
l
leng
eo
f know
l
edg
eu
t
i
l
i
z
at
i
o
n
,t
h
ea
p
p
l
i
c
a
t
i
o
no
f
know
ledgeto p
rob
lem
so
fp
eop
l
e
. Inmo
s
t a
reas o
fh
um
a
n end
e
avo
r
,
w
eknowb
e
tt
e
r th
anw
e do
. \
Vh
ethe
ryou
rc
a
ree
r in
te
res
ts b
ei
n
c
r
im
i
n
a
lj
u
s
t
i
c
e
,h
is
t
o
r
y
,t
h
ep
e
r
form
inga
r
t
s
,engi
n
ee
r
ing
,
t
e
a
c
h
ing
, bu
sin
e
s
s
,f
am
i
lyl
i
f
e
,so
c
i
o
l
o
gy
,h
e
a
l
t
h
,o
r wh
a
th
av
e
you
,w
em
u
s
t so
m
e
h
ow m
o
b
i
l
i
z
e know
l
edg
er
e
s
o
u
r
c
e
si
nn
ewand
c
r
eat
i
v
ew
ay
st
od
e
a
le
ffect
i
v
elyw
i
t
hh
um
a
nc
o
n
c
e
r
n
s
. I
nt
h
e
com
p
l
e
xl
i
f
eo
f to
d
ay andtom
o
rrow
,t
h
er
e
s
o
u
r
ce
so
f any 0
n
e
n
e
,b
o
dy o
f know
l
edg
e
,o
ro
rg
an
iza
t
iona
r
eu
su
a
lly
d
isc
ip
li
d
equ
a
te t
od
e
a
le
ffec
tive
ly w
i
th s i
in
a
ni f~
n
i
s
s
u
e
s
. You
r
r
a
tionmu
s
tp
i
o
n
e
e
ri
nb
lend
ing t
h
er
i
c
h
ne
s
so
fs
p
e
c
i
a
l
i
z
e
d
g
ene
f
i
e
l
d
so
fs
tudyi
n
t
om
o
r
e e
f
f
e
c
t
i
v
ep
a
t
t
e
r
n
sf
o
r1
e
c
i
s
i
o
nand ac
tion
.
S
e
cond
,t
h
ec
h
a
l
l
e
n
g
eo
fl
i
f
e
longl
e
a
r
n
i
n
g
. I
nt
h
ep
a
s
t
,l
i
f
ew
as
indeeds
im
p
l
i
e
r
. My g
en
e
r
ati
o
ncou
l
dapp
ro
a
chl
i
feinth
reen
e
a
t
bl
o
c
k
s-go t
osc
h
o
o
l
,g
oto wo
rk
, o
u
tt
op
ast
u
r
e
.N
ow
, fo
ra
who
l
eh
o
s
to
f re
a
son
s
,t
h
a
tp
a
t
t
e
r
nis n
ol
o
n
g
e
rad
equ
a
t
e--
�-15
tg
ive
sad
is
tin
c
tive
lyhum
a
n
e qu
a
li
t
yt
ol
i
f
ei
nAm
e
r
ica
.
T
h
isfac
Bu
t on
l
y if w
econ
t
i
n
u
etoren
e
wth
e "h
a
b
it
so
f th
ehe
a
r
t
," t
ou
s
e
thet
i
tleo
f are
c
e
n
tbook by R
ob
er
tB
e
llah
. L
e
t m
e sugg
e
s
tto yo
u
a
tth
em
os
tim
po
r
tan
t w
ayin w
h
i
ch y
o
u
rli
f
ew
i
l
lb
em
eas
u
r
e
d
th
i
c
hy
ou w
i
ll sp
en
dy
o
u
rl
e
i
s
u
r
e
u
lt
im
a
te
lyis byth
ew
a
y
sin wh
tim
e
. To b
e su
r
e
, some t
im
em
us
tb
e spen
t
i~
hobb
i
e
s an
do
t
h
er
fo
rm
so
f re
l
ax
a
t
i
o
n
. Bu
tl
e
t m
ee
nc
o
u
r
a
g
ey
o
uto sp
endas m
u
c
ho
f
it a
syoucanin p
ay
i
ng b
ack t
h
eso
c
i
e
t
ytha
ta
lreadyh
a
sg
i
v
en so
much t
oyou
.
Y
ou
r pr
o
f
e
ssi
o
nne
e
d
s you
,b
e
yon
dt
h
em
and
a
te o
f th
e
job
,tor
a
i
seth
elev
e
lo
fp
r
o
f
e
ssi
o
n
a
l ~rf
r
n e
an
de
t
h
ic
s
.
Y
ou
r comm
un
it
yn
eed
s you
, tos
e
rv
eo
n no
n
p
rof
i
tb
oa
r
d
s and in o
t
h
e
r
w
ay
s tocont
r
i
bu
teto b
et
t
e
r
ing t
h
eh
um
ancondit
i
o
n
. Y
o
u
rn
a
tion
ne
e
d
s you
,tof
ill po
s
ition
so
f pu
b
li
ct
r
u
s
t
. I hop
et
h
a
ty
o
uw
il
l
qu
ic
k
l
yb
egi
ntor
ep
ayyou
r "d
eb
ttoso
c
ie
ty
." I w
ill g
u
a
r
a
nt
e
e
t
h
a
t th
i
sp
a
radoxi
st
r
u
e
: th
em
o
r
ey
o
ug
iv
e
,t
h
emo
re y
o
uw
il
l
g
e
t. A
nd t
h
e mo
r
e you g
i
v
e
,th
em
o
re su
c
c
e
ss
f
u
l you w
i
l
l
b
ecom
e
.
Byyou
r con
s
tru
ct
i
ve invo
lv
em
en
t, b
o
t
hy
o
u and so
c
ie
t
yw
i
ll b
ene
f
i
t
.
�-16-
v
Whi l e the pr os pec t s of an unkn own f ut ur e may be so mbe r, the
challenge - - an d the potential - - of tomorrow are as demanding and
a s exh i l a rat i ng a s eve r .
I n an age when bigne s s and co mplexity seem
cha r ac t erist i c , it's important to mai ntain a proper perspective .
When t he realiti es of the everyday world seem almost ove rwhelming, I
f ind the following a us eful r emi nde r :
I am only one, but I am one;
I can't do everyt hing , but I can do something ;
And what I can do, I ought to do;
And ;ihat I ought to do, by the grace of God , I will do .
I n too many f a c e t s of our lives, both i nd i vi dua l l y and as a na tion,
we s eem to have los t s omet hing of our sens e of purpose, our
self-c onfi dence, our direction, our faith and commitment.
To t he
�1
7
ex
te
n
tt
h
i
sb
et
r
u
e
,i
t
c
an b
er
em
e
d
ie
d on
ly b
yt
h
ed
e
ed
so
f
ind
i
v
i
du
a
ls who-i
nwh
a
t
ev
e
rt
h
e
i
rr
o
l
e
~d
i
nev
e
ryd
im
ensi
o
no
f
li
f
e-und
e
r
s
t
and and r
e
spond
. I
t
'
sno
t enough t
ound
e
r
s
t
and o
r
know
;w
em
u
s
ta
l
s
odo
. I
fe
a
cho
fu
sw
ill d
o wh
a
tw
ec
and
o and
ough
t todo
,w
ew
i
l
l ind
e
edb
es
e
r
v
i
n
gm
an
'
sh
igh
e
rpu
rpo
s
e
.
To e
a
cho
f you i
nt
h
i
sc
l
a
s
so
f 1988
, God
sp
e
ed inyou
rp
r
o
f
e
s
s
i
o
n
a
l
ca
ree
r and-mo
r
e impo
r
t
an
t
l
y-inyou
rp
er
s
o
n
a
l
J
JO
/k
j
70
1
if~
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Russell Mawby Papers
Subject
The topic of the resource
Charities
Family foundations--Michigan
Philanthropy and society
Description
An account of the resource
The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe.
The digital collection includes a selection of field notes, speeches, itineraries, and other materials.
Creator
An entity primarily responsible for making the resource
Mawby, Russell G.
W.K. Kellogg Foundation
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Contributor
An entity responsible for making contributions to the resource
Johnson Center for Philanthropy
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Language
A language of the resource
eng
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
JCPA-01
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1938-2012
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Source
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-01_1988-05-07_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech, The World Stands Out
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given May 7, 1988 for the W. K. Kellogg Foundation at the Grand Valley State University commencement.
Contributor
An entity responsible for making contributions to the resource
Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Subject
The topic of the resource
Philanthropy and society
Family foundations--Michigan
W. K. Kellogg Foundation
Charities
Speeches, addresses, etc.
Education
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
1988-05-07
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
-
https://digitalcollections.library.gvsu.edu/files/original/e840bae3682dfc3870c5be6a5408f1c3.pdf
45078abad57ff89c7a8e6a60877b468a
PDF Text
Text
tf.t-.. . ,
"THE WORLD STANDS OUT"
Remarks
by
Russell G. Mawby
President, W. K. Kellogg Foundation
at
Nati onal 4-H Congres s
Ch i c ago , Illinois
November 28, 1976
I
I am delighted to be at National 4-H Congress again.
I first came as
a delegat e f rom Mi chigan in 1944, as a s tate winner in th e 4-H Soil and Wat er
Conservation Program, the ac tivity for which the Fires t one Tire a nd Rubb er
Company was then th e sponsor.
Congress was inde ed an eye-opening exp erience
f or this farm boy from Kent County.
I was also the recipient of a scholar-
s h i p whi ch served both as an incentive and represented a part of the financial
wherewithal f or me to become an undergraduate student in horticulture at
Michigan Stat e University.
Through the years I have been privileged to
attend 4-H Congress a number of times .
Ruth and I are thrilled to be here
now and we thank you for the privilege of being a part of this opening ses sion.
To you delegat es t o this 1976 Congr es s, I add my congratulations to
those already expressed .
For some of you, being named a Congre ss del egate
is the culmi na t i on of a co ns c i ous and con certed effort, a goal in your
4-H care er; for others, b eing named one of your s tat e's r epresentatives
came a s a surprise, an un exp ect ed oppo r tunity a nd fur ther e xp e r ienc e
through 4-H.
In either eve nt , you ca n be proud o f your 4-H accomplishments
which h ave earned for y ou t h is s pec i a l r ecogniti on and uniQue experience.
You a re indeed a select f ew--160o representing nearly 5 1/ 2 milli on youn g p eople
�2
in 4-H a nd r elated progr ams in the 50 stat e s, th e District o f Col umb i a , and
Puert o Rico .
For ea ch of yo u , ther e a re do zens who a l so sought this op por -
tunity a nd may, in fact , have been e qual ly or even mor e deser v i ng .
That
fa c t should be both humbling and st imulating , i ns piri ng a commitment to be
the b e st poss i bl e repr e s en t ative for your s tate a nd to make the most of
thi s cherished opportuni ty.
I know yo u will j oin me in express i ng apprec iat io n to a l l wh o have
helped "ma ke i t happen," fo r none o f us does anything r ea l l y s ignificant
alon e.
I t hi nk first of family--mom and dad , s ist er s and brot hers , grand-
parent s, all ; of fell ow 4-H memb ers in your l ocal club and co un t y ; of
fri ends--y ou r own age , ol de r , younger ; of Ext ensi on workers, i n your co unty ,
on the s t a t e 4-H staff , and i n spec ial ist r esponsibiliti es, a nd spo nsors
and do no r s - - i n your l ocal commun i t y , i n y our count y and state , nat ional l y ,
bo th thos e who are y our individual trip sponsor s and thos e who in more general
ways provide th e wonder ful e xp eriences of thi s 4-H Congress progr am.
You may
think e spec ial l y o f p er s ons in y our life who provide d ins pira tion a nd s er ved
a s an exampl e; who gave encourageme nt ; who s us t a ined a nd nouri s he d yo u ,
physi cally, intellectually, s pi r i t ual l y ; who were there wi th a warm shoulder,
a helping hand .
Inde e d, y our b e ing here i s a s hared hon or a nd accompl i s hment .
I hop e
t hat dur i ng t hi s we ek you will t h ink often of thos e who helped make i t happen
for yo u a nd that you will express your gr a t it ude to them--with a note, a call,
a word of thanks .
�3
II
The theme of the 4-H Congress program this year is 4-H:
Room to Grow.
Each of you, better than I, could give a testimonial and a speech on that
topic.
Each of you can cite ways in which 4-H has provided opportunities
for you to grow--to grow in understanding, to develop new skills, to experience new relationships with others, to stretch yourself.
During this
week you will have many further opportunities to grow personally and to
explore ideas of ways in which 4-H in the future can expand to serve more
young people, both in traditional patterns and in new and exciting variations.
But for a few moments this afternoon, I will simply share with you three
sets of thoughts that I find useful anchor points in shaping my own life,
ideas which hopefully may have some meaning and relevance to you as you
think of your today and tomorrow.
The first idea relates to people and is
love and care.
sum~arized
in the two words--
And in the sense I mean them, these words are not nouns but
are active verbs--love and car'e,
Each of us has stashed away in memory certain lines--of poetry, from
literature, passages from the Bible--which have special meaning to us.
One such which freQuently recurs to me are these lines from Edna St. Vincent
Millay The world stands out on either side
No wider than the heart is
wide~
Above the world is stretched the sky,-No higher than the soul is high.
�4
The he art can pu sh th e sea and land
Farther away on e i t h e r hand;
The soul c a n s pl i t t he sky in two,
And let the face o f God sh i ne thru.
But East and We s t will pi nc h the heart
That cannot keep them pushed apart;
And he whos e s oul i s fla t--the sky
Will cave in on him by a nd by.
Th e world stands out- -no wi der t han the heart i s wi de.
Any rea s on able person who r efle ct s thoughtfully on to day a nd
tomor r ow- -on wher e ma nk ind is and wh er e we're going--finds the prospect
s ober i ng .
Recently I r ead a di sturbingly p es simis ti c--a nd per haps
di str e s s i ngl y r eali stic--b ook, An Inquiry Into th e Human Prospect, by
Robe rt L. Heilbroner.
Hei l b ro ne r suggests t hat t hree i s sues a bo ve a l l
ot her s shape the cur r ent human predicament.
three wor ds:
These c a n b e summar iz ed in
population, envi ronment , war.
I'll not elaborate on t h e se t hr ee i ssues, simply remind you of them:
Popula tion -- a r e ali zati on that t h e growt. h of human po pulat ion i s
t h e principal and most compel l i ng t hr e at t o the s urv i val of th e
spec i es (man);
Envi r onment -- a growing apprec iation fo r the f ragi l ity of t h e
rela ti onships wi t hi n th e ear t h 's e nvironmental mi l ieu , wi t h
an awa r e ne s s of t he mind- boggl i ng co nseque nc es of our act ions ,
impuls i ve or pr eme ditat e d; a nd
�5
W
a
r -w
i
t
h no b
e
t
t
e
rrem
ind
e
rt
h
a
nt
h
ewo
rd
sw
r
i
t
t
e
n 350 y
e
a
r
s ago
by John D
onne"N
om
anis an is
l
a
n
d
,e
n
t
ir
eo
fi
t
se
l
f
;ev
e
ry m
an i
sa
pi
e
c
eo
fthe co
n
tin
e
n
t, ap
a
r
to
fth
em
a
in
; i
f
a cl
o
db
e
w
ashed aw
ay by t
h
e sea
, Eu
rop
e ist
h
ele
s
s
,as w
e
l
l
a
s if
ap
rom
ont
o
r
ywe
r
e
,a
s we
l
la
si
f
am
an
o
ro
ft
h
yf
r
i
e
nd
s
o
ro
fth
i
n
e own w
e
r
e
;anym
an'
sdea
th dim
in
i
s
h
e
sm
e
,
b
e
c
a
u
s
e I aminv
o
l
ved i
nma
n
k
i
n
d;andt
h
e
r
e
f
o
r
en
ev
er
dt
oknowf
o
rw
h
om t
h
e be
l
l
sen
s~
it t
o
l
l
sfo
r
the
e
.
"
No m
a
t
t
e
r how w
e choo
s
et
oc
l
a
s
s
i
f
yman'
scon
c
ern
s, o
rf
romwha
t
v
a
n
tage po
in
t w
ee
l
e
c
ttov
i
ew t
h
em
,u
l
t
im
a
te
lyi
t
b
ecom
e
s cl
e
a
rt
h
a
t
t
h
eQ
u
a
l
i
t
yo
fl
i
f
ef
o
ro
u
r gene
ra
tion
s--you
rs andm
in
e-a
n
dt
h
o
s
et
o
f
o
l
lowwi
l
lb
ed
e
t
e
rm
i
n
e
db
a
si
c
a
l
l
yby o
u
r pr
o
g
r
e
s
si
nimp
r
ovi
n
ghum
an
l
a
t
i
o
n
sh
i
ps
. Fo
rw
het
h
e
rw
et
h
i
nkin t
e
rm
so
ft
h
ef
am
i
l
y
,ou
r hom
e
re
comm
uni
t
y
,o
u
rs
t
a
t
eo
rn
a
t
i
o
n
,o
rt
h
ewo
rld n
e
ighbo
rhood,t
h
epr
im
e
rm
in
an
to
fwha
tlife w
i
ll belikeint
h
e yea
r
sah
e
a
dw
i
l
l
be a
de
te
con
seQ
u
en
c
eo
fm
an
'
s ab
ili
t
yt
ol
i
vein h
a
rmony
, on
ew
i
t
ha
n
o
t
h
er,
andt
h
emo
s
t im
p
o
r
t
a
n
td
e
c
i
sion
sc
o
n
f
r
o
n
t
ing u
sw
i
l
l no
tb
er
e
s
o
l
v
e
d
by ou
rbur
g
e
o
n
i
ngtechn
o
logy al
o
n
e
, bu
ti
n
s
teadw
i
l
lb
e va
l
u
e
b
a
sed
andva
l
u
e
l
a
d
e
n
.
eo
n
l
yhop
ef
o
rci
v
i
l
i
z
e
ds
o
c
i
e
t
yist
h
a
tmod
e
rn m
an w
i
ll b
e mor
e
Th
su
c
c
e
s
s
f
u
l th
an h
i
sp
r
e
d
ec
e
s
s
o
r
si
nde
a
l
i
ngw
i
t
h hum
ana
s
p
i
r
a
t
i
o
n
s, re
f
l
ect
ingcontem
p
o
ra
r
yv
a
l
u
es
. Yo
u
r g
ene
rat
i
o
n
, mo
reth
a
nm
in
e
, sh
ow
sp
rom
is
e
o
fh
a
v
ing t
h
i
scommi
tm
e
n
tandc
a
p
a
c
ity
.
�6
During these few days in Chicago, you have an unusual opportunity-room to grow--in your circle of friends, in knowing and understanding people
from other places and with different backgrounds.
on this fully.
I urge you to capitalize
Perhaps never again will you, in one place, have occasion
to be with people from all 50 states, from the District of Columbia and
Puerto Rico, from Canada, from other countries of the world neighborhood.
Set a goal for yourself.
By now you should have become acquainted with
your fellow state delegates; while it's impressive to see state groups
together this afternoon, by tomorrow I hope you will deliberately avoid
your fellow state representatives and instead be reaching out in your
circle of friendships.
Seldom in the future will you be living in such a cosmopolitan community ...
make the most of it.
But always your world will be as big as you and your
heart make it--come to know, to understand, to care.
The second idea is to love life and live it fully, in the highest human
sense.
As Americans, we are a people especially blessed.
But despite the
bounties of your life--in spiritual, in cultural, in material terms--it's
amazing how many people are sad and unhappy"
Life is not meant to be that
way.
Some of you may recall the old movie, Auntie Mame , or the musical,
Mame, the stage variation of the same story.
zestful, vital human being.
Auntie Mame is a delightful,
I recall two quotes:
First when she observed,
"All of life is a banquet, and most of us poor fools are starving to death."
And then, to her nephew as they were to embark on an around-the-world
excursion:
"I'll open doors for you, doors you never even dreamed existed."
�7
Approach each day with anticipation and enthusiasm.
Stretch yourself--intellectually (take that tough course, read a great
book, visit an art museum); physically (push yourself, shape up, move out);
spiritually (seek the real answers, put your religious beliefs into action
in your daily life and relationships); be tough on yourself.
Explore and experiment.
The best advice I ever received in college
came from the chairman of the department of horticulture, in which I was a
major.
He suggested I take the minimum course requirement in horticulture
and reach out into other parts of the University, into fields I knew nothing
about.
That led me into such exciting areas as journalism, geography.
political science, sociology.
But I missed a lot and I am still in the
process of studying to fill those voids, now in such areas as law, philosophy,
accounting, the great religions, music and art appreciation.
This week you will have a lot of opportunities to explore and experiment.
But I want to mention one special opportunity that I hope you will really
capitalize on.
Most of us know too little about our American system of
enterprise, based on individual initiative with competition in a free market
system and a profit motivation.
Delegates to 4-H Congress are fortunate to
have the opportunity of being with representatives of the sponsoring
organizations, representatives of business and industry from around the
country.
It's a compliment to 4-H--and you--that so many busy people take
time to be here.
Don't miss the opportunity to talk with them--ask about
their company, what it's like to work for a corporation, who owns the
business. what are the profits and where do they go, how much is government
�8
i
n
v
o
l
v
edin t
h
e bu
siness andwh
a
t ar
etheimp
l
ic
a
t
i
o
n
so
ft
h
a
t
,how w
o
u
l
d
on
ep
r
epa
r
efo
r ajob i
nb
u
s
i
n
e
ss o
ri
n
d
u
str
y
. If
u
r
t
h
e
ren
co
u
r
age you,
e
t
u
r
n hom
e an
di
f
you h
av
en
o
t al
r
e
ady don
e so
,t
obuy som
e
w
hen you r
s
h
a
r
e
so
fc
omm
on s
t
o
c
k
,be
comi
n
gp
a
r
town
e
ro
f a corpo
r
a
t
i
o
n
. Th
a
ti
s
ap
r
i
v
i
l
ege w
e ha
v
ea
sAme
r
i
can
sth
a
tmo
s
t peop
l
ei
nt
h
ew
o
r
l
ddo no
t
enj
o
y
. Bu
t becom
i
n
ga s
t
o
c
k
h
o
l
d
e
rw
i
l
l op
en up doo
rsyoum
a
y hav
eigno
r
e
d
be
fo
re
yo
u
'
l
lrec
e
i
ve d
iv
idend
s; e
x
p
e
r
ien
c
e app
r
e
cia
tion
,o
rl
o
s
s
,inyou
r
s
t
o
c
kpor
t
f
o
li
o
; have ach
an
c
et
oseet
h
ecorpo
r
a
t
ion
'sa
n
n
u
a
lrep
o
r
ts
;
t
a
k
ea newi
n
t
e
r
es
ti
nt
h
a
tp
ag
eo
fthep
ap
er t
h
a
tu
n
t
i
lnow m
ayh
a
v
eb
e
en
o
n
l
y an o
b
s
t
a
cl
eonth
ew
ay t
ot
h
efunn
i
e
s. G
e
t in ont
h
ea
c
t
i
o
n!
I hopeth
is w
eek a
t C
lub Co
ng
r
e
s
sw
ill op
en door
sfo
ryou
, doo
r
s you
n
ev
er ev
en d
ream
ed ex
i
s
t
e
d
. It c
a
n
, bu
t onl
yi
f
you w
i
l
l
i
t
.
Th
et
h
i
r
dideare
la
te
s totheimpo
r
t
a
n
c
eo
fb
ei
n
gi
n
v
o
lved
. E
ffec
tive
d
emoc
r
acyre
q
u
i
res i
n
d
iv
idua
li
em e~
T
he un
iqu
ei
n
g
r
e
d
i
en
ts o
fo
u
r
Am
e
r
icanway o
fl
i
feis v
o
l
u
n
t
e
e
r
i
sm
, th
o
s
et
h
i
ng
s wh
i
ch i
n
d
i
v
i
d
u
a
l
s do
v
o
l
u
n
t
a
r
i
l
yb
e
c
a
u
s
et
h
e
yw
an
tt
o
.
M
a
rg
ar
e
tM
e
ad h
a
s ob
s
er
v
e
d
:
"We l
i
v
ei
na so
c
i
e
tyt
h
a
t alw
ay
shas depended on vo
l
u
n
tee
r
s
o
fd
if
f
e
r
e
n
tk
i
n
d
s-som
ewho c
ang
ive mon
ey, o
t
h
e
r
swho gi
v
e
t
im
e
,anda g
r
e
a
tm
any w
ho f
r
ee
l
ygi
v
et
h
e
ir s
p
e
c
i
a
ls
k
i
l
l
s
,
f
u
l
l-tim
eo
rp
ar
t-tim
e
. I
fyoulookc
l
o
se
ly, youw
i
l
ls
e
e
t
h
a
ta
lm
o
s
ta
n
y
t
h
i
n
gt
h
a
trea
l
l
y m
a
t
t
e
r
stou
s
,a
n
y
t
h
i
n
g
t
h
a
tembodi
e
sou
rd
e
ep
es
t comm
i
tm
en
tt
ot
h
ew
ay hum
anlife
shou
l
db
e li
v
e
dand c
a
r
e
df
o
r
,d
epend
s on som
e fo
r
m
-m
o
re
of
t
e
nm
a
ny f
o
rm
s
-o
fv
o
l
u
nte
e
r
i
sm
.
"
�9
T
h
i
sf
a
c
tg
i
v
e
sa d
i
s
t
i
n
c
t
i
v
e
l
yhum
an
eq
u
a
l
i
t
yt
ol
i
f
ei
nAm
e
r
i
c
a
.
A
l
lo
fu
s wh
oa
r
ea pa
r
to
f4
-H
, whohav
eb
e
n
e
f
i
t
t
e
di
nmanyw
ay
s
, know
o
ft
h
es
i
g
n
i
f
i
c
a
n
tr
o
l
eo
fv
o
l
u
n
t
e
e
r
s
a
d
u
l
tl
e
a
d
e
r
s
,j
u
n
i
o
rle
a
d
e
r
s
,
r
e
s
o
u
r
ce peo
p
l
e
,s
p
o
n
s
o
r
sanddono
r
s
.
I
'
l
l
sugg
es
t at
o
p
i
cf
o
ryo
u
r ne
x
tr
a
ps
e
s
s
i
o
n
: T
h
e
s
i
s"
I
na r
e
a
l
sen
se
,the m
a
rk o
f a pe
rson'
sl
i
f
eis det
e
rm
ined
, ab
ove a
l
l
,by the w
ay
s
i
nwh
ichle
i
s
u
r
et
im
ei
ss
p
e
n
t
.
" Th
ink a
b
o
u
tt
h
a
t
an
a
l
y
z
et
h
el
i
v
e
so
f
fo
lk
sy
ou admir
e
,andwhy
.
I enc
o
u
r
ag
e you t
ob
ei
ed
u
ari
So
,thr
e
ei
d
e
a
s
:
(1
) P
eo
p
l
e-love and ca
r
e
.
(2) Lov
el
i
f
eand l
i
v
ei
t
fu
lly.
(3
) B
ei
n
v
o
l
v
e
d
.
ITT
~ ~
Wh
i
l
e t
h
e pr
o
s
p
ec
t
so
ft
h
ef
u
t
u
r
em
ay so
m
e
tim
e
s se
emsomb
e
r,the
c
h
a
l
l
e
n
g
e
a
n
dt
h
ep
o
t
e
n
t
i
a
l
o
ftomo
r
rowa
r
ea
sd
em
and
ing anda
s
e
x
h
i
l
a
r
a
t
i
n
ga
se
v
e
r
. I
nan ag
ewh
en b
i
g
n
e
s
s and c
om
p
l
e
x
i
t
ys
e
em
ara
ct
e
ris
ti
c
,i
t
'
simpo
r
ta
n
tt
om
a
i
n
t
a
i
n ap
r
o
p
e
rpe
r
s
p
e
c
t
i
v
e
. Wh
en
ch
t
h
erea
l
i
t
i
e
so
f th
e ev
e
r
y
d
aywo
r
ld s
e
e
ma
lmo
s
t ov
e
rwhe
lm
in
g
, If
i
n
d
t
h
efo
l
l
ow
ing a u
s
e
f
u
lr
em
in
d
e
r
:
I amon
ly on
e,b
u
t I amone;
a
n
'
tdo ev
e
r
y
t
h
i
n
g
,b
u
tIc
a
n do som
e
th
in
g
;
Ic
And wh
a
t Ic
an do
, I ou
g
h
tt
odo
;
a
t I ough
t to do
, by t
h
eg
r
ac
eo
fGo
d
,I w
i
l
l do
.
And wh
~
�10
Je s us taught , "Love t hy ne i ghbor - - "
Aunti e Mame said, " All of life i s a ba nquet and most of us
poo r fools a re star ving to dea t h."
Snoopy says , "Ha pp i ness is b e ing a fr iend . "
4-H-- an d l ife--provi de f or each o f u s r oom to grow if we will.
If
each o f us wi l l do what we can do and ought to do to enr ich our own lives
a nd thos e of others , we will in fact be servi ng man 's higher purpose .
To each of you attendin g t h i s 4-H Congr es s in our Bi c entennial y ear,
Godsp e ed in t his wee k and i n the years a h ead i n yo ur unending commi t ment
t o make yo ur b e st o f t oday even b e tt er.
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Russell Mawby Papers
Subject
The topic of the resource
Charities
Family foundations--Michigan
Philanthropy and society
Description
An account of the resource
The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe.
The digital collection includes a selection of field notes, speeches, itineraries, and other materials.
Creator
An entity primarily responsible for making the resource
Mawby, Russell G.
W.K. Kellogg Foundation
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Contributor
An entity responsible for making contributions to the resource
Johnson Center for Philanthropy
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Language
A language of the resource
eng
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
JCPA-01
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1938-2012
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Source
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-01_1976-11-28_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech, The World Stands Out
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given November 28, 1976 for the W. K. Kellogg Foundation at the National 4-H Congress.
Contributor
An entity responsible for making contributions to the resource
Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Subject
The topic of the resource
Philanthropy and society
Family foundations--Michigan
W. K. Kellogg Foundation
Charities
Speeches, addresses, etc.
Youth
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
1976-11-28
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
-
https://digitalcollections.library.gvsu.edu/files/original/604ac0aa49ef0b087b3ea5fa60e7ecf2.pdf
39a839c32de74ffd0e89e38a3e96b9fd
PDF Text
Text
THE WORLD STANDS OUT
Remarks by Russell G. Mawby, President,
W. K. Kellogg Foundation
at the
1979 Awards Banquet of the Michigan International Council
Lansing, Michigan
October 28, 1979
I
It is a pleasure indeed for me to be with you this
evening and i t is equally a privilege for me to accept your
International Affairs Award on behalf of the Kellogg Foundation.
International voluntary action has been a major
commitment of Kellogg and a number of other foundations for
many decades.
Last year, a total of 133 U.S. foundations provided over
$57.8 million for international projects.
Of that amount,
$27 million went to organizations in foreign countries, and
$31 million went to American groups on behalf of other countries.
The level of international grantmaking by all foundations
dropped by some $38 million in 1978.
That drop reflec ts a
�2
general skrinkage in the value of assets of many f ounda t i on s ,
and a consequentia l need to cutback on grantmaking .
Hopefully,
it i s not a result of lessening interest in the international
scene, although I am uneasy in the feeling that such may be
the case -- not only for American philanthropy, but more
importantly on the part of the American people at large -- a
turning inward of interests, away from the world of which we
are a part .
In any event, such change only empha sizes the importance
of groups l ike the Michigan International Council and i t s
more than 100 member organizations which share interest and
ac tivities in the area of world affairs.
In reviewing your
Directory, I was amazed by the broad representation of Council
membership -- from organizations, like the Michigan Division
United Nations Association of the U.S.A., which have international affairs as their pr imary or sole reason for being,
to other institut ions representing business and industry,
civic, education, governmen t, youth, and related programs.
�3
As noted in your Directory, these groups run t he gamut from
foreign policy discussion, citizen exchange, world trade,
humanitarian r e l i e f , overseas studies, sister cities programs,
to a focus on world peace issues.
The Counci l 's own efforts to encourage experience sharing
and contact among organizations conducting v a r i ed international
programs -- for example, the Council Courier Newsletter,
sponsorship of the Great Decisions Program, and your International Data Bureau -- are commendable examples of ways t o
increase in ternational awareness and involvement by both
individuals and organizations in our state.
This awards
dinner is also a very effective way to draw atten tion e a ch
year to International Week activi ties.
II
When John Snell contacted me in early September regarding the awards banquet, he noted that John Hannah had
served as speaker last year and had talked on the s ub j e c t of
feeding t he world's hungry.
John Snell suggested, somewhat
�4
humorously, that I focus my remarks this evening on "food for
the minds of the world, not the bod ies."
He a s k e d tha t I
deal in some way with the economic, po li tical, and ideological
causes and solutions t o the seeming deterioration of true
democracy worldwide, and how we as ind ividuals, business, and
international organizations might be effective in bringing
about workable solutions by providing more positive al ternatives
to communism.
That's more than I can pos sibly deliver -- but
my remarks will relate to those concerns.
I subscribe to the notion that in speakers, brevity is a
virtue .
But I r ealize fully that in brevity there is danger
danger of misinterpretation, of lack of clarification and
precision, of fai lure t o document all conditions and assumption s.
Even with the scope of t h e mandate given me by John, I will
still attempt to be brief, however, and will depend upon your
own wisdom and judgment to translate and interpret my comments
accurately regarding complex international issues.
In that
regard, I am tonight breaking one of the guidelines which I
�frequently use in deciding whether to accept a speech
inv itation -- namely tha t I try never to give a speech to an
audience that knows more about the topic than I do.
Certainly most of you are well versed on key interna tional problems.
So I hope you are not disappo inted if my
remarks this evening represent more of an appetizer rather
than a satisfying, full course coverage of several specific
in ternational concerns, as was r eque sted of me by John Snell.
III
I selected the titl e for tonight's remarks, The World
Stands Ou t, from a poem by American Poet Edna St. Vincent
Millay.
The world s tands out on either side,
no wider than the heart is wide;
above the world is stretched the sky,
no h igher than the soul is high.
�6
The h eart can push the sea and land
farther away on either hand;
the soul can split t he sky in two,
and let the face of God shine through.
But east and west will pinch the h e art
that canno t 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 t he heart is wide.
Any reasonable person who reflects thoughtful ly on today
and tomorrow -- on where mankind is and where we are going
finds the prospec t sobering.
No matter how we choose to classify man's concerns or
from what vantage point we elect to view them, ultimately it
becomes c l e a r tha t t he quality of life for our generations
yours and mine and t ho s e that follow -- will be determined
basically by our progress i n i mp r oving human relationships on
�7
an international level.
Whether we think in t e r ms of the
f ami l y , our home c ommun i t y , our sta te or nation, or t h e world
community, the primary determinant of what life will be like
in the years ahead will be a consequence of man's ability to
l i v e in harmony, one with another.
And the most important
decisions confronting u s will not be solved by our burgeoning
technology alone, but instead will be value based and va lue
laden.
It would be nice if our overriding concerns -- such
issues as population, environment , energy, and war -- were
simple, tidy issues that could be dealt with forcefully and
directly.
But we immediately see that they are not simple
and neat; t hey are complex, confounding and compounding,
comprehensive, in terrelated.
One of the dilemmas o f the
human condition is t h a t the problems which concern us are
diffuse, complex, permeating, multidiscip linary, generalized.
Think of any current issue of major significance -- food
supply, energy, education, human health, international trade,
�8
rural development, 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 reality
that in most areas of human endeavor and concern, we know
better than we do.
Since it began its international programming in the
early 1940s, the Kellogg Foundation has sought to assist
other nations and people in creating new ways to more
effectively mobilize knowledge resources to deal with their
own specific problems and needs.
We have emphasized applica-
tion of existing knowledge and education as an effective way
t o improve one generation over another.
This has been the
case with the Foundation's Latin American and European fellowship programs.
The Kellogg Foundation has assisted more than
2,000 professionals from other countries in coming to the
United States for a few weeks to two years of advanced study
�9
in h ealth, educat ion, or agr iculture.
The Fe l l ows have
re turned home with newly a c qu i r e d expertise and a manda te
f rom his or her own in s t i tu tion to adapt knowledge and ski l ls
to local or nationa l needs .
In this way, innovations in such
areas as hea lth care delivery and fo od technology have be en
t ran sferred and adap ted throughout t h e world.
It has been a
proce ss of t he Foundation betting on people from these na t i on s
and on the power of e duc a t i on - - the inquisit ive mind; the
mast ery o f knowledge and skills; and a pa ttern of identifying,
assembling , analyzing, thinking, planning, and doing.
From t he beginning it ha s been apparen t that t h is
"in t e l l ec t u a l i n t e r a ct i on " has been a mutually beneficial
proc ess -- for student and teacher alike.
As each of us
knows f r om personal exp erience, and perhaps particular ly in
world affairs, we are usually s imultaneously a l e a r ne r and a
teacher, a give r and a r e c e i v e r .
I n rec ogni tion of this
r e a l i t y , t h e nature of our Fellowship Program has gradually
changed, giving increased emphasis to the i n t e ll e ctua l
�10
stimulation and creative benefits which occur to both parties.
Just now we are exploring further ramifications of this
philosophy, reflecting a "partners in human progress" theme.
IV
Early in this century when the breakfast cereal business
which Mr. Kellogg had just established began to prosper, he
indicated in conversations with friends that he did not
intend to spoil his family by making them wealthy, that
whatever fortune he should accumulate would be invested in
people.
Fifty years ago he established the W. K. Kel logg
Foundation with a central commitment not to charity but to
helping people to help themselves in mobilizing knowledge
resources to address th e problems which concern them.
Consistently through the years in all Foundation programming,
domestic and int ernational, our emphasis is on people -their needs, their aspirations, their hopes, their goals.
As
John A. Hannah, President Emeritus of this University and
your banquet speaker last year, often observes, "Only people
�11
are important."
People -- with purpose and know-how, philosophy
and knowledge, values and technology.
About two months ago the United Nations convened in
Vienna its Conference on Science and Technology for Development.
While it is always di f ficult to determine t he value o f such
international meetings and too early in any even t t o assess
the significance o f this meeting, it was apparent that the
conference was less congenial and produc t ive than one would
hope.
Dr. Paul A. Mil l er, f o r me r President and now a Professor
at Rochester Institute of Technology and a Senior Program
Consultant to our Foundation, was an observer at the conference.
In summarizing hi s impressions, he observes, "It seemed
clear, over and over again, t h a t the global discussions in
Vienna spli t between those who are seeking a simpler, more
organic, human-scaled, decentral ized, labor-intensive (an
alternate or 'appropriate') technology, and t ho s e others who
see no alternative to maximizing a science-based technology
and applying it to overcoming the constraints to development.
�12
In our view, such debates paid but slight l i p service t o the
participation and understanding of the people at large about
the consequences of technology; rather, the discussion,
staffed by science professionals and couched in the language
of economic and political policies, seemed solidly technocratic
in substance and style.
"However, and paradoxically, the repeated references to
the constra int s of development acknow ledged t ha t development
goes nowhere without popular unders tanding and participation:
adap tation of technology to site specific situations; the
l i n ka ge s o f delivery sy stems to local ins titutions, including
smallholders; the disparities in dual economics (elite enclaves
v ersus the traditional sec t ors); the importance of local,
rural, indigenous i ndu s t r y ; the critical need for local
capacities for innovation and entrepreneurship.
As one
report at the Conference (edited by Harlan Cleveland:
Dynamism and Development ) stated:
I •••
the key factor in
every ca se is no t primari ly economic rela tionsh ips or
�13
technology flows; it is indigenous people handling the process
their values, aspirations, attitudes, skills, leadership,
discipline, authority and organization . '"
In thinking about the issue of people and development, I
find a recent paper by Harlan C. Cleveland and I. A. Abdel
Rahman thought-provoking.
These authorities who have devoted
much of their lives to international affairs assert that a
new model of development is required (including new categories:
equity, employment and education, the energy balance, the
environment, security, decision-making, a global perspective,
and the 'interest of the future generation'), which features
information-generation and flow as the centrally dynamic
idea.
They state, " ... no matter how effective the international
machinery for cooperation, the key to the effective application
of technology for development is still, as always, educated,
self-reliant, indigenous people -- including women, that
often neglected human resource.
Where developing nation
leaders can bargain from a base of clear national purpose and
�14
stable social authority, t he r e is essentially no limit to the
kinds and amounts of technology they can afford t o import.
A
nation's ultimate resource is the quali ty o f its own leadership.
That is the one component of the development spiral that
cannot be purchased from abroad ."
Another scientist concerned with development speaks of
three levels of science literacy.
The first is "practical
science literacy ," which deal s with the ownership of that
know-how that may be placed in use for the improvement of
living standards.
From basic skills of human health in the
developing world to understanding "p r ope r human nutrition in
the developed world, practical science literacy to the critical
I
issues of Third World development.
It is concerned with
local management of agricultural, heal th, and educa tional
enterprises, organizing and operating small businesses, and
receiving, adapting, and monitoring the flow of information
about basic human needs.
He speaks next of " c i v i c sc ience
literacy," dealing with policy issues, and "cultural science
literacy, " the in teractions of technology and culture.
�15
In thinking about opportunities for organizations and
individuals such as thos e represented in the Michigan International Council to contribute to world progress, we would
all agree that there i s a need for not just understanding but
action as well.
The effor ts of both government and private
organi zations, have in recent years been oriented particularly
towards local grassroots projects and upon village-level
workers, intermediate technicians, and paraprofessional
personnel.
At the same time, there continues to be a crucial
lack of managers and administrators of all kinds, of qualified
teachers and trainers, of rural aevelopment cadres, including
local government administrators, agricultural researchers and
extension agents, rural engineers, industrial and commercial
extension agents to promote small scale enterprises, and
health and social welfare personnel.
Thus, as some believe, a lack of empha s i s upon the
long-term needs of leadership development in Latin Ame rica
and Africa has con tributed to major problems on those
�16
continents.
William R. Cotter, President of the African-
American Institute, observes:
"Instead of rapidly building
local manpower capab ility -- the United States has flooded
the develop ing world with expensive American technicians.
These technicians have not had and cannot have a meaningful,
long-term impact on the staggering problems afflicting the
impoverished world masses; only skilled nationals and national
institutions can achieve t ha t impact."
It is exactly this focus on skilled nationals and local
institutions which has occupied the majority of Kellogg
Foundation fundin g internationa liy, and it is exactly such
problems as have been described which should interest most
donor institutions and agencies, and which should lead them
to examine the cr itical La tin American and African needs for
highly trained leaders in such fields as science and technological development, po licy planning, and project implementat ion.
�17
Highly-funded, heavy handed programs aimed at massive
infrastructure projects in the developing countries have
clearly shown that we cannot bring about cultural change and
progress through force.
Human sensitivities and responses are
far too discriminating and fragile, the process of cultural
adjustment too deliberate to be mandated from above or outside.
You can introduce cultivation of a high protein, red bean on
campisino farms.
But you cannot force people to eat such red
beans if they are accustomed to black beans.
This same lesson has been l e a r n e d regarding massive
transfer of resources and technology.
Giv ing sma ll farmers
in Latin America garden tractors does absolutely no good when
the farmers cannot afford gasoline and spare parts to operate
them.
We could, of course, debate a t length my categorization
of these social i s s u e s and problems , sta tistics, funding
levels, and even argu e semantics.
Yet i t is readily apparent
that intellectual knowledge resources are absolutely funda-
�18
mental in dealing with man's tomorrow worldwide.
It is also
clear that there is great opportunity for the private sector,
and for each individual organization and citizen, to contribute
time, effort and money to eliminating international hunger,
poverty, illness, and ignorance.
Such help will only be
effective if it stresses human values and human interaction.
I am constantly surprised at the current scope of such efforts.
Very often, in addition to the tangible and discrete, the
ingredients you and your organizations provide are the human
and humane, the warm and caring concern.
V
It is also the organizations which you represent, working
individually and collectively through the Michigan International Council, which can help reshape general international
responses.
When the realities of world poverty, disease, and injustice
seem almost overwhelming, you might find the following an
encouraging reminder:
�19
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 t o do;
And what I ought to do, by the grace of God, I will do.
If each of us will do -- in our diverse ways and various
roles -- what we can do and ought to do to further world
understanding and the human condition, we will have done our
bit to foster the better life which all people seek.
God speed in your important international work.
WPC:
10/24/79
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Russell Mawby Papers
Subject
The topic of the resource
Charities
Family foundations--Michigan
Philanthropy and society
Description
An account of the resource
The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe.
The digital collection includes a selection of field notes, speeches, itineraries, and other materials.
Creator
An entity primarily responsible for making the resource
Mawby, Russell G.
W.K. Kellogg Foundation
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Contributor
An entity responsible for making contributions to the resource
Johnson Center for Philanthropy
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Language
A language of the resource
eng
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
JCPA-01
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1938-2012
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Source
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-01_1979-10-28_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech, The World Stands Out
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given October 28, 1979 for the W. K. Kellogg Foundation at the 1979 Awards Banquet of the Michigan International Council.
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
1979-10-28
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
-
https://digitalcollections.library.gvsu.edu/files/original/48289c5e9ba209118e9b8ee7436f293c.pdf
3336fad22bf8c788e01e2dd6375de61b
PDF Text
Text
,,~
--r:-
October 5, 1988, Third Annual Conference - Grantmakers for
Children and Youth - Detroit
f"l _
I~e Youth ttiiat:\v~.~ Program"
~ ~~c..7\ '-u")~~ ~~
..
_(\.J-:
_ .~ ~~~"-- ~ ~ ~ ~c.-... ~
vJ k' l:::.' t= :
~e.-
- ... W ~ \<.. ',
~
~ ~
c.9' 9 .0 ~ ~.:---ll
~
""'l (r'-"
~...
.~ / ~~
~ ~)~
�I
n
t
r
o
d
u
c
t
i
o
n
~u
I
y
o
u
t
hnow l
o
v
el
u
x
u
r
y-t
h
e
yh
av
eb
ad
m
ann
e
r
s and con
t
emp
tf
o
ra
u
t
h
o
r
i
t
y
.c
h
i
l
d
r
e
n
a
r
enow t
y
r
a
n
t
s-n
o
tt
h
es
e
r
v
a
n
t
so
ft
h
e
i
r
h
o
u
s
e
h
o
l
d
s
. Th
ey c
o
n
t
r
a
d
i
c
tt
h
e
i
rp
a
r
e
n
t
s.
and t
y
r
a
n
n
i
z
et
h
e
i
rt
e
a
c
h
e
r
s
c
r
a
t
e
s
,5
t
h
" So
C
en
tu
ry B
.C
.
Th
e con
c
e
rnf
o
ry
o
u
t
hi
sind
e
edn
o
tan
ew ph
enom
enon t
os
o
c
i
e
t
y
.
N
ev
e
rb
e
f
o
r
e
, how
ev
e
r
,h
a
st
h
et
im
eb
e
en so c
o
n
f
u
s
i
n
gf
o
ryoung
p
e
o
p
l
e
. You
th tod
aya
r
ebomb
a
rd
ed w
i
t
h
and c
o
n
f
r
o
n
t
e
d
i~ti
/- ~ ) c
.
.
.
a
'Q 0-1
.
-<I
on a d
a
i
l
yb
a
s
i
sw
i
t
hd
e
c
i
s
i
o
n
s abou
td
r
u
g
s
,s
e
x
, and p
e
r
s
o
n
a
l
f
\
.
v
a
l
u
e
s
. Th
ey l
i
v
ew
i
t
ht
h
ec
o
n
s
t
a
n
tt
h
r
e
a
to
fn
u
c
l
e
a
rw
a
r
,
o
n
e
f
o
u
r
t
ha
r
el
i
v
i
n
gi
np
o
v
e
r
t
y
, and m
any a
r
eg
row
ing up i
na
c
om
p
l
e
t
e
l
ych
ang
ed f
am
i
l
ys
t
r
u
c
t
u
r
e
. No
t o
n
l
yc
an t
h
e
s
e
--
c
i
r
c
um
s
t
a
n
c
e
sh
av
e ad
r
am
a
t
i
c imp
a
c
ton i
n
d
i
v
i
d
u
a
ll
i
v
e
s
,t
h
e
yc
an
p
l
a
y
as
i
g
n
i
f
i
c
a
n
tr
o
l
ei
nt
h
ef
u
t
u
r
eo
fe
n
t
i
r
ecommun
i
t
i
e
sa
sw
e
l
l
a
st
h
en
a
t
i
o
na
s a who
l
e
.
P
r
e
s
e
n
tD
ay You
th P
rob
l
em
s
-
G
row
ing numb
e
r
so
fyoung p
eop
)
.
.
e
_
a
r
e-b
e
com
ingd
i
s
c
o
n
n
e
c
t
e
dt
o
'
- --. -
-
...
.
._
-
s
o
c
i
e
t
y
. Th
ey a
r
ep
o
o
r
l
ymo
t
i
va
ted
,l
a
c
k
i
n
gi
n
u ~a e tal li~e ac
s
k
i
l
l
s
,and u
n
a
c
q
u
a
i
n
t
e
dw
i
t
ht
h
er
e
s
p
o
n
s
i
b
i
l
i
t
i
e
sand
.
.
;
-
t
h
ewo
r
ld o
fwo
rk
.
----_.
__._
o
f
--.
-e a
~
Th
ey h
av
et
h
ea
b
i
l
i
t
yt
ob
e
com
ep
r
o
d
u
c
t
i
v
e
c
i
t
i
z
e
n
s
,b
u
tm
any w
i
l
ln
o
tu
n
l
e
s
s som
e
th
ingo
u
to
ft
h
eo
r
d
i
n
a
r
y
h
app
en
s
. A
s on
er
e
s
e
a
r
c
h
e
rr
e
c
e
n
t
l
ys
t
a
t
e
d
, "W
ec
anhop
et
h
e
p
rob
l
emw
i
l
l go aw
ay w
i
t
h an imp
rov
ede
conomy o
r som
ek
i
n
do
f
�2
-
t
e
c
h
n
o
l
o
g
i
c
a
lr
e
v
o
l
u
t
i
o
n
. We c
anb
e
l
i
e
v
et
h
a
tt
h
i
sp
a
r
t
i
c
u
l
a
r
p
rob
l
em i
sp
e
c
u
l
i
a
rt
oc
e
r
t
a
i
nc
i
t
i
e
sanddo
e
sn
o
ta
f
f
e
c
tt
h
eh
e
a
l
t
h
o
ft
h
en
a
t
i
o
n. We c
ans
a
yi
ti
st
h
es
c
h
o
o
l
s
'r
e
s
p
o
n
s
i
b
i
l
i
t
yo
r
som
eon
ee
l
s
e
'
sc
a
u
s
e
. We c
ans
a
yt
h
a
tt
h
ep
rob
l
em
so
fy
o
u
t
hwho a
r
e
t
r
u
l
ya
tr
i
s
kd
e
f
ys
o
l
u
t
i
o
n
s
.
"
l S
t
a
t
em
e
n
t
s su
cha
st
h
e
s
ea
r
e
,o
f
c
o
u
r
s
e
,n
e
i
t
h
e
rr
e
s
p
o
n
s
i
b
l
en
o
ra
c
c
e
p
t
a
b
l
ei
nr
e
f
e
r
e
n
c
et
ot
h
e
s
i
t
u
a
t
i
o
n
.
D
ropp
ing o
u
to
fs
c
h
o
o
land un
emp
loym
en
ta
r
eb
u
t twoo
ft
h
esymp
tom
s
o
fu
n
d
e
r
l
y
i
n
gp
rob
l
em
so
ft
o
d
a
y
'
syou
th c
u
l
t
u
r
e
. Th
en
a
t
i
o
n
'
s
p
r
e
s
e
n
th
i
g
hs
c
h
o
o
ld
ropou
tr
a
t
ei
sa
l
a
rm
i
n
g
l
yh
i
g
h
,i
n
c
l
u
d
i
n
gsom
e
u
r
b
a
n commun
i
t
i
e
sr
e
a
c
h
i
n
gt
h
e50
-60 p
e
r
c
e
n
tl
e
v
e
l
.H
a
r
d
e
s
th
i
ta
r
e
t
h
ee
c
o
n
om
i
c
a
l
l
yd
i
s
a
d
v
a
n
t
a
g
e
dwho
, r
e
g
a
r
d
l
e
s
so
fr
a
c
e
,a
r
et
h
r
e
et
o
f
o
u
rt
im
e
smo
r
e l
i
k
e
l
yt
od
rop o
u
tt
h
a
nt
h
e
i
rmo
r
e a
f
f
l
u
e
n
t
c
o
u
n
t
e
r
p
a
r
t
s
. Th
e
r
eh
a
sb
e
en a
a a ~ic
i
n
c
r
e
a
s
ei
nt
h
enumb
e
r and
p
e
r
c
e
n
t
a
g
eo
fc
h
i
l
d
r
e
nl
i
v
i
n
gb
e
low t
h
ep
o
v
e
r
t
yl
e
v
e
l
.T
en m
i
l
l
i
o
n
c
h
i
l
d
r
e
nl
i
v
e
db
e
low t
h
a
tl
e
v
e
li
n1979
, and by 1987 t
h
ef
i
g
u
r
eh
ad
r
i
s
e
nt
o13 m
i
l
l
i
o
n
.
Emp
loym
en
tc
o
n
t
i
n
u
e
st
or
em
a
ina p
rob
l
em
,w
i
t
h
13 p
e
r
c
e
n
tun
emp
loym
en
ti
nt
h
e16
-24 y
e
a
r ag
er
a
n
g
ei
n1987
;B
l
a
ck
t
e
e
n
sw
e
r
ea
t38 p
e
r
c
e
n
t
,H
i
s
p
a
n
i
ca
t24 p
e
r
c
e
n
t
, and w
h
i
t
e
sa
t16
p
e
r
c
e
n
t
. S
a
d
l
y
,t
h
eun
emp
loym
en
tr
a
t
ef
o
rB
l
a
ck h
i
g
hs
c
h
o
o
l
g
r
a
d
u
a
t
e
si
so
n
e
f
i
f
t
hh
i
g
h
e
rt
h
a
nt
h
er
a
t
ef
o
rw
h
i
t
eh
i
g
hs
c
h
o
o
l
ut ~
2
O
th
e
r symp
tom
sa
r
e found i
nt
h
eh
i
g
hr
a
t
eo
ft
e
e
n
a
g
ep
r
e
g
n
a
n
c
y
,
y
o
u
t
hc
r
im
e
, hom
i
c
id
e
, and s
u
i
c
i
d
er
a
t
e
s
. E
a
ch d
ay
,o
u
rn
a
t
i
o
nh
a
s
"
- .
_
.
.
.
.
_
--_
._
.
-
---
�-3-
2,800 teenage girls who become pregnant, with about 2,300 of these
pregnancies being unintended.
Every day in America, 40 teenagers
give birth to their third child.
Young people under 21 account for
more than half the arrests for serious crimes, and the homicide and
suicide rates involving teens has increased dramatically in the past
quarter century.
Of the children entering first grade in September
of 1988, one of them out of every four is poor, one in five is at
risk of becoming a teen parent, one in six has no health insurance,
and one in two has a mother in the labor force.
3
Changing characteristics of youth require changes in our social
institutions in response to new and different social needs.
As
A. K. Cook points out in a recent article on America's young people,
"The changes all point to a heightened need for youth-oriented
programs.
To provide for our children's future, it is essential
that we find the resources and personnel for such programs."
4
Changes in Family Structure
It is becoming the normal childhood experience in America for
children to not live with both of their natural parents.
In 1955,
60 percent of the households in the United States consisted of a
working father, a housewife mother, and two or more school age
children .
By 1980, that percentage was reduced to 11 percent, and
it was down to 7 percent by 1985.
�-4Of every 100 children born today, 12 will be born out of wedlock,
and 40 will be born to parents who will divorce before the child
reaches the age of 18.
Most Black children do not live with both
parents today -- 49 percent live with one parent and 8 percent live
with neither.
Thirty-three percent of Hispanic children live with
one parent.
The decades of the 1970s and 1980s have brought with them entirely
new family lifestyles.
In 1973 and 1974, for the first time in the
nation's history, the number of marriages terminated by divorce
exceeded the number terminated by death.
In the late 1970s,
however, a decline in the number of divorces was noted, as was a
decline in the divorce rate.
This may have been due to an entirely
new kind of lifestyle, and the influences it may have on youth have
yet to be measured.
The most popular lifestyle of the '80s is the
two-career marriage, with over half of the wives in the work force
by 1981, compared to two-fifths in 1972.
be two-thirds by 1990.
The figure is projected to
Second only to the rise in two-earner
marriages has been the rise in cohabitation.
Households of
unrelated individuals have increased at a spectacular rate in the
last decade.
doubled.
Since 1970 the number of cohabitating couples has
The increase was eight-fold among those under 25.
6
The effect these new family structures will have upon the young
people of our nation is as yet unknown, but the research thus far
certainly suggests that family, community, school, and other
�-5agencies of socialization are not working as they once were.
Too
many of our young are not making a successful transition to
productive adult life.
Youth are the key to this country's
development -- economically and socially.
Study after study
demonstrates that without family support, students do not succeed as
often academically and drop out of school more.
Further, the
evidence clearly shows that those who drop out more often are
unemployed, have higher delinquency and crime rates, and appear on
the welfare roles more often.
The problems, as monumental as they seem to be, must be addressed,
and the time seems ripe for solutions.
There are a number of
successful youth programs operating in the nation; education reform,
although slow and varied, is under way; business and industry are
exhibiting new interest in helping; interest in public service is
growing; and new partnerships, combining public and private
interests, are being formed.
Youth Program Research
An abundance of information has been compiled on youth programs
since the 1960s.
Some of the work describes successful and
unsuccessful community attempts of youth programming intervention
techniques.
Two of the nation's leading researchers in this regard
in 1985 studied communities in which coalitions had been formed to
�-6-
address the problems of youth.
7
Five pairs of "matched"
communities were studied, half of which had been successful in
operating youth programs, and half of which had been unsuccessful.
Findings indicated some interesting consistencies in those
communities which were successful.
Within the coalitions formed to
address the problems of youth, the collaborating members shared
leadership roles, a stability was present among individuals and
agencies, and a strong community service ethic existed among
coalition members.
Previously, a 1979 study of youth agency coalitions had also
concluded that "community coalitions are a cost-effective, efficient
way to increase and expand services to youth and to enhance the
capacity of a community as a whole to plan and program for young
people."
8
This research found the major benefits of coalitions to
be avoidance of duplication of services, the presence of more
resources, more visibility and the potential of more political clout
for youth advocacy, a more holistic approach to youth problems, and
an opportunity for more long-term planning.
Identified as three of
the chief reasons for failure or ineffective operation of the
coalitions were the lack of unity of members, the absence of
adequate resources, and the fact that members were not aware of the
important trends of the topic being discussed.
�7
H
i
s
t
o
r
i
c
a
lI
n
t
e
r
e
s
to
ft
h
eW
. K
. K
e
l
logg Found
a
t
ion i
nYou
th D
ev
e
lopm
en
t
WKKF h
a
s longb
e
en i
n
t
e
r
e
s
t
e
dand comm
i
t
t
ed t
ot
h
ef
u
t
u
r
eo
fyoung
p
e
o
p
l
e
. M
r
. K
e
l
l
o
g
g
, i
ne
s
t
a
b
l
i
s
h
i
n
gt
h
eF
o
u
n
d
a
t
i
o
n
,s
a
i
don
eo
f
h
i
sp
r
im
a
r
yg
o
a
l
sw
a
s "
t
op
romo
t
et
h
ew
e
l
f
a
r
e
, c
om
f
o
r
t
,h
e
a
l
t
h
,
c
a
r
e
,e
d
u
c
a
t
i
o
n
,f
e
e
d
i
n
g
,c
l
o
t
h
i
n
g
,s
h
e
l
t
e
r
i
n
g
,and s
a
f
e
g
u
a
r
d
i
n
go
f
c
h
i
l
d
r
e
nand y
o
u
t
h
.
" H
ea
l
s
oi
squo
t
ed a
so
f
t
e
nh
av
ing s
a
i
d
,"
t
h
e
g
r
e
a
t
e
s
tgood f
o
rt
h
eg
r
e
a
t
e
s
tnumb
e
rc
ancom
eo
n
l
yt
h
r
o
u
g
ht
h
e
~ , ~ ,~
e
d
u
c
a
t
i
o
no
ft
h
ec
h
i
l
d
,t
h
ep
a
r
e
n
t
,t
h
et
e
a
c
h
e
r.
.
.
and t
h
e
c
omm
u
nit
yi
ng
e
n
e
r
a
l
.
" Th
rough t
h
ey
e
a
r
s
,M
r
. K
e
l
l
o
g
g
'
se
a
r
l
y
v
i
s
i
o
nh
a
sb
lo
s
som
ed i
n
t
oa comp
r
eh
en
s
iv
e emph
a
s
i
s on y
o
u
t
h
p
rog
r
amm
ing t
h
a
tp
romo
t
e
se
d
u
c
a
t
i
o
n
a
l
,d
e
v
e
l
o
pm
e
n
t
a
l
, and emp
loym
en
t
o
p
p
o
r
t
u
n
i
t
i
e
sf
o
ryoung p
e
o
p
l
e
.
WKKF You
th P
rog
r
amm
ing f
o
rt
h
e1980
s
I
np
l
a
n
n
i
n
gf
o
ry
o
u
t
hp
rog
r
amm
ing d
u
r
i
n
gt
h
el
a
s
td
e
c
ad
e
,t
h
e
F
o
u
n
d
a
t
i
o
n
'
ss
t
a
f
fr
e
c
o
g
n
i
z
e
dt
h
ec
l
o
s
ei
n
t
e
r
r
e
l
a
t
i
o
n
s
h
i
po
fv
a
r
i
o
u
s
y
o
u
t
hp
rob
l
em
s and p
rog
r
am
s
. U
n
f
o
r
t
u
n
a
t
e
l
y
, at
end
en
cyt
os
e
p
a
r
a
t
e
fo
rm
a
le
d
u
c
a
t
i
o
n
, wo
rk
, p
o
v
e
r
t
y
,f
am
i
l
y
,c
r
im
e
, and v
a
l
u
e
sh
a
sb
e
en
r
e
i
n
f
o
r
c
e
dby t
h
ey
o
u
t
h
s
e
r
v
i
n
ga
g
e
n
c
i
e
swh
i
ch h
av
ea
p
p
l
i
e
d
b
a
n
d
a
i
d
st
ot
h
ep
a
r
t
so
ft
h
ewho
l
er
a
t
h
e
rt
h
a
ncomb
in
ing t
oa
d
d
r
e
s
s
t
h
ee
n
t
i
r
ep
rob
l
em
. A
sa m
e
an
s o
ff
o
s
t
e
r
i
n
ge
f
f
e
c
t
i
v
ep
rog
r
am
s
wh
i
ch a
d
d
r
e
s
si
n
t
e
r
r
e
l
a
t
e
dy
o
u
t
hp
rob
l
em
s
,s
t
r
o
n
gen
cou
r
ag
em
en
tw
a
s
g
i
v
e
nt
oi
n
t
e
r
a
g
e
n
c
yc
o
l
l
a
b
o
r
a
t
i
o
n
. O
r
g
a
n
i
z
a
t
i
o
n
sh
a
v
e
, too
f
r
e
q
u
e
n
t
l
y
,o
p
e
r
a
t
e
dw
i
t
h
i
ns
t
r
i
c
t
,n
a
r
row b
o
u
n
d
a
r
i
e
s andh
av
e
�-8-
guarded against encroachment by other organizations and agencies.
Strongly suggested at that time was that the community should be the
focal point for addressing youth problems.
Kellogg Youth Initiatives Program
In
, 198
, the Board of Trustees of the Foundation
recommitted the Foundation to the work of addressing the problems of
youth, and after continued study and deliberation by staff, the
Kellogg Youth Initiatives Program was born.
In keeping with the
basic elements established earlier in planning youth programming for
the 1980s, the staff noted the obvious lack of inter-agency
cooperation, the tendency of institutions and agencies to separate
the problems of youth and address them separately. and the necessity
for broad-based community involvement
Addressing those three
conditions, it was agreed. would be fundamental to the Kellogg Youth
Initiatives Program.
KYIP is a long-term commitment by WKKF to assist four targeted
Michigan communities in addressing the needs of youth.
The program
establishes a partnership between the Foundation and the four
communities which have also made a commitment of human and financial
resources.
The four communities selected include a section of
inner-city Detroit. rural Calhoun County in the southwestern part of
the state. and the remote counties of Marquette and Alger in
Michigan's Upper Peninsula.
�·
.
-9-
Through KYIP, grants are made for projects designed and operated by
local organizations.
The possibilities are extensive and include
educational programs, pre-school activities, recreation, youth
involvement with senior citizens, job training, nutrition education,
and programs for school dropouts.
Emphasis is on collaborative
efforts between youth-serving agencies.
Kellogg Youth Development Seminars
In order to insure both maximal community involvement and
inter-agency collaboration, the first activity planned within
KYIP -- and the only one actually operated by WKKF -- is a two-year
series of learning opportunities known as the Kellogg Youth
Development Seminars (KYDS).
These seminars provide a cross section
of community residents with information on current youth issues,
successful programs in the country, and how to design and implement
quality youth programs.
A Kellogg Foundation Associate Program Director is based in each of
the targeted communities to assist those areas in this unique
partnership with WKKF.
They coordinate the overall KYIP effort,
including the management of the seminars and the grantmaking related
to individual projects over the long term.
All projects, with the
exception of KYDS, are administered by local people, schools,
agencies, and organizations.
�-10Participants for KYDS were chosen after candidates personally
submitted formal applications or were nominated by an institution,
organization, or another individual.
Selection was based on
residence or involvement within the target communities; interest and
experience with youth and community projects; willingness to commit
time, work, or leadership skills; and demonstration of interest in
cooperative community efforts.
Included as participants are
parents, older teens, business people, youth agency volunteers,
teachers, school administrators, bankers, police officers, court
personnel, clergy, ministers, and health workers.
All are working
together to help make the community a better place for young people
to develop into productive citizens.
The seminars go far beyond classroom lectures.
They provide
hands-on experience in youth programming, visits to outstanding
programs, and meetings with volunteers and professionals who are
making significant contributions to youth programs in other
communities.
Dynamic and knowledgeable speakers and youth experts
conduct local seminars, discussing youth and community problems, and
examining answers that have been proven to work in the "real
world."
Skill building workshops help participants communicate more
effectively with young people, manage youth activities, and raise
funds for local projects -- whatever the need dictates.
The
seminars give participants a better understanding of young people
and their needs; enhance the planning, implementation, and
assessment of youth programs; increase the capacity of participants
�-11
-
t
oh
e
l
p commun
i
ty g
roup
s condu
c
tq
u
a
l
i
t
yy
o
u
t
hp
rog
r
am
s
; and
en
cou
r
ag
ec
o
l
l
a
b
o
r
a
t
i
o
namong t
h
o
s
eg
r
o
u
p
s
.
E
v
a
l
u
a
t
i
o
n
E
v
a
l
u
a
t
i
o
no
ft
h
eKY
IP
, i
n
c
l
u
d
i
n
gt
h
eKYDS compon
en
t
,i
sb
e
i
n
g
p
e
r
fo
rm
ed by Th
eE
v
a
l
u
a
t
i
o
nC
e
n
t
e
ro
fW
e
s
t
e
rn M
i
ch
ig
an U
n
i
v
e
r
s
i
t
y
.
Th
eC
e
n
t
e
rw
a
s s
e
l
e
c
t
e
da
f
t
e
ra c
om
p
e
t
i
t
i
v
eb
i
d
d
i
n
gp
r
o
c
e
s
s
, wh
i
ch
i
n
c
l
u
d
e
dw
r
i
t
t
e
n and o
r
a
lp
r
e
s
e
n
t
a
t
i
o
n
s
.
Fo
l
low
ing t
h
eaw
a
rd
ing o
fa c
o
n
t
r
a
c
t
,t
h
ee
v
a
l
u
a
t
o
rp
rodu
c
ed a p
l
a
n
f
o
rt
h
eo
v
e
r
a
l
le
v
a
l
u
a
t
i
o
no
fKY
IP
, p
l
a
n
sf
o
rs
p
e
c
i
f
i
ce
v
a
l
u
a
t
i
o
n
s
a
te
a
chs
i
t
e
,a p
l
a
nf
o
rt
h
eo
p
p
o
r
t
u
n
i
t
yf
o
ra t
h
i
r
d
p
a
r
t
yr
ev
i
ewo
f
t
h
ee
v
a
l
u
a
t
i
o
ni
t
s
e
l
f
,m
a
t
e
r
i
a
l
sn
e
ed
ed t
oimp
l
em
en
tt
h
ep
l
a
n
s
, and
i
n
s
t
r
um
e
n
t
st
od
e
t
e
rm
i
n
et
h
en
e
ed
s ~~ .
ut
and t
h
ea
s
p
i
r
a
t
i
o
n
so
f
t
h
ecommun
i
t
i
e
sf
o
rt
h
e
i
ryoung p
e
o
p
l
e
. Af
i
l
eo
fi
n
f
o
rm
a
t
i
o
nabou
t
i
n
n
o
v
a
t
i
v
ey
o
u
t
hp
rog
r
am
sw
a
s a
l
s
od
ev
e
lop
ed
, and t
h
ee
v
a
l
u
a
t
i
o
n
t
e
amm
emb
e
r
s v
i
s
i
te
a
cho
ft
h
eKY
IP s
i
t
e
son a r
e
g
u
l
a
rb
a
s
i
s
.
E
v
a
l
u
a
t
i
o
ni
sc
o
n
t
i
n
u
i
n
gw
i
t
ht
h
ea
s
s
e
s
s
o
r
sd
e
v
e
l
o
p
i
n
gab
a
s
e
l
i
n
e
p
r
o
f
i
l
ef
o
re
a
c
hs
i
t
e
,c
o
n
d
u
c
t
i
n
gana
s
p
i
r
a
t
i
o
n
sf
o
ry
o
u
t
hs
u
r
v
e
y
,
m
ak
ing s
i
t
ep
r
o
g
r
e
s
sr
e
p
o
r
t
s
,p
r
o
v
i
d
i
n
gag
o
a
l
f
r
e
er
ev
i
ewo
f
p
rog
r
am a
c
t
i
v
i
t
i
e
sand ou
t
com
e
s
,r
ev
i
ew
ingfund
edandun
fund
ed
p
r
o
p
o
s
a
l
s
,p
r
o
v
i
d
i
n
gt
e
c
h
n
i
c
a
la
s
s
i
s
t
a
n
c
eand wo
rk
shop
s i
n
e
v
a
l
u
a
t
i
o
nf
o
rWKKF s
t
a
f
f
,r
e
p
o
r
t
i
n
gon r
e
l
e
v
a
n
ty
o
u
t
hp
rog
r
am
s
, and
i
s
s
u
i
n
ga s
e
r
i
e
so
fn
ew
s
l
e
t
t
e
r
s con
c
e
rn
ingKY
IP and i
t
sp
r
o
g
r
e
s
s
i
v
e
e
v
a
l
u
a
t
i
o
n
.
�1
2
-
-&
'
,a
l
lab
l
e
,p
rov1
.d
eo
u
t
eom
eIii~~e
.
I
nt
h
ef
i
n
a
la
n
a
l
y
s
i
s
,t
h
e
s
u
c
c
e
s
s
e
sa
n
d
l
o
rf
a
i
l
u
r
e
so
ft
h
ep
rog
r
amw
i
l
lb
em
e
a
su
r
ed by t
h
e
imp
rov
em
en
to
rl
a
c
ko
ft
h
es
am
ea
s ev
id
en
c
ed i
nt
h
eq
u
a
l
i
t
yo
fl
i
f
e
f
o
ryoung p
eop
l
ei
nt
h
ei
d
e
n
t
i
f
i
e
dcommun
i
t
i
e
s
.
JKM
/
c
t
1
3
l
0
J
8
/
9
/
8
8
�RESOURCES
1. Brown, Redford, Reconnecting Youth, Education Commission of the
States, Business Advisory Commission, Denver, Colorado, 1985.
2. Wetzel, James R., American Youth: A Statistical Report. Youth and
American's Future, Commission on Work, Family and Citizenship,
W. Grant Foundation, Washington, D.C., 1987.
3. Edelman, Marian W., "A Briefing Book on the Status of American
Children in 1988, "Children's Defense Fund, Washington, D.C.,
1988.
4.
Cook, A.K., "Our Children, Our Futures," Community Services,
Oregon State University, Corvallis, Oregon, June 1988.
5.
Hodgkinson, Harold L., All One System, Institute for Educational
Leadership, Inc., Washington, D.C., 1985.
6. Arnold, Eugene L., Parents, Children and Change, R.C. Heath and
Co., Levington, Massachusetts, 1985.
7. Weatherly, R.A., Patchwork Programs: Comprehensive Services for
Pregnant and Parenting Adolescents, Center for Social Research,
University of Washington, Seattle, Washington, 1985.
8.
Croan, G.M. and Lees, J.F., Building Effective Coalitions: Some
Planning Considerations, Office of Juvenile Justice and
Delinquent Prevention, 1979.
13l0J
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Russell Mawby Papers
Subject
The topic of the resource
Charities
Family foundations--Michigan
Philanthropy and society
Description
An account of the resource
The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe.
The digital collection includes a selection of field notes, speeches, itineraries, and other materials.
Creator
An entity primarily responsible for making the resource
Mawby, Russell G.
W.K. Kellogg Foundation
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Contributor
An entity responsible for making contributions to the resource
Johnson Center for Philanthropy
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Language
A language of the resource
eng
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
JCPA-01
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1938-2012
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Source
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-01_1988-10-05_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech, The Youth Initiatives Program
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given October 5, 1988 for the W. K. Kellogg Foundation at the 3rd Annual Conference for Grantmakers for Children and Youth.
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
1988-10-05
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
-
https://digitalcollections.library.gvsu.edu/files/original/92b84465fd06bf35f7666b5afb196eab.pdf
7c54f66d0dc8ce0804e70c838a763f24
PDF Text
Text
TODAY'S FOUNDATION IN TOMORROW'S WORLD
Remarks by Russell G. Mawby, President,
W. K. Kellogg Foundation
at the
21st Annual Conference of National Council on Philanthropy
Washington, D.C.
December 5, 1975
I
It is a privilege indeed for me to be a part of the
program of this 21st Conference of the National Council on
Philanthropy.
I have
perso~ally
benefitted greatly from
participating in the conference sessions this week and I
welcome this opportunity of sharing with you some thoughts
in the waning moments of our meeting together.
Certainly the theme for this conference, "Philanthropy
and Government," is both significant and timely.
As we ob-
serve our nation's Bicentennial, it is appropriate to remind
ourselves that voluntary giving--of time, talent, money--is
an American phenomenon which characterizes our society.
From
the days of earliest settlement, we have endorsed and employed
a pluralistic approach in meeting societal goals, mobilizing
both private and public resources.
In these three days
together it has been encouraging to hear spokesmen from both
the private and public sector reaffirm this historic commitment
and endorse efforts to further strengthen the private sector
�and enhance the private-public relationship that the best
interests of our people may be served.
II
I have been asked by your Program Committee to comment
on "Today's Foundation in Tomorrow's World."
To be more pre-
cise, I will be limiting my comments to private grant-making
foundations.
This emphasis is in no way intended to depreciate the importance of any of the others.
In fact, there is great tempta-
tion, for example, to give particular attention to the some 250
community foundations throughout our country, a group of foundations whose future seems particularly bright.
An efficient and
effective means of mobilizing private resources to serve local
needs, these foundations are serving very useful purposes in
their respective communities.
It seems safe to predict that
community foundations -- for various reasons, including their
favored position under current tax law -- will become increasingly
important in the philanthropic scene.
In addressing our attention to today's private grant-making
foundatiotis and the challenges of tomorrow, there is an almost
automatic inclination to recite again the unique characteristics
of these philanthropic entities; to record once more their
contributions in the past and at present; to chide them yet
again to be more responsive, creative, innovative, risk-taking,
accountable, somehow accommodating to critics of all persuasions
2
�who admonish them for being both too conservative and too
activist -- and, in looking to tomorrow, to run off yet another
list of the critical issues on the agenda of mankind.
To do
so with this group, however, would seem to serve little useful
purpose.
As beneficiaries, stewards and/or students of private
foundations, you have a degree of knowledge about them.
realize that private foundations
You
(actually private resources
which are voluntarily and irrevocably committed to public
benefit) are but one small part of the private voluntary sector,
simply a legal mechanism by which the fruits of the free enterprise system can be systematically directed to social benefit
through private voluntary initiative.
All of us here are con-
cerned with the continuing vitality of private philanthropy and
recognize that, whether donee or donor, our futures are inextricably
entwined.
It is to that future which I propose to direct our
attention in the most candid and pragmatic terms.
III
The title of my remarks "Today's Foundation in Tomorrow's
World" has a somewhat prophetic quality.
In the first place,
it is sobering to realize that the only private foundations
in tomorrow's world already exist today.
Under current tax law,
the birth rate of new foundations is virtually zero, the few
exceptions being essentially those for which irrevocable instruments had been drawn pre-TRA-69.
3
�F
u
r
t
h
e
r
,t
h
en
um
b
e
r
so
ff
o
u
n
d
a
t
i
o
n
si
nt
h
ef
u
t
u
r
e-u
n
l
e
s
st
h
e
r
ea
r
ec
h
a
n
g
e
si
nt
h
el
aw-w
i
l
lb
es
l
ow
l
yd
e
c
l
i
n
i
n
g
,
f
o
r c
o
u
p
l
e
dw
i
t
h t
h
ez
e
r
ob
i
r
t
hra
~
i
sa
na
c
c
e
l
e
r
a
t
e
dd
e
a
t
h
r
a
t
e
. T
h
o
s
ep
a
s
s
i
n
gf
r
omt
h
es
c
e
n
et
h
u
sf
a
ra
r
eg
e
n
e
r
a
l
l
yt
h
e
sm
a
l
l
e
rp
r
i
v
a
t
ef
am
i
l
yf
o
u
n
d
a
t
i
o
n
swho
s
e v
i
t
a
lc
o
n
t
r
i
b
u
t
i
o
n
sa
r
e
t
ol
o
c
a
lp
h
i
l
a
n
t
h
r
o
p
y
. T
r
a
d
i
t
i
o
n
a
l
l
y compo
s
ed o
fe
q
u
i
t
yh
o
l
d
i
n
g
s
i
nt
h
ef
am
i
l
yb
u
s
i
n
e
s
s
,t
h
e
ya
r
eb
e
s
e
tb
yt
h
ec
om
p
l
e
x
i
t
i
e
so
f
c
o
n
f
o
rm
a
n
c
ew
i
t
h t
h
e1969 l
awa
n
da
r
ep
a
r
t
i
c
u
l
a
r
l
yb
u
r
d
e
n
e
d by
t
h
ep
a
y
o
u
tr
u
l
e
so
fS
e
c
t
i
o
n 4942 a
n
dt
h
ed
i
v
e
s
t
i
t
u
r
ep
r
o
v
i
s
i
o
n
s
o
fS
e
c
t
i
o
n4
9
4
3
. F
o
rm
any
, t
h
eo
n
l
yr
e
a
s
o
n
a
b
l
ec
o
u
r
s
es
e
em
s
e
i
t
h
e
rd
i
s
s
o
l
u
t
i
o
no
r
,o
f som
ewh
a
tl
e
s
sn
e
g
a
t
i
v
ec
o
n
s
e
q
u
e
i
l
c
et
o
p
h
i
l
a
n
t
h
r
o
p
y
,t
r
a
n
s
f
e
r
e
n
c
eo
fa
s
s
e
t
st
oa cO
ln
rnun
i
ty f
o
u
n
d
a
t
i
o
n
.
N
o
n
e
t
h
e
l
e
s
s
, t
h
e
yp
a
s
sf
r
omt
h
ep
r
i
v
a
t
ef
o
u
n
d
a
t
i
o
ns
c
e
n
e
.
F
i
n
a
l
l
y
,p
r
i
v
a
t
ef
o
u
n
d
a
t
i
o
n
si
nt
om
o
r
r
ow
'
sw
o
r
l
dw
i
l
lh
a
v
e
al
e
s
s
e
n
i
n
gs
i
g
n
i
f
i
c
a
n
c
ei
nt
h
et
o
t
a
ls
o
c
i
a
ls
c
e
n
e
. W
h
i
l
e o
u
r
n
a
t
i
o
n
a
le
conomy w
i
l
lc
o
n
t
i
n
u
et
og
r
ow
,t
h
er
e
s
o
u
r
c
e
so
f
p
r
i
v
a
t
ef
o
u
n
d
a
t
i
o
n
sw
i
l
ln
o
tk
e
e
pp
a
c
ei
ne
i
t
h
e
rr
e
l
a
t
i
v
eo
r
a
b
s
o
l
u
t
et
e
rm
s
. On
e a
s
p
e
c
to
ft
h
i
sp
r
o
b
l
em r
e
l
a
t
e
st
oi
n
f
l
a
t
i
o
n
.
Th
ee
d
u
c
a
t
i
o
n
a
la
n
ds
e
r
v
i
c
ee
n
t
e
r
p
r
i
s
e
sw
h
i
c
ha
r
et
h
eu
s
u
a
lc
o
n
c
e
r
n
so
fp
h
i
l
a
n
t
h
r
o
p
yt
e
n
dt
oe
x
p
e
r
i
e
n
c
ei
n
f
l
a
t
i
o
n
a
r
yp
r
e
s
s
u
r
e
b
e
y
o
n
dt
h
a
tf
o
rt
h
ee
conomy i
ng
e
n
e
r
a
l
. M
o
s
t d
am
a
g
i
n
gt
ot
h
e
c
a
p
a
c
i
t
yo
fp
r
i
v
a
t
ef
o
u
n
d
a
t
i
o
n
st
os
e
r
v
et
om
o
r
r
ow
'
se
x
p
a
n
d
i
n
g
n
e
e
d
s
,h
ow
e
v
e
r
,a
r
et
h
o
s
ep
r
o
v
i
s
i
o
n
so
f TRA
-69 w
h
i
c
ha
r
ed
r
y
i
n
g
up t
h
ef
l
owo
fn
ew c
a
p
i
t
a
li
n
t
oe
x
i
s
t
i
n
gf
o
u
n
d
a
t
i
o
n
sa
n
dw
h
i
c
h
ma
n
da
t
e the con
ti
n
u
i
n
ge
rosion of the
ir p
ro
d
uc
tive a
s
s
e
t
s
.
4
�Many of today's foundations -- the W. K. Kellogg Foundation
being but one e xample -- started as small foundations which
later received substantial assets from the donor and/or his
estate.
Many of the smaller foundations of today were created
with the same intent.
However, because of the several dis-
incentives of TRA-69, no significant amount of new capital will
now flow into these foundations.
But the most debilitating provision of the current Code is
Section 4942, which requires that private foundations payout
for their charitable purposes each year the greater of net income
or 6 percent of the market value of their assets.
Investment
managers know that historically portfolios produce less than
6 percent, actually over the long term somewhere closer to
3.5 or 4 percent.
Thus, to meet this excessive payout require-
ment, foundation managers must consistently invade their corpus,
thus continually eroding away the productive base on which their
philanthropic activities depend.
This is an unsound practice
in the prudent fiscal management of private entities and will
progressively impair the effectiveness of all foundations.
Let me illustrate the impact of the present payout requirement using the foundation with which I am associated .
From
its inception in 1935 through its 1976 fiscal year, the W. K.
Kellogg Foundation Trust will have made actual distribution
of $29 6 million for charitable purposes.
If the distribution
requirements of TRA-69 had been in effect during those 42 years
5
�a
n
dh
a
dt
h
eT
r
u
s
tb
e
e
nr
e
q
u
i
r
e
dt
oa
n
n
u
a
l
l
yd
i
s
t
r
i
b
u
t
et
h
e
h
i
g
h
e
ro
fi
n
c
om
eo
r6 p
e
r
c
e
n
to
ft
h
em
a
r
k
e
tv
a
l
u
eo
fi
t
s
a
s
s
e
t
s
,t
h
ed
i
s
t
r
i
b
u
t
i
o
no
v
e
rt
h
ep
e
r
i
o
dw
o
u
l
dh
a
v
et
o
t
a
l
e
d
$316 m
i
l
l
i
o
n
, o
ra
ni
n
c
r
e
a
s
eo
fo
n
l
y $20 m
i
l
l
i
o
n
.
t
om
e
e
t t
h
i
sm
a
n
d
a
t
o
r
y p
a
y
o
u
tr
e
q
u
i
r
em
e
n
t
,t
h
e
H
ow
e
v
e
r
,
r~s
w
o
u
l
d
h
a
v
eh
a
dt
os
e
l
lK
e
l
l
o
g
gs
t
o
c
kh
a
v
i
n
ga m
a
r
k
e
t v
a
l
u
et
o
d
a
y
o
f $440 m
i
l
l
i
o
n
.
T
h
u
s
, t
op
r
o
v
i
d
ea 6 1
/
2p
e
r
c
e
n
ti
n
c
r
e
a
s
e
t
oc
h
a
r
i
t
y
,t
h
eT
r
u
s
t
'
sc
u
r
r
e
n
ta
s
s
e
t
sw
o
u
l
dh
a
v
eb
e
e
nr
e
d
u
c
e
d
by 5
3% t
oa m
a
r
k
e
tv
a
l
u
eo
f $392 m
i
l
l
i
o
n
, a
so
p
p
o
s
e
dt
oi
t
s
a
c
t
u
a
lm
a
r
k
e
tv
a
l
u
eo
f $832 m
i
l
l
i
o
n
.
F
u
r
t
h
e
rm
o
r
e
,f
u
t
u
r
ed
i
s
t
r
i
b
u
t
i
o
n
st
oc
h
a
r
i
t
yw
o
u
l
dh
a
v
e
b
e
e
ns
i
g
n
i
f
i
c
a
n
t
l
yr
e
d
u
c
e
db
e
c
a
u
s
eo
ft
h
ed
e
p
l
e
t
e
da
s
s
e
t
sa
n
d
e
a
r
n
i
n
g
so
ft
h
eT
r
u
s
t
. T
h
i
si
se
v
i
d
e
n
c
e
db
yt
h
ef
a
c
tt
h
a
t
d
u
r
i
n
g 1976 t
h
eT
r
u
s
tw
i
l
le
a
r
na
p
p
r
o
x
im
a
t
e
l
y $31 m
i
l
l
i
o
n
w
h
i
c
hw
i
l
lb
ed
i
s
t
r
i
b
u
t
e
df
o
rc
h
a
r
i
t
a
b
l
ep
u
r
p
o
s
e
sa
so
p
p
o
s
e
d
t
oe
a
r
n
i
n
g
so
fo
n
l
y $15 m
i
l
l
i
o
nw
h
i
c
hw
o
u
l
db
ea
v
a
i
l
a
b
l
eh
a
d
i
t
sa
s
s
e
t
sb
e
e
nd
e
p
l
e
t
e
dby t
h
eTRA
-69 p
a
y
o
u
tr
e
q
u
i
r
em
e
n
t
s
.
S
u
c
he
v
i
d
e
n
c
ea
st
h
i
sc
o
n
v
i
n
c
e
su
st
h
a
tt
h
eb
e
s
ti
n
t
e
r
e
s
t
s
o
fs
o
c
i
e
t
ya
r
en
o
tb
e
i
n
gs
e
r
v
e
db
ye
x
i
s
t
i
n
gl
e
g
i
s
l
a
t
i
o
na
n
d
t
h
a
t
,w
h
i
l
em
any p
r
o
v
i
s
i
o
n
so
f TRA
-69 a
r
el
a
u
d
a
t
o
r
y
,c
e
r
t
a
i
n
o
t
h
e
r
sw
a
r
r
a
n
tm
o
d
i
f
i
c
a
t
i
o
n o
nt
h
eb
a
s
i
so
fe
x
p
e
r
i
e
n
c
et
od
a
t
e
.
I
nt
h
e
s
eo
b
s
e
r
v
a
t
i
o
n
s
, Ih
a
v
er
e
f
e
r
r
e
do
f
t
e
nt
osm
a
l
l
f
o
u
n
d
a
t
i
o
n
s
. Th
eF
o
u
n
d
a
t
i
o
nC
e
n
t
e
rt
e
l
l
su
st
h
a
tt
h
e
r
ea
r
e
a
p
p
r
o
x
im
a
t
e
l
y2
5
,
0
0
0p
r
i
v
a
t
eg
r
a
n
t
-m
a
k
i
n
gf
o
u
n
d
a
t
i
o
n
si
nt
h
i
s
c
o
u
n
t
r
y
. Wh
en t
h
ew
o
r
d "
f
o
u
n
d
a
t
i
o
n
"i
sm
e
n
t
i
o
n
e
d
, e
v
e
nt
ot
h
o
s
e
6
�k
n
ow
l
e
d
g
e
a
b
l
ei
nt
h
ef
i
e
l
d
,t
h
ei
n
s
t
a
n
tr
e
a
c
t
i
o
ni
st
ot
h
i
n
k
b
i
g
: F
o
r
d
,R
o
c
k
e
f
e
l
l
e
r
, J
o
h
n
s
o
n
,M
e
l
l
o
n
, K
r
e
s
g
e
, L
i
l
l
y
,
p
e
r
h
a
p
se
v
e
nK
e
l
l
o
g
g
.
T
h
e
s
ea
r
eh
i
g
h
l
yv
i
s
i
b
l
ef
o
u
n
d
a
t
i
o
n
sw
i
t
h
l
a
r
g
ea
s
s
e
t
s
,s
u
b
s
t
a
n
t
i
a
la
n
n
u
a
le
x
p
e
n
d
i
t
u
r
e
s
,p
r
o
f
e
s
s
i
o
n
a
l
s
t
a
f
f
,a
n
da n
a
t
i
o
n
a
lo
ri
n
t
e
r
n
a
t
i
o
n
a
ls
p
h
e
r
eo
fa
c
t
i
v
i
t
y
. B
u
tw
e
n
e
e
dt
or
em
i
n
do
u
r
s
e
l
v
e
st
h
a
t90% o
ft
h
ef
o
u
n
d
a
t
i
o
n
s-o
r som
e
2
2
,
5
0
0-h
a
v
ea
s
s
e
t
so
fl
e
s
st
h
a
n$1 m
i
l
l
i
o
n
.
A
tt
h
eo
t
h
e
r
e
n
do
ft
h
es
i
z
es
p
e
c
t
r
um
,o
n
l
y 38 h
a
v
ea
s
s
e
t
so
f $100 m
i
l
l
i
o
n
o
rm
o
r
e
.
W
h
il
ethe b
i
gf
ewma
y be t
h
e m
ost n
e
w
swo
r
t
hy i
nv
i
ew
o
ft
h
em
e
d
i
a
, t
h
e"
q
u
i
e
tm
a
j
o
r
i
t
y
" o
ft
h
ep
r
i
v
a
t
ef
o
u
n
d
a
t
i
o
n
w
o
r
l
da
r
e
o s
e
o~sly
p
u
r
s
u
i
n
gt
h
e
i
rr
e
s
p
e
c
t
i
v
ea
n
dd
i
v
e
r
s
e
a
c
t
i
v
i
t
i
e
si
nt
h
e
i
ri
n
d
i
v
i
d
u
a
lc
omm
u
n
i
t
i
e
s
. And t
ot
h
ep
e
o
p
l
e
o
ft
h
o
s
ec
omm
u
n
i
t
i
e
s-l
a
r
g
ea
n
d sm
a
l
l
,i
ne
v
e
r
ys
t
a
t
e-a
n
d
t
ot
h
ep
r
i
v
a
t
ev
o
l
u
n
t
a
r
yo
r
g
a
n
i
z
a
t
i
o
n
sa
n
di
n
s
t
i
t
u
t
i
o
n
sw
h
i
c
h
s
e
r
v
el
o
c
a
ln
e
e
d
s
,t
h
em
o
d
e
s
t c
o
n
t
r
i
b
u
t
i
o
n
so
ft
h
e
s
eq
u
i
e
t
f
o
u
n
d
a
t
i
o
n
sa
r
ev
i
t
a
li
n
d
e
e
d
.
B
u
ti
nt
h
ep
u
b
l
i
ca
r
e
n
a-e
s
p
e
c
i
a
l
l
ya
sp
o
l
i
c
yd
e
c
i
s
i
o
n
s
a
r
em
ad
e -t
h
eq
u
i
e
tm
a
j
o
r
i
t
y a
r
en
o
th
e
a
r
d
. I
n
d
i
v
i
d
u
a
l
l
y
t
h
e
yh
a
v
el
i
t
t
l
e
v
o
i
c
e
;e
v
e
nc
o
l
l
e
c
t
i
v
e
l
y
,i
ncowmon w
i
t
ha
l
l
f
o
u
n
d
a
t
i
o
n
s
,t
h
e
yl
a
c
kp
o
l
i
t
i
c
a
lc
l
o
u
t
. U
s
u
a
l
l
y t
h
o
s
ewho
a
r
el
o
o
k
e
dt
ot
os
p
e
a
kf
o
rf
o
u
n
d
a
t
i
o
n
sa
r
ef
r
omt
h
ea
t
y
p
i
c
a
l
b
i
gf
ew
. Too o
f
t
e
nt
h
e
ys
p
e
a
kf
r
omt
h
el
im
i
t
e
dv
a
n
t
a
g
ep
o
i
n
t
o
ft
h
e
i
rp
e
r
s
o
n
a
le
x
p
e
r
i
e
n
c
eo
rs
i
t
u
a
t
i
o
n
,w
i
t
h
o
u
tr
e
c
o
g
n
i
z
i
n
g
o
ra
p
p
r
e
c
i
a
t
i
n
gt
h
a
tt
h
e
i
rp
o
s
i
t
i
o
nm
ay n
o
tr
e
f
l
e
c
tt
h
ew
i
sdom
7
�or best interests of the private foundation field at large.
To its great credit, the Council on Foundations appreciates
this diversity among foundations and in its public statements
and testimony conscientiously reflects the broad range of
private foundation interests.
One such excellent example is
the report which the Council submitted to the Filer Commission
for use in their deliberations.
IV
While this assessment of today's foundation in tomorrow's
world may have a gloomy complexion, it is sharply brightened
by two realizations:
First, the agenda of pressing human issues deserving the
best efforts of both private and public resources is long and
urgent.
I n recent years, as government has grown ever larger
and more encompassing at all levels, some have seen the public
tax-supported sector as the ultimate architect and engineer
in all programs of social purpose.
This contrasts with the
tested tradition of the American experience -- the mutually
beneficial relationships of public and private enterprise in
serving the best interests of our nation and its people.
But there is now a growing awareness among our citizens
that burgeoning governmental programs and bureaucracies, ever
greater outpourings of governmental funds are not fulfilling
our nation's goals.
Simultaneously in the voluntary sector,
programs and professionals are becoming more sophisticated,
8
�responding in more adequate ways to the complex problems of
society.
The varied talents of volunteers are being effectively
utilized in more sensitive and valuable services which meet
human needs.
Often working in concert, public and private
efforts--in health care, education, libraries, services for
the elderly and the handicapped, youth-serving organizations,
church-related activities, special needs of minorities, cultural
arts--are better meeting human needs than could either alone.
Voluntary giving -- of time, talent, money -- will continue
to be an important ingredient in the betterment of the human
condition, enhancing recipient and giver alike.
Common sense tells us that the future will be even more
demanding of individuals and institutions than the past.
In
the spirit of this conference, the best of both the private
and the public will be required.
Hopefully private initiative
and voluntary effort will be permitted and encouraged to play
a major and appropriate role in the future as in the past.
Second, though certain provisions of TRA-69 are proving
counter-productive to the best interests of society by impacting negatively on philanthropy, the law can be modified.
Experience over the past six years provides a basis for careful review and revision through the Congressional process.
Unhappily, to date in the crowded agenda of priorities
confronting Congress, the subject of tax reform has received
scant attention.
And when tax matters are addressed, the
9
�concerns of philanthropy have not ranked high.
Hopefully,
concerted effort by such as the group assembled here will
result in further consideration of these matters by Congress.
I would emphasize that my concern rests not alone with private
foundations, but with all policy issues and laws which bear on
the private nonprofit sector.
For example, we must be vigilant
that further damage is not done through changes which could
negatively affect charitable giving by altering the charitable
deduction or discouraging gifts of appreciated assets.
One hoped-for objective of the Commission on Private
Philanthropy and Public Needs is to stimulate a systematic
rethinking by the American people of the role of the private
nonprofit sector.
The analyses and recommendations of the
Commission provide useful and stimulating insight and can
serve as the basis for reappraisal, not only at the national
level but at the grass roots.
assembled
1S
The challenge to the group here
to help this happen across the land.
Let's not
miss this opportunity!
In summary, if private foundations are to be an important
part of tomorrow's world, serious thought should be given to
the following:
1.
The provisions of TRA-69 which impact negatively and
discriminate against private foundations should be modified.
As recommended by the Council on Foundations in their report
to the Fi.ler Commission, there should be a reduction of the 4 %
10
�excise tax, which diverts money from donees; an adjustment of
the required annual payout; removal of special limitations on
gifts to foundations; adjustments in certain divestiture requirements; and an easing of certain program restrictions.
2.
Diversity among private foundations should be pre-
served and encouraged.
Fortunately, all do not have the same
purposes, areas of interest, style of operation, or sphere of
activity.
Such variety, with responsible stewardship by
conscientious trustees and managers and with appropriate
supervision in the public interest, serves donees and society
as well.
Certainly private foundations must be responsive to
the issues and needs identified in the Donee Group report to the
Filer Commission and presented in the panel on Wednesday, but
these areas of attention should not be exclusive.
Other eligible
donee groups, described by some as traditional -- the United
Way, the Boy Scouts, 4-H, the symphony, hospitals and homes for
the elderly, colleges and universities, both public and private
should not be denied continuing private sustenance.
3.
Constraints and regulation, whether by governmental
edict or self-imposed by the field, should be kept to a minimum.
Again assuming responsible stewardship and appropriate supervision, private foundations should not be further burdened with
stifling regulations, bureaucratic procedures, unending caveats.
4.
Finally, voluntary giving
whether of time or talent
or money and by whatever means -- is a fragile human action,
11
�subject to careful nurturing but easily turned off.
The person
of means who commits resources to a private foundation does so
voluntarily, irrevocably and completely -- 100 percent, beyond
any rate of taxation.
Further, those funds can then be ex-
pended only in accordance with the tax law, under IRS
supervision, and only for purposes and to
organizations and
institutions designated by Congress as being educational,
charitable and in the public interest.
To go far beyond this
in prescribing issues to be addressed, clientele to be served,
procedures and policies will be counter to the interests of
a vital private sector.
Centralized dictation will serve only
to further deplete the philanthropic reservoir.
v
The resources of private foundations are small in relation
to need.
But utilized wisely, they playa distinctive role,
often critical and catalytic, in providing for experimentation,
re-direction, exploration, service .... and thereby contribute
to betterment of the human condition.
In concert with the public sector, private initiative is
vital to further progress in fulfillment of the American dream.
Private foundations, once an apparently secure part of philanthropy,
are now an endangered species.
If they are to be a vital part
of private effort in the future as in the past, they must have
the understanding, support, and help of others who feel as do
we that private voluntary effort is important.
Ours must be a
reaffirmation of the individual and the voluntary, that the
greatest number may benefit and the highest goals be served.
12
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Russell Mawby Papers
Subject
The topic of the resource
Charities
Family foundations--Michigan
Philanthropy and society
Description
An account of the resource
The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe.
The digital collection includes a selection of field notes, speeches, itineraries, and other materials.
Creator
An entity primarily responsible for making the resource
Mawby, Russell G.
W.K. Kellogg Foundation
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Contributor
An entity responsible for making contributions to the resource
Johnson Center for Philanthropy
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Language
A language of the resource
eng
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
JCPA-01
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1938-2012
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Source
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-01_1975-12-05_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech, Today's Foundation in Tomorrow's World
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given December 5, 1975 for the W. K. Kellogg Foundation at the 21st Annual Conference of the National Conference on Philanthropy.
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
1975-12-05
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/590c48924551a15f8ad0ca08cf375bb8.pdf
e01c78d1958fd846f793677569e366a3
PDF Text
Text
(~~ e./HI::/~ .
~~ '1- /$-7 g;'
dJ
,;.
L
.
-k b -
Do
)
)
J.
.....
'-, 1-( F
l
.J
...
-t
l.."...
-t.
1
.J
('
~
('I
e r
..;
...
(
t
I'
t"
(
/
CJ-
,t""
,
c
.
c.
.,.
.
�~
tS ..
~
...H~
.
U
/
'
tcUC
!
r
-
)
(
•'0
;
r
i
I
.
-
~
<
.
.
w
<
!
.
.
.
.J7
'<
~ .
~
-
_- H~
�T
h
e book i
sa r
em
a
rk
ab
l
ec
h
r
o
n
i
c
l
eo
fp
i
o
n
e
e
rd
ay
si
nCo
lo
r
ado
.
I
I
ti
sa
l
s
oa t
e
s
t
im
o
n
yt
ot
h
er
aw cou
r
ag
e and w
i
l
l
p
ow
e
ro
fe
a
r
l
y
Am
e
r
i
ca
nr
a
n
c
h
e
r
sand f
a
rm
e
r
s
.
O
n
eo
fM
i
ch
en
e
r
'
s c
e
n
t
r
a
lth
em
e
si
st
h
a
tw
e Ame
r
i
c
a
n
sa
r
ea
uniq
u
eLy "
p
r
i
v
a
t
e
"p
eop
l
e-wh
e
th
er l
i
v
i
n
gon t
h
et
r
e
e
l
e
s
sp
l
a
i
n
so
f
I
e
a
s
t
e
r
nC
o
lo
rado o
ri
ncong
e
s
t
ed c
o
n
f
i
n
e
so
fou
rl
a
r
g
ec
i
t
i
e
s
. We a
r
e
c
r
i
t
i
c
a
lo
f gove
rnmen
ta
li
n
t
r
u
s
i
o
ni
n
t
oou
rl
i
v
e
s
. We i
n
s
i
s
ton t
h
e
r
i
g
h
tt
omak
e ou
r own mi
s
t
a
ke
s and t
of
o
r
g
eou
r owns
u
c
c
e
s
s
e
s
. Th
es
e
q
u
a
l
i
t
i
e
s
, Mi
c
h
e
n
e
rc
o
n
t
e
n
d
s
,w
e
r
en
u
r
t
u
r
e
do
u
to
fn
e
c
e
s
s
i
t
yby ou
r
f
o
r
c
b
e
[
l
r
e
L
'
s
.
A
s ev
id
en
c
ed i
nC
en
tenn
i
a
l
, ou
rd
emoc
r
a
t
i
cs
o
c
i
e
t
y
'
ss
t
r
e
ng
th
s
hav
ei
n
c
l
u
d
e
da hea
l
thys
k
e
p
t
i
c
i
smtow
a
r
d
st
r
a
d
i
t
i
o
n
a
li
n
s
t
i
t
u
t
i
o
n
s
a
n
dt
r
a
d
i
t
i
o
na
lw
ay
s o
f do
ing t
h
i
n
g
s
. Th
rough som
e
t
im
e
sp
a
i
n
f
u
l
p
ro
ces
s
e
s
,w
e Ame
ric
an
sh
av
eb
e
en wi
l
l
i
n
gt
oex
am
in
e ou
rs
o
c
i
e
t
y
,
a
dm
it e
r
r
o
r
so
fd
eedand c
o
n
s
c
i
e
n
c
e
, and t
h
e
nmov
e
\
~
w
i
t
hv
i
t
a
l
i
t
y
and c
ommitm
e
n
tt
o
wa
r
da n
ewo
r
d
e
ro
ft
h
i
n
g
s
.
~~~
~
W
Bm
ay be on th
et
h
r
e
s
h
o
l
do
fa
n
o
t
h
e
r su
chex
am
in
a
t
ion tod
ay
. In
r
e
c
e
n
tmo
n
t
h
s
,t
h
en
ew
sm
ed
i
a h
a
sp
rov
id
ed a
lm
o
s
tf
r
a
n
t
i
ccov
e
r
ag
eo
f
t
h
e"
t
ax
paye
r
s
' re
v
o
l
t
"
. P
r
o
p
o
s
it
i
on 13 i
nCa
l
i
f
o
r
n
i
al
a
s
tJ
u
n
e
(
�sp
awn
ed s
im
i
l
a
rmov
em
en
t
s a
c
r
o
s
st
h
en
a
t
i
o
n
. Am
a
j
o
r
i
t
yo
f ou
rs
t
a
t
e
s
/
h
av
ec
o
n
s
i
d
e
r
e
dr
e
f
e
r
endum
so
rl
e
g
i
s
l
a
t
i
o
na
im
ed a
tc
o
n
t
r
o
l
l
i
n
ggov
e
rn
m
en
t
sp
end
ingand t
a
x
e
s
.
Th
e
r
ei
sl
i
t
t
l
edoub
tt
h
a
tc
i
t
i
z
e
ncon
c
e
rnw
i
t
hr
i
s
i
n
gp
r
i
c
e
so
f
food
,h
o
u
s
i
n
g
, and o
t
h
e
rn
e
c
e
s
s
i
t
i
e
s
,a
sw
e
l
la
sr
i
s
i
n
gt
a
x
e
s
,i
s
r
e
f
l
e
c
t
e
di
nt
h
ev
o
t
i
n
gb
o
o
t
h
. Bu
t on
es
e
n
s
e
sa
l
s
ot
h
a
tm
any c
i
t
i
z
e
n
s
a
r
ed
i
s
e
n
c
h
a
n
t
e
dw
i
t
h as
e
em
ingl
a
c
ko
fr
e
s
p
o
n
s
i
v
e
n
e
s
sand p
e
r
fo
rm
an
c
e
on t
h
ep
a
r
to
f ou
rp
u
b
l
i
ci
n
s
t
i
t
u
t
i
o
n
s
.
"Youa
r
e
n
'
tl
i
s
t
e
n
i
n
gt
ou
s
!
"i
son
e me
s
s
a
g
ewh
i
ch c
i
t
i
z
e
n
sa
r
e
e
x
p
r
e
s
s
i
n
ga
tt
h
epo
lls. "S
choo
l
s shou
lds
t
r
e
s
sb
a
s
i
c comp
e
t
e
r
-c
i
e
si
n
r
e
a
d
i
n
g
,w
r
i
t
i
n
g and a
r
i
t
r
u
n
e
t
i
c
. Gov
e
rnm
en
t shou
ldl
im
i
ti
t
si
n
t
r
u
s
i
o
n
)
i
np
r
i
v
a
t
ea
f
f
a
i
r
so
ft
h
ep
o
p
u
l
a
c
e
. Th
e
r
e shou
ldb
e an end t
owa
s
t
e
f
u
l
sp
end
ing.
.
.
" Hh
i
l
emo
s
t o
ft
h
i
sf
u
r
o
ri
sd
i
r
e
c
t
e
da
tt
h
e publ
i
c
s
e
c
t
o
r
,pci
v
a
t
ein
stitu
tion
sa
r
en
o
t exem
p
tf
roms
im
i
l
a
rc
r
i
t
i
c
i
sm
s
.
tsu
chc
o
n
c
e
r
n
s
,i
t
woul
db
ee
a
s
yb
u
t unw
i
s
et
oe
spous
ea
Am
ids
t
t
i
t
u
d
eo
rt
o"
p
l
a
yp
rophe
t
"by t
r
y
i
n
gt
op
r
e
d
i
c
tAme
r
i
c
a
'
s
doom
sday a
~
f
u
t
u
r
e
. I
n1956
,
o
f unp
a
ra
l
l
e
l
e
de
conom
i
c and i
n
d
u
s
t
r
i
a
l
g
row
th
, one o
f ou
rn
a
t
i
o
n
'
sf
u
t
u
r
i
s
t
sp
r
e
d
i
c
t
e
dt
h
a
tby 1976 ma
i
l
wou
ld be de
l
i
v
e
r
e
dby gui
d
ed m
i
s
s
i
l
e
s
, t
h
ewo
r
ld wou
ld be ge
n
e
r
a
l
l
y
we
l
lfe
d
,a
c
cur
a
t
ey
e
a
r
a
h
e
a
dw
e
at
h
e
rre
p
o
r
t
swou
ld b
et
h
ep
a
t
t
e
r
n,
and wo
r
ldw
ide e
conom
i
c abund
an
c
e wou
ld mak
el
e
i
s
u
r
et
im
em
an
'
smo
s
t
pr
e
s
s
i
n
gp
r
ob
l
em
.
I
fsu
chp
r
e
d
i
ct
i
o
n
ss
e
em t
i
n
g
ed w
i
t
hi
r
o
n
yt
o
d
a
y
,i
t
c
anb
e
a
s
s
e
r
t
e
dw
i
t
h ad
eg
r
e
eo
fc
e
r
t
a
i
n
t
yt
h
a
tt
h
ero
adAm
e
r
i
c
a t
r
a
v
e
l
si
n
t
h
ede
cad
es ahe
ad w
i
l
l
b
e sh
ap
edby b
o
t
ht
h
ep
u
b
l
i
c and p
r
.
i
v
a
t
es
e
c
t
o
r
s
and how w
e
l
lt
h
e
ywo
r
kt
o
ge
t
h
e
rt
of
i
n
drea
lis
tics
o
l
u
t
i
o
c
st
o
~
e
/
�problems.
Dwindling natural resources, an uncertain economy, growing
demands for human services, and unsettled international relationships
only compound the need to work together.
It is reassuring to note that such public-private cooperation is
a part of our heritage.
Virtually every function currently performed
by various governmental units was once a ne\v idea or experiment of the
private sector -- roads, public works, health services, education,
welfare, and care of the a cied.
The pages of our history are full of
the exploits and a ch i ev ement s of militiamen during the AIT.erican Revolution, volunteer firemen, a nd groups of citizens who joined together to
build schools, hospitc:ls ,and parks, or to provide for the sick and
/
poor of their communiti e s.
Almost 135 years ago, Frenchman Al e x i s de Tocqueville observed
that Americans are quid, to form neighborhood groups and cormni ttee s to
address co mmunity needs a nd p r ob Lerns wi thout relying on any official
agency or bureauc racy.
Commenting on the contemporary scene, soc ial
scientist Margaret Mead recently noted:
We live in a s oc i e t y t hat alway s has dep ended on volunteers o f
different kinds -- some who can give money , others who give t ime,
and a great many who f r e e l y give their special s kil l s ... alm ost
anyth ing that really matters to us, anything t ha t embodies our
deepest commitment to the way human life should be live d an d
cared for, depends on some fo rm -- more often many forms -- of
volunteerism.
Our nation's publi c and private sectors, including hospitals, museums,
soci al agencies, youth s e r v i ng organizations, schools, universities,
and churches, dep end heavily on some $35 billion ea ch year in voluntary
co ntributions .
At least an equal amount is repres euted in t he va lue
of voluntary s e rvic es don ated a nnua lly by mi l l i oDs of Ame ri cans .
Yet,
individual giving of time, talent, and money has be en de clin i ng in
I
�r
e
c
e
n
ty
e
a
r
s
. "
A
cco
rd
ingt
oan ind
ep
end
en
ts
t
u
d
yby Th
e Comm
i
s
s
ion on
P
r
i
v
a
t
eP
h
i
l
a
n
t
h
r
o
p
y and P
u
b
l
i
cN
e
ed
s
, ap
r
i
v
a
t
e
l
yfund
edc
i
t
i
z
e
n
s
'
p
a
n
e
l
, su
chg
i
v
i
n
ga
sap
r
o
p
o
r
t
i
o
no
fp
e
r
s
o
n
a
l in
com
ed
ropp
ed by
n
e
a
r
l
y1
5p
e
r
c
e
n
tb
e
tw
e
en 1960 and 1972
.
)
I
tcou
ldb
es
a
i
dt
h
a
tt
h
i
sd
e
c
r
e
a
s
ei
nsu
chv
o
l
u
n
t
a
r
ys
u
p
p
o
r
ti
s
b
u
ta
n
o
t
h
e
ri
n
d
i
c
a
t
i
o
no
fAm
e
r
i
c
a
'
sd
i
s
i
l
l
u
s
i
o
nm
e
n
tw
i
t
hi
t
si
n
s
t
i
t
u
t
i
o
n
s
.
Y
e
t
, i
t
i
sp
r
e
c
i
s
e
l
ysu
chs
u
p
p
o
r
twh
i
ch h
a
s en
su
r
ed a s
t
r
o
n
gp
r
i
v
a
t
e
s
e
c
t
o
ra
l
t
e
r
n
a
t
i
v
e
. I
th
a
sb
e
en c
i
t
i
z
e
n
s
'a
c
t
i
v
ep
a
r
t
i
c
i
p
a
t
i
o
ni
nt
h
e
p
r
o
b
l
em
s
o
l
v
i
n
gp
r
o
c
e
s
sd
e
s
c
r
i
b
e
d by d
eT
o
c
q
u
e
v
i
l
l
et
h
a
th
a
sl
e
dt
o
m
a
n
yo
f ou
rn
a
t
i
o
n
'
s mo
s
t c
r
e
a
t
i
v
ea
ch
i
ev
em
en
t
s
.
A
C
.
~.
~
\
e
p
l
a
c
e
,
i
t
i
ss
o
b
e
r
i
n
gt
or
e
a
l
i
z
et
h
a
tt
h
eo
n
l
yp
r
i
v
a
t
ef
o
u
n
d
a
t
i
o
n
s
n
d
e
r c
u
r
r
e
n
tt
a
xl
aw
,
i
nt
om
o
r
r
ow
'
sw
o
r
l
da
l
r
e
a
d
ye
x
i
s
tt
o
d
a
y
. U
J
t
h
eb
i
r
t
hr
a
t
eo
fn
ew f
o
u
n
d
a
t
i
o
n
si
sv
i
r
t
u
a
l
l
yz
e
r
o
,t
h
ef
ew
e
x
c
e
p
t
i
o
n
sb
e
i
n
ge
s
s
e
n
t
i
a
l
l
yt
h
o
s
ef
o
rw
h
i
c
h i
r
r
e
v
o
c
a
b
l
ei
n
s
t
r
u
m
e
n
t
s h
a
db
e
e
nd
r
aw
np
r
e
-TRA
6
9
.
I
�~
~~
~
~.~
-
~
~
F
u
r
t
h
e
r
,t
h
en
um
b
e
r
so
ff
o
u
n
d
a
t
i
o
n
si
nt
h
ef
u
t
u
r
e-u
n
l
e
s
st
h
e
r
ea
r
ec
h
a
n
g
e
si
nt
h
el
aw-w
i
l
lb
es
l
ow
l
yd
e
c
l
i
n
i
n
g
,
f
o
r c
o
u
p
l
e
dw
i
t
ht
h
ez
e
r
ob
i
r
t
hr
a
t
e
,i
sa
na
c
c
e
l
e
r
a
t
e
dd
e
a
t
h
J
r
a
t
e
. T
h
o
s
ep
a
s
s
i
n
gf
r
omt
h
es
c
e
n
et
h
u
sf
a
ra
r
eg
e
n
e
r
a
l
l
yt
h
e
sm
a
l
l
e
rp
r
i
v
a
t
ef
am
i
l
yf
o
u
n
d
a
t
i
o
n
swho
s
e v
i
t
a
lc
o
n
t
r
i
b
u
t
i
o
n
sa
r
e
t
ol
o
c
a
lp
h
i
l
a
n
t
h
r
o
p
y
. T
r
a
d
i
t
i
o
n
a
l
l
y compo
s
ed o
fe
q
u
i
t
yh
o
l
d
i
n
g
s
i
nt
h
ef
am
i
l
yb
u
s
i
n
e
s
s
,t
h
e
ya
r
eb
e
s
e
tb
yt
h
ec
om
p
l
e
x
i
t
i
e
so
f
c
o
n
f
o
rm
a
n
c
ew
i
t
h t
h
e1969 l
awa
n
da
r
ep
a
r
t
i
c
u
l
a
r
l
yb
u
r
d
e
n
e
d by
tR
epa ~
r
an
athed
i
v
e
s
t
i
t
u
r
ep
r
o
v
i
s
i
o
n
s
o
fS
e
c
t
i
o
n4
9
4
3
. F
o
rm
any
, t
h
eo
n
l
yr
e
a
s
o
n
a
b
l
ec
o
u
r
s
es
e
em
s
e
i
t
h
e
rd
i
s
s
o
l
u
t
i
o
no
r
,o
f som
ewh
a
tl
e
s
sn
e
g
a
t
i
v
ec
o
n
s
e
q
u
e
n
c
et
o
p
h
i
l
a
n
t
h
r
o
p
y
,t
r
a
n
s
f
e
r
e
n
c
eo
fa
s
s
e
t
st
oa commun
i
ty f
o
u
n
d
a
t
i
o
n
.
N
o
n
e
t
h
e
l
e
s
s
, t
h
e
yp
a
s
sf
r
omt
h
ep
r
i
v
at
ef
o
u
n
d
a
t
i
o
ns
c
e
n
e
.
F
i
n
a
l
l
y
,p
r
i
v
a
t
ef
o
u
n
d
a
t
i
o
n
si
nt
om
o
r
r
ow
'
sw
o
r
l
dw
i
l
lh
a
v
e
al
e
s
s
e
n
i
n
gs
i
g
n
i
f
i
c
a
n
c
ei
nt
h
et
o
t
a
ls
o
c
i
a
ls
c
e
n
e
. W
h
i
l
e o
u
r
n
a
t
i
o
n
a
le
conomy w
i
l
lc
o
n
t
i
n
u
et
og
r
ow
,t
h
er
e
s
o
u
r
c
e
so
f
p
r
i
v
a
t
ef
o
u
n
d
a
t
i
o
n
sw
i
l
ln
o
tk
e
e
pp
a
c
ei
ne
i
t
h
e
rr
e
l
a
t
i
v
eo
r
a
b
s
o
l
u
t
et
e
rm
s
. On
e a
s
p
e
c
to
ft
h
i
sp
r
o
b
l
em r
e
l
a
t
e
st
oi
n
f
l
a
t
i
o
n
.
Th
ee
d
u
c
a
t
i
o
n
a
la
n
ds
e
r
v
i
c
ee
n
t
e
r
p
r
i
s
e
sw
h
i
c
ha
r
et
h
eu
s
u
a
lc
o
n
-
I
c
e
r
n
so
fp
h
i
l
a
n
t
h
r
o
p
yt
e
n
dt
oe
x
p
e
r
i
e
n
c
ei
n
f
l
a
t
i
o
n
a
r
yp
r
e
s
s
u
r
e
b
e
y
o
n
dt
h
a
tf
o
rt
h
ee
conomy i
ng
e
n
e
r
a
l
. M
o
s
t d
am
a
g
i
n
gt
ot
h
e
c
a
p
a
c
i
t
yo
fp
r
i
v
a
t
ef
o
u
n
d
a
t
i
o
n
st
os
e
r
v
et
om
o
r
r
ow
'
se
x
p
a
n
d
i
n
g
n
e
e
d
s
,h
ow
e
v
e
r
,a
r
et
h
o
s
ep
r
o
v
i
s
i
o
n
so
f TRA
-69 w
h
i
c
ha
r
ed
r
y
i
n
g
up t
h
ef
l
owo
fn
ew c
a
p
i
t
a
li
n
t
oe
x
i
s
t
i
n
gf
o
u
n
d
a
t
i
o
n
sa
n
dw
h
i
c
h
m
a
n
d
a
t
e t
h
ec
o
n
t
i
n
u
i
n
ge
r
o
s
i
o
no
ft
h
e
i
rp
r
o
d
u
c
t
i
v
ea
s
s
e
t
s
.
I
�M
any o
ft
o
d
a
y
'
sf
o
u
n
d
a
t
i
o
n
s-t
h
eW
. K
. K
e
l
l
o
g
gF
o
u
n
d
a
t
i
o
n
b
e
i
n
gb
u
to
n
ee
x
am
p
l
e-s
t
a
r
t
e
da
s ~
f
o
u
n
d
a
t
i
o
n
sw
h
i
c
h
l
a
t
e
rr
e
c
e
i
v
e
ds
u
b
s
t
a
n
t
i
a
la
s
s
e
t
sf
r
omt
h
ed
o
n
o
ra
n
d
/
o
rh
i
s
1
e
s
t
a
t
e
. M
any o
ft
h
esm
a
l
l
e
rf
o
u
n
d
a
t
i
o
n
so
ft
o
d
a
yw
e
r
ec
r
e
a
t
e
d
w
i
t
h t
h
es
am
ei
n
t
e
n
t
. H
ow
e
v
e
r
, b
e
c
a
u
s
eo
ft
h
es
e
v
e
r
a
ld
i
s
-
\
i
n
c
e
n
t
i
v
e
so
f TRA
-69
, n
os
i
g
n
i
f
i
c
a
n
tam
o
u
n
to
fn
ew c
a
p
i
t
a
lw
i
l
l
now f
l
owi
n
t
ot
h
e
s
ef
o
u
n
d
a
t
i
o
n
s
.
Th
eF
o
u
n
d
a
t
i
o
nC
e
n
te
rt
e
l
l
su
st
h
a
tt
h
e
r
ea
r
e
a
p
p
r
o
x
im
a
t
e
l
y2
5
,
0
0
0p
r
i
v
a
t
eg
r
a
n
t
-m
a
k
i
n
gf
o
u
n
d
a
t
i
o
n
si
nt
h
i
s
c
o
u
n
t
r
y
. Wh
en t
h
ew
o
r
d "
f
o
u
n
d
a
t
i
o
n
"i
sm
e
n
t
i
o
n
e
d
,e
s
r
-- - - - - -
kn
ew
le
d
ge
a
:
bi-o
"
'
;
-n-"
"
,
"
"
f
'
'exd, t
h
e
~
:
to 'ho
se
r
e
a
c
t
i
o
ni
st
ot
h
i
n
k
b
i
g
: F
o
r
d
,R
o
c
k
e
f
e
l
l
e
r
,J
o
h
n
s
o
n
,M
e
l
l
o
n
, K
r
e
s
g
e
, L
i
l
l
y
,
K
e
l
l
o
g
g
.
~
T
h
e
s
ea
r
eh
i
g
h
l
yv
i
s
i
b
l
ef
o
u
n
d
a
t
i
o
n
sw
i
t
h
l
a
r
g
ea
s
s
e
t
s
,s
u
b
s
t
a
n
t
i
a
la
n
n
u
a
le
x
p
e
n
d
i
t
u
r
e
s
,p
r
o
f
e
s
s
i
o
n
a
l
s
t
a
f
f
,a
n
da n
a
t
i
o
n
a
lo
ri
n
t
e
r
n
a
t
i
o
n
a
ls
p
h
e
r
eo
fa
c
t
i
v
i
t
y
. B
u
tw
e
n
e
e
dt
or
em
i
n
do
u
r
s
e
l
v
e
st
h
a
t90% o
ft
h
ef
o
u
n
d
a
t
i
o
n
s-o
rsom
e
2
2
,
5
0
0-h
a
v
ea
s
s
e
t
so
fl
e
s
st
h
a
n$1 m
i
l
l
i
o
n
.
A
t t
h
eo
t
h
e
r
e
n
do
ft
h
es
i
z
es
p
e
c
t
r
um
,o
n
l
y 38 h
a
v
ea
s
s
e
t
so
f $100 m
i
l
l
i
o
n
o
rm
o
r
e
.
W
h
i
l
e t
h
eb
i
gf
ewm
ay b
et
h
em
o
s
t n
ew
sw
o
r
t
h
yi
n
e~
o
ft
h
eme
d
i
a
,t
h
e"
q
u
i
e
tm
a
j
o
r
i
t
y
" o
ft
h
ep
r
i
v
a
t
ef
o
u
n
d
a
t
i
o
n
w
o
r
l
d a
r
e
e
~
p
u
r
s
u
i
n
gt
h
e
i
rr
e
s
p
e
c
t
i
v
ea
n
dd
i
v
e
r
s
e
a
c
t
i
v
i
t
i
e
si
nt
h
e
i
ri
n
d
i
v
i
d
u
a
lc
omm
u
n
i
t
i
e
s
. And t
ot
h
ep
e
o
p
l
e
o
ft
h
o
s
ec
omm
u
n
i
t
i
e
s-l
a
r
g
ea
n
d sm
a
l
l
,i
ne
v
e
r
ys
t
a
t
e-a
n
d
t
ot
h
ep
r
i
v
a
t
ev
o
l
u
n
t
a
r
yo
r
g
a
n
i
z
a
t
i
o
n
sa
n
di
n
s
t
i
t
u
t
i
o
n
sw
h
i
c
h
s
e
r
v
el
o
c
a
ln
ee
d
s
,t
h
em
o
d
e
s
t c
o
n
t
r
i
b
u
t
i
o
n
so
ft
h
e
s
eq
u
i
e
t
f
o
u
n
d
a
t
i
o
n
sa
r
ev
i
t
a
li
n
d
e
e
d
.
_
I
�'vv
-
~
l
•
.
.
;V
-C
-
......
A
f
I
"
~
( J
~
e
,
~
�c
.
4
-
;
;
c
.
.
.-
t£-s
:-
J1
~
r
-
(
'
1-<-
•
/
~
'I
-
I
...9
.A
.
j
L
J
)
(
rI-
Commun
i
t
yfou
nd
a
t
i
on
sa
re ch
a
r
a
c
t
e
r
i
z
ed by m
u
l
t
i
p
l
e so
u
r
c
e
so
f fun
d
i
ng
,
by boa
r
d
so
ft
r
u
s
t
ee
s se
l
ec
te
dt
ore
p
r
e
sen
tt
h
ep
u
b
l
i
ci
n
t
e
r
es
ti
nt
h
e
i
r
commun
i
t
i
es
,and by aloc
a
lo
r reg
i
ona
lf
o
c
u
si
nt
h
e
i
rg
i
v
i
n
g
. T
h
u
s
, th
e
J
-t
e,
n
a
t
i
o
n
's ~ co
rnmun
ity fo
und
a
ti
o
n
sa
re quas
i
p
u
b
l
i
ci
nro
l
e and st
r
u
c
t
u
r
e
;and
t
h
e
i
rop
e
r
a
t
i
on
sa
r
ereg
u
l
a
r
l
yrepo
r
tedtothec
i
t
i
z
en
r
yo
fthe
ir co
mm
u
n
i
t
i
e
s
.
1
,
.
'1
~e
I
n
c
l
u
d
i
ng t
h
en
ew
l
y
. em
e
r
g
ing T
r
ave
r
se A
r
ea
'
' commun
i
ty found
a
t
i
on
si
nMi
c
h
i
gan,1
;,,
I
I
"
'
\
.0<
.
-0
,
oi
l
a
r
enow
I
�4
THE COMMUN
ITY FOUNDAT
ION SHOULD BE
A MAX
IM
IZER OF CHAR
IT LE RESOURCES
•
.
By p
o
o
l
i
n
gc
h
a
r
i
t
a
b
l
efund
sf
o
rt
h
o
u
g
h
t
f
u
land s
y
s
t
em
a
t
i
ca
l
l
o
c
a
t
i
o
n
t
op
r
e
s
e
n
t and f
u
t
u
r
ecommun
i
ty n
e
ed
s
Th
roughou
tt
h
ec
o
u
n
t
r
y
,e
x
p
e
r
i
e
n
c
eh
a
sd
em
o
n
s
t
r
a
t
e
d
t
h
a
ton
c
e a commun
i
ty
~
ha
se
s
t
a
b
l
i
s
h
e
di
t
s
i
n
t
e
g
r
i
t
yandh
a
sd
em
o
n
s
t
r
a
t
e
di
t
sa
b
i
l
i
t
yt
om
an
ag
e
fund
sf
o
rch
a
r
i
t
a
b
l
ep
u
r
p
o
s
e
s
, un
r
es
tr
i
.
c
t
.
edg
if
t
s,
t
r
u
s
t
sandb
e
q
u
e
s
t
sw
i
l
ls
t
a
r
tt
8com
ei
t
sw
ay
. M
any
dono
r
sg
i
v
ewho
l
ly u
n
r
e
s
t
r
i
c
t
ed g
if
ts wb
i
ch p
r
o
v
i
d
e
im
p
o
r
t
a
n
tf
l
e
x
i
b
i
l
i
t
yi
na
l
l
ow
i
n
gt
h
ef
o
u
n
d
a
t
i
o
n
t
r
u
s
t
e
e
st
or
e
s
p
o
n
de
f
f
e
c
t
i
v
e
l
yt
och
ang
ing commun
i
ty
n
e
ed
s.
•
•Bym
an
ag
ing i
n
d
i
v
i
d
u
a
lt
r
u
s
t
s
,b
e
q
u
e
s
t
s andg
i
f
t
se
n
t
r
u
s
t
e
dby don
e
e
s
f
o
rd
e
s
i
g
n
a
t
e
de
d
u
c
a
t
i
o
n
a
land c
h
a
r
i
t
a
b
l
ep
u
r
p
o
s
e
s
Som
e dono
r
sd
e
s
i
g
n
a
t
et
h
a
tt
h
ecommun
i
ty f
o
u
n
d
a
t
i
o
n
i
st
oadm
in
is
t
e
rt
h
e
i
rg
if
ts i
nb
e
h
a
l
fo
fs
p
e
c
i
f
i
c
o
r
g
a
n
i
z
a
t
i
o
n
s
. O
t
h
e
r
sl
im
i
tg
i
f
t
st
ob
r
o
a
d
e
ra
r
e
a
s
o
fcon
c
e
rn su
cha
se
d
u
c
a
t
i
o
n
,h
e
a
l
t
h
,s
o
c
i
a
ls
e
r
v
i
c
e
s
,
and c
i
v
i
co
rc
u
l
t
u
r
a
la
f
f
a
i
r
s
. Fo
rm
any
~
f
o
u
n
d
a
t
i
o
n
st
h
eg
r
e
a
tb
u
l
ko
ft
h
e
i
ra
s
s
e
t
sa
r
eo
f
t
h
i
sn
a
t
u
r
eand t
h
e
s
et
y
p
e
so
fg
if
ts a
r
et
ob
e
en
cou
r
ag
ed
. Th
eG
r
and R
ap
id
sF
o
u
n
d
a
t
i
o
nl
i
s
t
e
d
22 su
chm
emo
r
i
a
l fund
si
na r
e
c
e
n
tAnnua
lR
epo
r
t
andt
h
eC
l
e
v
e
l
a
n
dF
o
u
n
d
a
t
io
n
'
s1
9
7
4Annua
lR
epo
r
t
l
i
s
t
e
d246 mem
o
r
i
a
l fund
sw
i
t
ho
v
e
r $1 m
i
l
l
ion b
e
i
n
g
add
ed i
nt
h
a
ty
e
a
r.
.
.
By u
r
g
i
n
gb
r
o
a
dcommun
i
ty s
u
p
p
o
r
tf
o
rd
e
s
i
g
n
a
t
e
dcommun
i
ty and s
o
c
i
a
l
b
e
t
t
e
rm
e
n
tp
r
o
j
e
c
t
s
Th
ep
r
o
p
e
r
l
ypU
b
l
i
c
i
zede
n
d
o
r
sem
en
t and ex
amp
l
eo
ft
h
e
commun
i
ty f
o
u
n
d
a
t
i
on i
nsup
p
o
r
t
i
n
Gs
p
e
c
i
f
i
e
dcommw
l
i
ty
p
r
o
j
e
c
t
sc
anwo
rk m
irac
le
si
n"
f
l
u
s
h
i
n
go
u
t
"b
r
o
a
d
commun
i
ty f
i
n
a
n
c
i
a
ls
u
p
p
o
r
t
.
(I
I
�5
THE COMMUN
ITY
I
~I
SHOULD BE
A CATALYST
.
.
By e
n
c
o
u
r
a
g
i
n
gthe d
i
r
ec
t
i
on o
fp
o
t
e
n
tia
l tru
s
ts, beQu
e
s
t
sand g
if
ts
tol
o
c
a
l so
c
i
et
a
lneed
s
Th
e commun
i
ty found
a
t
i
o
npr
o
v
idesan i
d
e
a
lm
e
ch
an
i
sm fo
r
t
h
i
spu
rpo
s
e. l
,
l
any p
e
o
p
l
e in e
a
cho
f you
r comm
u
n
it
i
es ar
e
undo
u
b
te
d
l
ya
s
s
e
s
s
i
n
gyour ow
n
~~
founda
t
i
on a
st
h
e
ap
p
r
o
p
r
i
a
t
e bene
fic
ia
r
yo
ft
h
e
ir ~
tr
u
s
t
so
r
o
t
h
e
rbeQu
e
s
t
s
. I
tb
ehoov
e
s you t
op
r
ov
e yo
u
r
~
.
.
By g
e
n
e
r
a
t
i
n
ga
d
d
i
t
i
o
n
a
lf
u
n
d
i
n
gt
h
r
o
u
g
hm
at
c
h
i
n
go
r"
s
e
ed
-m
on
ey
"g
r
a
n
t
s
P
r
o
p
e
r
l
ys
t
ra
tegiz
ed
,p
rope
r
l
yt
im
ed
, and pr
o
p
e
r
ly
p
u
b
l
i
c
i
ze
d
,t
h
i
sis on
eo
ft
h
emo
st e
ffec
tiv
eo
ff
u
n
d
r
a
i
s
i
n
gte
c
h
n
i
Q
ue
s
. Anot
eo
f ~
how
ev
e
r
. To
u
s
ei
t
ha
b
i
t
u
al
l
yis t
onu
l
l
i
f
yi
t
se
f
fe
c
t
i
v
en
e
ss.
.
.
By p
r
o
v
id
ingfr
o
n
t
e
nd mon
i
e
st
ol
a
unch co
mmu
n
i
t
y unde
r
tak
ingsr
e
Qu
ir
i
n
g
o
t
h
e
r inv
e
s
tm
en
t
,a
n
d
/
o
rcommun
it
y
,a
n
d
/
o
r gov
e
rnm
en
ta
lsup
po
r
t
Amongthe m
a
ny c
la
s
s
ice
~ e
is a $400
,000 g
ran
t
by t
h
eK
a
l
am
a
zoo F
ound
ation wh
i
c
hbec
am
e fr
o
n
t
e
nd
mon
i
e
s fo
r $14 m
i
l
l
i
o
no
fi
n
v
e
s
tm
e
n
t
si
na n
ew down
town
c
i
v
i
cc
en
te
rwh
ichw
i
l
l im
p
a
c
tt
h
ee
conom
i
c
so
ft
h
a
t
commun
i
ty f
o
rg
en
er
a
ti
o
n
s to com
e.
•.
By
i
n
i
t
i
a
t
i
n
g comm
un
it
yb
et
t
e
rmen
tp
r
o
j
e
ct
ssp
ec
ifi
c
a
ll
ytoc
u
l
t
i
v
a
te
h
a
b
it
so
fb
r
o
ad ci
t
iz
en suppor
t
I
ti
sno
td
i
f
f
i
cu
l
tt
oim
a
g
ine howa ch
ildr
e
n'
szoo
,o
r
ar
i
v
e
rbea
u
t
i
f
i
cat
i
on pLoj
e
c
t
,o
r afun
dt
opr
o
v
id
e ~
i
n
gs
c
ho
l
a
r
s
h
i
p
s fo
rn
eedy ch
ild
r
e
ncou
ld be pr
o
per
l
y
p
u
b
l
i
c
i
z
ed t
oa
t
t
ra
c
tw
ide pub
lic supp
o
r
t. In L
in
co
l
n
,
Ne
b
r
a
sk
a
, a "Mem
o
r
y Bo
ok
;
!d
i
s
p
l
a
y
e
d on aro
ta
tirg bas
i
s
i
nst
o
r
e
sth
roughou
tt
i
l
eco
i
amun
itylis
ts on an annu
a
l
i
st
h
en
am
e
so
fev
er
yl
o
c
a
lc
i
ti
z
en hav
i
n
gd
o
n
a
t
e
d
bas
tosu
chp
r
o
j
e
c
t
s spo
n
sor
e
d by t
h
eL
inc
o
l
nFounQa
t
i
o
n
.
�6
THE
COMMUN
ITY FO
UNDATIONS
HOULD BE
AN INNOVATOR
.
.
By a
cti
n
ga
sa "
fund
i
ng bel
l
w
et
h
e
r
"t
oa
tt
r
ac
to
t
he
r m
o
n
ie
s to n
ew
l
y
pe
r
c
e
i
v
edre
s
o
l
v
e
so
f em
e
r
g
ing co@n
un
i
t
yp
r
o
b
l
em
s..
.
Th
e "G
oodhou
sekee
p
i
n
g
lo
fAp
p
rova
l
"
S
ea
O
rga
n
i
z
at
i
o
n
sn
ew
ly c
r
e
a
tedt
ocope w
i
t
hs
o
c
i
e
ta
lp
rob
l
em
sf
r
e
q
u
e
n
t
l
yexp
eri
e
n
ce d
i
f
f
i
cu
l
t
ie
si
ns
e
c
u
r
i
ng
r
a
t
i
ng r
e
v
e
n
u
es
. T
hey a
r
.
eo
f
t
e
ni
n
i
t
ia
lly"s
u
s
p
e
c
t11
ope
by va
r
i
ou
ss
e
gm
en
ts o
ft
h
eCO
TI@u
n
i
t
y
. Pr
o
v
i
s
i
o
no
f
po
rti
o
n
so
f st
a
r
t
-upand i
n
i
t
i
a
l op
er
a
ti
n
gmoni
e
s by
t
h
eco
mmun
i
ty foundat
i
on a
ssu
r
e
so
t
h
e
rp
o
ten
t
i
a
l
g
ra
n
t
o
rs o
fa m
e
chani
smfo
r pu
b
l
i
c sc
ru
t
i
n
yo
ft
h
e
ag
enc
y
's o
p
e
r
a
t
iona
land f
i
s
c
a
la
c
co
un
tab
ility.
.
.
By s
e
r
v
i
n
ga
s"
s
t
a
k
e
h
o
l
d
e
r
"tom
anage fund
s dono
rs hes
i
t
a
te t
og
r
a
n
t
ou
t
r
i
g
h
tt
oem
e
rg
i
n
g an
du
n
tri
e
dso
ci
a
ls
e
rv
i
c
es agenc
i
e
sno
ty
e
th
a
v
in
g
dem
o
n
s
t
r
a
t
eda
c
co
unt
a
b
ilit
y
D
ono
r
sm
a
y b
e re
luc
tan
tt
oc
o
n
t
r
i
but
et
oan agen
cy
who
se se
r
v
i
c
e
sthey va
lu
eb
u
tw
ho
se c
a
pac
ityto m
an
age
mon
ies t
h
ey d
o
u
b
t
. Su
ch i
n
d
i
v
i
dua
l
sa
rew
i
l
l
i
ngto
g
i
v
et
h
e
i
rfund
st
ot
h
e
~
fou
n
d
a
t
i
o
nt
obe
u
s
e
d fo
ri
t
sdes
i
red p
u
r
po
s
e
. S
im
il a
r
l
y
, som
e donor
s
cons
id
e
ri
ts
a
f
e
rto.
g
ivet
h
e .~
fo
u
n
d
a
ti
o
nti
t
l
e
t
oth
e re
a
lpr
o
p
e
r
t
yw
h
ichisto b
eu
s
ed by an op
er
a
ting
agency fo
ri
t
sp
r
o
gr
am; fo
rt
h
efo
u
n
d
a
ti
o
nislike
l
yt
o
endu
r
eev
en t
h
o
u
ghth
e op
era
ting ag
ency l
a
t
e
rf
a
ll
son
h
a
r
dt
im
es.
.
.
By encou
rag
ing exi
s
t
ingag
en
ci
e
st
ob
r
o
a
d
en o
rr
e
s
t
r
u
c
t
u
r
e pr
o
g
ram
sto
cope w
i
t
h un
rn
e
tn
e
ed
s
No
th
i
n
gi
ss
t
a
ti
cand so
c
ia
ls
e
r
v
i
ces ag
en
ci
e
s con
t
e
n
t
w
i
t
h th
eir r
o
l
ein so
c
i
e
tyu
l
t
im
a
t
e
l
ys
u
f
fe
rfromt
h
e
ir
owna
tr
o
p
hy. K
eep
ing l
o
ca
l se
r
v
i
ces a
t
t
u
n
ed t
ochang
ing
n
e
ed
s and en
cou
r
ag
i
ng t
h
e
i
rown i
n
no
v
a
t
i
o
nandre
s
t
r
u
c
t
u
r
i
n
g
i
sa need
ed cO@
l
lun
i
t
ys
e
rv
ic
e.
o
ras an a
lt
e
rn
a
tiv
e---
.
.
B
y ac
t
ive
ly e
ng
ag
ingin exp
erim
e
n
ta
l re
s
o
l
v
e
so
funm
e
tn
e
ed
s
Op
e
ra
t
i
ng i
t
sown e ~ e
e
p
rog
r
am
ss
h
o
u
l
db
eo
n
l
ya
s
al
a
s
tre
s
o
r
t
. T
he
r
eis
e
~
bot
hi
na d
iver
s
ityo
f
agenc
i
e
s and i
nt
h
ec
o
u
r
a
g
eo
fl
o
c
a
lag
enci
e
st
obr
o
ad
en
andr
e
s
t
r
u
c
tur
et
h
e
i
r so
c
i
a
ls
e
rv
i
c
e
spr
o
g
r
am
sa
s so
c
i
e
t
a
l
p
rob
l
em
s got
h
r
ough t
h
e
ir con
s
t
a
n
t evo
lu
ti
o
n
a
lp
r
o
c
e
ss.
�7
THE COMMUN
ITYFOUNDAT
ION SHOU
LD BE
A PLANNER AND COORD
INATOR
.
.
By a
s
s
i
s
t
i
n
gs
t
u
d
i
e
s
a.
f
o
rt
h
e def
i
n
i
t
i
o
no
f comnun
i
ty goa
l
s
b
.
f
o
rt
h
e de
f
i
n
itionand res
o
l
v
eo
f th
e communi
t
y'
sso
cie
ta
l and
e
cono
m
ic p
rob
lem
s
c
.
f
o
ren
cou
r
a
gi
n
go
rd
e
r
l
ycommun
it
yg
row
th and dev
e
l
opm
e
n
t(
o
r
r
e
d
ev
e
lopm
en
t)
i
ty foun
dat
i
on i
sn
o
t me
r
e
l
ya g
r
a
n
t
ma
k
i
ng o
r
g
a
n
iza
t
io
n
,
Th
e commun
b
u
t can be a p
o
s
it
i
v
ef
a
c
to
ri
ne
ff
o
r
t
st
odeve
l
op and a
ccom
p
l
i
sh
commun
it
ygo
als andt
os
o
l
ve co
r
wnun
i
ty p
rob
l
em
s. Su
che
f
fo
r
t
sw
e
re
ef
ir
s
ta
c
t
iv
it
i
e
su
n
d
e
r
taken by comm
unit
yfo
unda
t
i
o
n
s; e.g
.,
amongth
t
h
es
t
udy o
fth
ec
r
im
in
a
lj
u
st
i
c
es
y
s
t
em ~ C
l
eve
l
a
nd unde
r
t
akenby
t
h
eC
l
ev
el
a
n
dFound
a
tionin1920
. S
im
il
a
re
f
f
o
r
t
sh
av
e been und
er
t
ak
en
by ot
h
e
rcommun
it
yfound
a
tio
n
s and t
o
d
a
ya
r
e an im
p
o
r
t
a
n
tandunique
fun
c
t
i
o
no
ft
h
i
st
y
p
eo
fo
r
g
a
n
iza
t
i
o
n
. Th
e fa
c
tt
h
a
tt
h
ec
omm
un
ity
foun
da
t
i
on i
sp
e
r
ce
i
v
ed as an i
n
d
ep
end
en
t, u
n
b
i
a
s
e
d th
ird
p
a
r
t
y by m
a
ny
i
nt
h
e commun
i
t
ym
ak
e
s t
h
is ro
lep
a
r
t
i
c
u
l
a
r
l
yappr
o
p
ria
te. O
f
t
e
nt
h
e
commun
i
ty foundat
i
onis p
er
c
e
i
v
e
da
s th
e onl
ym
echan
ismfo
r sp
onso
r
i
n
g
su
c
hs
t
u
d
ie
s
,p
a
r
t
i
c
ul
a
r
lyon mor
eco
n
tr
o
v
er
s
i
a
l is
s
u
es.
.
.
By i
d
e
n
t
i
f
y
i
n
gc
ri
t
ica
l commun
ity nee
d
s fr
o
mamon
t
;t h
em
a
ze o
fs
h
i
ft
i
n
g
s
o
c
i
e
t
a
lp
ro
b
lem
s
I
fyo
u
r commun
i
t
yfound
a
t
i
o
n can e
s
t
a
b
li
s
hi
t
s
e
l
f
a
s an
imp
a
r
t
i
a
l re
f
e
r
ee
,w
ha
t b
ett
e
ro
r
g
an
i
z
a
t
i
o
ni
nth
e co
mmun
i
ty
t
ohe
l
pp
e
r
f
ormt
h
i
se
s
s
e
n
t
i
a
lf
u
nct
i
on
.
.
.
By condu
ct
i
n
go
rs
u
p
p
o
r
t
i
n
g co
r
i
l
ln
un
ity fo
rum
sf
o
rt
h
e sh
a
r
i
n
go
fi
n
fo
r
m
a
t
i
o
n
,expe
r
i
en
ce
s and id
e
a
s
.
•
By he
l
p
i
n
gloca
led
u
c
a
ti
o
n
a
l,h
e
a
lth a
nd so
c
i
a
ls
e
r
v
i
c
eag
en
ci
e
se
v
a
lu
a
t
e
t
h
e
ir o
v
e
r
a
ll e
ff
e
c
t
i
v
enes
sand r
e
d
i
r
e
c
tt
h
e
i
ren
e
r
g
i
e
si
n ee~
comm
un
ity n
e
ed
s
An i
n
i
t
i
a
lg
r
a
n
to
f $25
,000 b
yt
h
eL
i
n
c
o
l
n Founda
t
i
o
nh
elpedt
h
e
i
r
co
mmun
i
tyu
n
d
e
rtake a com
p
r
2
h
e
n
s
i
v
ee
ffor
tt
od
e
a
l
~
w
i
th
d
rug p
r
o
b
l
em
s on a co
u
n
ty-w
i
d2 b
a
s
is. Th
eg
r
a
n
t pr
o
d
u
c
e
da coor
d
i
n
a
t
i
n
g
me
c
h
a
n
i
s
mt
h
a
tpr
o
v
i
d
e
s gui
d
a
n
c
et
oa
ll ~
a
t
;
enci
e
sa
c
t
i
v
e in
t
h
ef
i
e
l
d
. T
he gr
a
n
t al
s
opl
a
y
eda c
a
t
a
l
y
t
i
c:
c
o
l
ei
ns
p
awni
n
ga s
e
ri
e
s
o
fp
rogr
am
s: s
ta
t
i
s
t
i
ca
l resea
rch t
oh
e
l
pi
d
e
n
t
i
f
yand qua
n
t
i
f
ythe
e
x
t
en
to
f the pr
o
b
l
em
; ar
e
f
e
rra
ls
e
rv
ice, t
h
eco
stso
fwhi
c
ha
re m
e
t
by fede
ra
l and loca
l fund
s; a d
ru
E; a
n
a
l
y
s
is cen
te
r
;andn
ew app
roach
e
s
i
nd
r
u
g ed
uc
a
tionf
o
ryou
th and a
d
u
l
t
s.
�~
8
THE
COMMUN
ITY
~
I
.
.
Ac
om
p
e
t
i
t
o
rt
oy
o
u
rl
o
c
a
lU
n
i
t
e
dW
ay
, o
ro
t
h
e
rl
o
c
a
ls
o
c
i
a
ls
e
r
v
i
c
e
a
g
e
n
c
i
e
s
,n
e
i
t
h
e
rp
r
o
g
r
amm
a
t
i
c
a
l
l
yn
o
ri
nt
h
eq
u
e
s
tf
o
rf
u
n
d
s
R
a
t
h
e
rt
h
a
nc
om
p
e
t
i
t
o
r
s
,t
h
ecommun
i
ty f
o
u
n
d
a
t
i
o
na
n
d
t
h
eU
n
i
t
e
dW
a
y m
u
s
t f
u
n
c
t
i
o
na
sp
a
r
t
n
e
r
s
. L
o
c
a
lp
r
o
g
r
am
s
o
rs
e
r
v
i
c
e
ss
t
a
r
t
e
dw
i
t
ht
h
ea
i
do
ft
h
e
~ ~
f
o
u
n
d
a
t
i
o
nc
o
u
l
de
a
s
i
l
yb
e
com
ef
u
t
u
r
eU
n
i
t
e
d \T
a
yo
b
l
i
g
a
t
i
o
n
s
.
S
u
c
hp
o
t
e
n
t
i
a
l
sm
u
s
t b
ed
i
?
c
u
s
s
e
do
p
e
n
l
yw
i
t
ha
l
lc
o
n
c
e
r
n
e
da
tt
h
eo
u
t
s
e
t.
.
.
I
nt
h
es
a
l
v
a
g
eb
u
s
i
n
e
s
s
a
.
I
t
sr
o
l
ei
sn
o
tt
h
a
to
fs
h
o
r
i
n
gup i
n
e
f
f
e
c
t
i
v
ea
n
di
n
e
f
f
i
c
i
e
n
t
s
o
c
i
a
ls
e
r
v
i
c
e
s
. H
ow
e
v
e
r
, i
t
c
a
np
l
a
y
af
i
rmr
o
l
ei
nt
h
ec
o
n
s
t
r
u
c
t
i
v
ec
o
u
n
s
e
l
i
n
go
fa
g
e
n
c
i
e
sa
n
d the c
o
mmun
i
ty i
nt
h
ee
v
a
l
u
a
t
i
n
g
o
rs
e
r
v
i
c
e
sa
n
dt
h
ea
p
p
r
o
p
r
i
a
t
ea
p
p
l
i
c
a
t
i
o
no
fs
e
r
v
i
c
e
st
ocommun
i
ty
p
r
o
b
l
em
s
.
b
.
N
e
i
t
h
e
ri
st
h
ecommun
i
ty f
o
u
n
d
a
t
i
o
nr
e
s
p
o
n
s
i
b
l
ef
o
rs
a
l
v
a
g
i
n
gt
h
e
m
y
r
i
a
do
fl
o
c
a
la
g
e
n
c
i
e
si
n
t
e
rm
i
t
t
e
n
t
l
yb
s
c
k
r
u
p
t
e
db
yt
h
ey
o
y
o
f
u
n
d
i
n
gp
o
l
i
c
i
e
so
fo
u
rf
e
d
e
r
a
lg
o
v
e
r
nm
e
n
t
.
Commun
i
ty f
o
u
n
d
a
t
i
o
n
sh
a
v
ef
a
c
e
dup t
of
e
d
e
r
a
lc
u
t
b
a
c
k
s
i
na v
a
r
i
e
t
yo
fi
n
t
e
r
e
s
t
i
n
g
,i
f
n
o
ta
lw
a
y
sa
d
e
q
u
a
t
e
,w
a
y
s
.
Th
ey h
a
v
eg
i
v
e
n em
e
r
g
e
n
c
yo
ri
n
t
e
r
imf
u
n
d
ss
e
l
e
c
t
i
v
e
l
y
t
ol
o
c
a
lg
r
a
n
t
e
e
s
. Th
ey h
a
v
ea
n
n
o
u
n
c
e
dt
h
a
ti
ng
e
n
e
r
a
l
t
h
e
ya
r
en
o
tr
e
s
p
o
n
s
i
b
l
ef
o
r
~
c
o
n
c
e
i
v
e
d
,s
p
o
n
s
o
r
e
d
a
n
d
f
i
n
a
l
l
ya
b
a
n
d
o
n
e
db
yt
h
ef
e
d
e
r
a
lg
o
v
e
r
nm
e
n
t
. Th
ey
h
a
v
e
,i
nsom
ei
n
s
t
a
n
c
e
s
,u
r
g
e
dl
o
c
a
lo
f
f
i
c
i
a
l
st
od
i
v
e
r
t
s
h
a
r
e
dr
e
v
e
n
u
ef
u
n
d
sf
r
omm
u
n
i
c
i
p
a
l s
e
r
v
i
c
e
si
n
t
o
t
h
r
e
a
t
e
n
e
dhum
an s
e
r
v
i
c
e
s
. Th
ey h
a
v
et
r
i
e
dt
os
e
ta
ne
x
am
p
l
eb
ys
u
p
p
o
r
t
i
n
gc
e
r
t
a
i
nk
e
yp
r
o
g
r
am
s
,t
a
c
i
t
l
yi
n
v
i
t
i
n
g
o
t
h
e
ra
g
e
n
c
i
e
st
odo t
h
es
am
e
. And t
h
e
yh
a
v
ei
n
s
i
s
t
e
n
t
l
y
c
a
l
l
e
df
o
rr
a
t
i
o
n
a
ld
e
c
i
s
i
o
n
-m
a
k
i
n
g among t
h
em
any com
p
e
t
i
n
ga
g
e
n
c
i
e
s
,o
f
t
e
nb
r
i
n
g
i
n
gt
h
emt
o
g
e
t
h
e
ri
n
c
o
n
t
i
n
u
i
n
g
~ e.
�I
4
-
. .~
r.
,
T
;
'
,
1
"
"
'w--R..
~ t
c ~ . ~ ...: ~ ~ ~ -~ k
fY
~
~ ~~
~
1
~ ~~
~ ~I
~
•
,
r
.
.
-
�I
n
~e
on t
h
i
si
s
s
u
e
,P
r
e
s
i
d
e
n
tW
i
l
l
iam G
. Bow
en o
fP
r
i
n
c
e
t
o
n
U
n
i
v
e
r
s
i
t
yh
a
s no
t
ed t
h
a
tw
ef
a
ce t
h
ep
o
s
s
i
b
l
ed
em
i
s
eo
ft
h
eun
iqu
e
ly
Am
e
r
i
ca
nn
o
t
i
o
nt
h
a
tc
o
n
s
i
d
e
r
a
b
l
ei
n
i
t
i
a
t
i
v
ef
o
rt
h
ep
romo
t
ion o
f 500d
c
au
s
e
s shou
ldb
el
e
f
ti
np
r
i
v
at
eh
and
s
,t
h
a
tt
h
e
r
ei
sv
a
l
u
ei
np
l
u
r
a
l
i
s
t
i
c
e
f
f
o
r
t
st
om
e
e
t commun
i
ty n
e
ed
s
, and t
h
a
tgov
e
rnm
en
t shou
ldn
o
tb
e
g
iv
en a w
onopo
ly i
na
t
t
e
n
d
i
n
gt
osu
chm
a
t
t
e
r
s a
st
h
ec
a
r
eo
ft
h
es
i
c
k
I
a
n
dt
h
eadv
an
c
eme
n
to
fl
e
a
r
n
i
n
g
.
O
u
rn
a
t
i
o
nc
an r
e
t
u
r
nt
oa mo
r
eb
a
l
a
n
c
e
d app
ro
a
chb
e
tw
e
en n
e
c
e
s
s
a
r
y
I
gov
e
r
i
l
l
i
l
en
t
a
ls
e
r
v
i
c
e
sand t
h
ef
l
e
x
i
b
i
l
i
t
yand r
e
s
p
o
n
s
i
v
e
n
e
s
st
h
a
t
ch
a
r
a
c
:
te
r
i
z
e
sp
r
i
v
a
t
es
e
c
t
o
ri
n
i
t
i
a
t
i
v
e
si
na
d
d
r
e
s
s
i
n
ghum
an p
rob
l
em
s
.
Whe
t
h
e
rsu
ch~ ba
l
a
n
c
e is a
c
h
i
ev
ed w
ill dep
end i
npa
r
ton n
u
b
l
i
c
p
o
l
i
c
yd
e
c
i
s
i
o
n
s
,i
n
c
l
u
d
i
n
gt
a
xl
e
g
i
s
l
a
t
i
o
n
,wh
i
ch e
i
t
h
e
rp
romo
t
eo
r
d
i
s
cour2g
ep
r
i
v
a
t
ei
n
i
t
i
a
t
i
v
ef
o
rt
h
ep
u
b
l
i
c good
.
R.li"iu
li:teVUUn
da
tion
sa
r
e ap
a
r
to
f and a s
p
e
c
i
a
ls
o
u
r
c
eo
fs
u
p
p
o
r
t
\
a
n
d en
cou
r
ag
em
en
tf
o
rsu
chp
r
i
v
a
t
ei
n
i
t
i
a
t
i
v
e
. Th
ey p
r
o
v
i
d
e!
'
r
i
s
k
ca
p
i
t
a
l
"f
o
rn
ewp
r
i
v
a
t
es
e
c
t
o
rapp
ro
a
ch
e
st
os
o
l
v
i
n
gs
o
c
i
a
lp
rob
l
em
s
.
A
n
d wh
i
l
e found
a
t
i
o
n
sa
c
coun
t
ed f
o
ron
ly 5
.
7p
e
r
c
e
n
t
,o
r$
2b
i
l
l
i
o
n
,
o
fv
o
l
u
n
t
a
r
yg
i
v
i
n
gi
n1977
,t
h
e
i
rimp
a
c
ti
ss
u
b
s
t
a
n
t
i
a
l
.
\
�The private secto:c
gov erllinent.
1S
our only "option" to over-dependence on
An importanL les son, learned many times over Bince
Cente nnial's farm ers anG Lan che r s carved out a society on th e banks of
the Pl atte River 150 years ago, is that people can d0 much by working
togetb er to improve their own individual and collective condition.
With such a commitment, our unique American experiment in democracy
will continue to hold me aning and promise for the generations which
follow us.
�w.
K. KELLOGG FOUNDATION
400 North Avenue, Battle Creek, Michigan 49076
Telephone (616) 965-1221
NEWS
JAMES M. RICHMOND, Direct or of Communic ations
FOR IMMEDIATE RELEASE
September 18, 1978
MAWBY URGES COMMUNITY FOUNDATIONS
TO EXAMINE PURPOSE, ROLE
The role of private philanthropy in American society continues to
erode, and foundations must guard against complacency resulting from
their generally favorable public image during the past decade,
Dr. Russell G. Mawby, president of the W. K. Kellogg Foundation, said
September 13th.
Speaking to some 65 Michigan community foundation representatives
at a seminar in Kalamazoo, Dr. Mawby noted that "the only private
foundations in tomorrow's world already exist today.
Under current
tax law, the birth rate of new foundations is virtually zero."
Unless there are modifications in the 1969 Tax Reform Act, which
established complex accountin g, reporting, and pay-out requirements
for all foundations, more and more existing foundations will cease to
function, Mawby claimed.
Those suffering the most will be the smaller
private family foundations whose primary contributions are to local
philanthropy.
"Beset by the complexities of conformance with the 1969 Tax
Reporm Act the only course for many of these family foundations will
either be dissolution or, of somewhat less negative consequence to
(more)
�Add One
philanthropy, transference of assets to a community foundation.
Nonetheless, they may well pass from the private foundation scene,"
Mawby said.
There are signs, however, that American citizens are resisting
increased taxation and regulation by government, and are returning to
the belief in a balance between necessary governmental services, and
the flexibility and responsiveness that characterizes private sector
initiatives to solving human problems.
tion of this change
He asserted that one indica-
is the recent referendums and legislation in many
states aimed at controlling government spending and taxes.
Citing the different roles of the business, governmental, and
private sectors, Mawby observed that America's hospitals, museums,
social agencies, youth service organizations, schools, universities,
and churches depend heavily on some $35 billion each year in voluntary
contributions.
At least an equal amount is represented in the value
of voluntary services donated annually by millions of Americans.
This private sector "is our only 'option' to over-dependence
on government," he added.
"Foundations are a part of and a special source of support and
encouragement for such private initiative," he said.
"They provide
'risk capital' for new private sector approaches to solving social
problems.
And while foundations accounted for only 5.7 percent, or
$2 billion, of voluntary giving in 1977, their impact is substantial."
There are approximately 25,000 private grant-making foundations
in the United States.
Yet, only a handful of this number, such as the
(more)
�Add Two
Ford, Rockefeller, Mott, and Kellogg foundations, have large
assets and professional staffs.
Some 22,500 foundations have assets
of less than $1 million.
"While the big few may be the most newsworthy in view of the
media, the 'quiet majority' of the private foundation world are conscientiously pursuing their respective and diverse activities in their
individual communities.
And to the people of those communities
large and small, in every state -- and to the private voluntary
organizations and institutions which serve local needs, the
contributions of these quiet foundations are vital indeed," he
asserted.
Mawby's audience of community foundation representatives were
attending a two-day workshop sponsored by the Council of Michigan
Foundations and the Council on Foundations.
He urged participants to
continue working through such associations to improve the administration of their own foundations;
to better define their philanthropic
missions in society; and to improve their foundations' visibility and
public image.
As contrasted with private and corporate foundations, community
foundations are characterized by multiple sources of funding, by
boards of trustees selected to represent the public interest in their
communities, and by a local or regional focus in their giving.
Because of their unique status in private philanthropy, the
27 community foundations in Michigan, and 219 nationwide, face both
(more)
�Add T
h
r
e
e
s
p
e
c
i
a
lo
p
p
o
r
t
u
n
i
t
i
e
sa
n
dp
r
o
b
l
em
s
. M
awby c
a
u
t
i
o
n
e
dt
h
ec
omm
u
n
i
t
y
f
o
u
n
d
a
t
i
o
nr
e
p
r
e
s
e
n
t
a
t
i
v
e
st
h
a
tt
h
e
i
ro
r
g
a
n
i
z
a
t
i
o
n
ss
h
o
u
l
dn
o
t
b
e
com
e"
c
om
p
e
t
i
t
o
r
st
ol
o
c
a
lU
n
i
t
e
dW
ay o
ro
t
h
e
rs
o
c
i
a
ls
e
r
v
i
c
e
a
g
e
n
c
i
e
s
. No
r s
h
o
u
l
dt
h
e
yb
ei
nt
h
e'
s
o
c
i
a
ls
a
l
v
a
g
eb
u
s
i
n
e
s
s
.
'
"
"T
h
er
o
l
eo
ft
h
ecommun
i
ty f
o
u
n
d
a
t
i
o
ni
sn
o
tt
h
a
to
fs
h
o
r
i
n
gup
i
n
e
f
f
e
c
t
i
v
eand i
n
e
f
f
i
c
i
e
n
ts
o
c
i
a
ls
e
r
v
i
c
e
s
. N
e
i
t
h
e
r i
st
h
ec
omm
u
n
i
t
y
f
o
u
n
d
a
t
i
o
nr
e
s
p
o
n
s
i
b
l
ef
o
rs
a
l
v
a
g
i
n
gt
h
em
y
r
i
a
d o
fl
o
c
a
la
g
e
n
c
i
e
s
i
n
t
e
rm
i
t
t
e
n
t
l
yb
a
n
k
r
u
p
t
e
d by t
h
ey
o
y
of
u
n
d
i
n
gp
o
l
i
c
i
e
so
fo
u
r
f
e
d
e
r
a
lg
o
v
e
r
nm
e
n
t
,
"M
awby s
a
i
d
.
R
a
t
h
e
r
, c
omm
u
n
i
t
yf
o
u
n
d
a
t
i
o
n
sm
u
s
t b
e"
ac
a
t
a
l
y
s
tf
o
ri
d
e
n
t
i
f
y
i
n
g
c
r
i
t
i
c
a
lc
omm
u
n
i
t
yn
e
e
d
sf
r
omamong t
h
em
a
z
e o
fs
h
i
f
t
i
n
gs
o
c
i
e
t
a
l
p
r
o
b
l
em
s
.
"
Co
r
rnnun
i
ty f
o
.
u
n
d
a
t
i
o
n
s
,h
ec
o
n
t
i
n
u
e
d
,s
h
o
u
l
ds
e
r
v
ea
sa r
e
s
o
u
r
c
e
f
o
rp
o
o
l
i
n
gc
h
a
r
i
t
a
b
l
ef
u
n
d
sf
o
rt
h
o
u
g
h
t
f
u
la
n
ds
y
s
t
em
a
t
i
ca
l
l
o
c
a
t
i
o
n
t
op
r
e
s
e
n
ta
n
df
u
t
u
r
ec
omm
u
n
i
t
yn
e
e
d
s
. By p
r
o
v
i
d
i
n
gf
r
o
n
t
e
n
dm
o
n
i
e
s
t
ol
a
u
n
c
hcommun
i
ty u
n
d
e
r
t
a
k
i
n
g
s
,s
u
c
hf
o
u
n
d
a
t
i
o
n
sc
a
nh
e
l
pl
a
u
n
c
h
c
omm
u
n
i
t
y
-w
i
d
ee
f
f
o
r
t
st
h
a
tm
ay l
a
t
e
rr
e
q
u
i
r
eo
t
h
e
rp
r
i
v
a
t
e
,c
omm
u
n
i
t
y
o
rg
o
v
e
r
nm
e
n
t
a
ls
u
p
p
o
r
t
.
"Among t
h
em
any e
x
am
p
l
e
so
ft
h
i
sr
o
l
ew
a
s a$
400
,000
g
r
a
n
tb
yt
h
eK
a
l
am
a
z
o
o F
o
u
n
d
a
t
i
o
nw
h
i
c
h b
e
c
am
ef
r
o
n
t
e
n
dm
o
n
i
e
s f
o
r
$14 m
i
l
l
i
o
n o
fi
n
v
e
s
tm
e
n
t
si
na n
ew down
town c
i
v
i
cc
e
n
t
e
r
,
"h
e
o
b
s
e
r
v
e
d
. "T
h
a
ta
c
t
i
o
nw
i
l
lh
a
v
ep
o
s
i
t
i
v
e im
p
a
c
ton t
h
ee
c
o
n
om
i
c
v
i
t
a
l
i
t
yo
ft
h
eK
a
l
am
a
zoo c
omm
u
n
i
t
yf
o
rg
e
n
e
r
a
t
i
o
n
st
oc
om
e
.
"
R
e
t
u
r
n
i
n
gt
ot
h
et
h
em
eo
fp
l
u
r
a
l
i
sm i
nAm
e
r
i
c
a
ns
o
c
i
e
t
y
,~
p
r
e
d
i
c
t
e
dt
h
a
tt
h
en
a
t
i
o
n
'
sf
u
t
u
r
ew
i
l
lb
es
h
a
p
e
db
yb
o
t
ht
h
ep
u
b
l
i
c
(m
o
r
e
)
�· -.
..
Add Four
and private sectors and how well they work together to find realistic
solutions to society's problems.
Dwindling natural resources, an
uncertain economy, growing demands for human services, and unsettled
international relationships only compound this need.
He added that whether such a balance between the public and
private sectors is achieved will depend in part on public policy decisions, including tax legislation, which either promote or discourage
private initiative for the public good.
"An important lesson, learned many times over in our nation's
history, is that people can do much by working together to improve
their own individual and collective condition.
stone of our society's private sector.
That is the corner-
With a commitment to that
principle, our unique American experiment in democracy will continue
to hold meaning and promise for the generations which follow us,"
he concluded.
/I
/I
II
�Counc
i
lo
fVM
ic
l
t
ig4niOFound4tiollS
18NORTH FIFT
H STREET
GRAND HAVEN
,M
ICH
IGAN49417
PHONE 61
6
/842·7080
S
e
p
t
em
b
e
r9
,1
9
7
8
M
em
ot
o
:E
l
i
z
a
b
e
t
hH
. B
i
n
d
a
H
a
r
r
yR
. D
a
v
i
d
s
o
n
J
o
s
e
p
hJ
.D
u
n
n
i
g
a
n
T
ed L
. J
o
h
n
s
o
n
How
a
rd K
a
l
l
ew
a
r
d
W
i
l
l
i
am J
.L
aw
r
e
n
c
e
,J
r
.
R
u
s
s
e
l
lG
. M
aw
b
y/
'
Eug
en
eC
. S
t
r
u
c
k
h
o
f
f
F
r
e
d
e
r
i
cA
. S
y
t
sm
a
Edw
a
rd G
. Thom
son
W
i
l
l
i
am S
.W
h
i
t
e
s
'": .1 °7
F
rom
: D
o
r
o
t
h
yA
. J
o
h
n
s
o
n
R
e
:
C
ommun
i
ty F
o
u
n
d
a
t
i
o
nS
em
i
n
a
r - Wo
rk
ing Ag
end
a
.W
ea
r
em
o
s
t a
p
p
r
e
c
i
a
t
i
v
eo
fy
o
u
rw
i
l
l
i
n
g
n
e
s
st
op
a
r
t
i
c
i
p
a
t
ei
nt
h
eCommun
i
ty
~
S
em
in
ar s
p
o
n
s
o
r
e
db
yt
h
eC
o
u
n
c
i
lo
fM
i
c
h
i
g
a
n F
o
u
n
d
a
t
i
o
n
si
nc
o
o
p
e
r
a
t
i
o
nw
i
t
ht
h
eK
a
l
a
m
az
o
oF
o
u
n
d
a
t
i
o
na
n
dt
h
eC
o
u
n
c
i
l on F
o
u
n
d
a
t
i
o
n
sS
e
p
t
em
b
e
r1
3
,1
4
, 1978 a
tt
h
eK
a
l
am
a
zoo
H
ilton I
n
n
. I amp
l
e
a
s
e
dt
os
a
yt
h
a
to
v
e
r2
0f
o
u
n
d
a
t
i
o
n
sw
i
l
lb
er
e
p
r
e
s
e
n
t
e
db
y mo
r
e
t
h
a
n6
5i
n
d
i
v
i
d
u
a
l
s
. I
na
d
d
i
t
i
o
n15 m
emb
e
r
s o
ft
h
eCMF B
o
a
r
do
fT
r
u
s
t
e
e
sw
i
l
lb
ei
n
a
t
t
e
n
d
a
n
c
e
.
Th
ef
o
l
l
ow
i
n
gw
o
r
k
i
n
ga
g
e
n
d
ad
e
t
a
i
l
sy
o
u
rr
e
s
p
o
n
s
i
b
i
l
i
t
i
e
s
,w
h
i
c
ha
r
eo
v
e
r
s
c
o
r
e
di
n
y
e
l
l
ow
. I
fy
o
uh
a
v
ea
n
yq
u
e
s
t
i
o
n
sp
l
e
a
s
ec
o
n
t
a
c
tm
e a
tt
h
eCMF o
f
f
i
c
eo
rI w
i
l
lb
e
a
tt
h
eK
a
l
am
a
zoo H
i
l
t
o
nb
y2p
.m
. on S
e
p
t
em
b
e
r1
3
.
T
IME
S
e
p
t
em
b
e
r 13
6
:30 psm
,
7
:
3
0
7
:
4
0
8
:
3
0
9
:
3
0
S
e
p
t
em
b
e
r1
4
8
:
0
0a
.m
.
8
:
2
5
PART
IC
IPANT
/S
H
o
s
t
e
db
yK
a
l
am
a
zoo
F
o
u
n
d
a
t
i
o
n
TASK
RECEPT
ION
LOCAT
ION
(A
l
lroom
son
l
ow
e
rl
e
v
e
l
.
)
Room F
W
i
l
l
i
am S
.W
h
i
t
e ·
D
INNER
Room E
W
e
l
c
om
e
I
n
t
r
o
d
u
c
e E
l
i
z
a
b
e
t
hH
.
B
i
n
d
a
E
l
i
z
a
b
e
t
hH
. B
i
n
d
a
I
n
v
o
c
a
t
i
o
n
D
i
n
n
e
rs
e
r
v
e
d
W
i
l
l
i
am S
.W
h
i
t
e
I
n
t
r
o
d
u
c
em
emb
e
r
s o
fH
e
ad T
a
b
l
e
n
o
ts
p
e
a
k
i
n
g
*
W
i
l
l
i
am J
.L
aw
r
e
n
c
e
,J
r
.W
e
l
c
om
e
I
n
t
r
o
d
u
c
eR
u
s
s
e
l
lG
. M
aw
b
y
Ru
sse
ll G
. M
awby
K
e
y
n
o
t
eA
d
d
r
e
s
s"T
o
d
a
y
'
sF
o
u
n
d
a
t
i
o
n
si
nT
om
o
r
r
ow
'
s
Wo
r
ld
"
W
i
l
l
i
am S
.W
h
i
t
e
Announ
c
em
en
t
s
C
l
o
s
eS
e
s
s
i
o
n
How
a
rd K
a
l
l
ew
a
r
d
8
:
3
0
F
r
e
d
r
i
cA
. S
y
t
sm
a
8
:
5
5
How
a
rd K
a
l
l
ew
a
r
d
BREAKFAST
Room D
M
o
d
e
r
a
t
e
I
n
t
r
o
d
u
c
eF
r
e
d
r
i
cA
. S
y
t
sm
a
A
d
d
r
e
s
s - "Commun
i
tyF
o
u
n
d
a
t
i
o
n
L
e
g
a
lU
p
d
a
t
e
"
C
l
o
s
es
e
s
s
i
o
n
�T
IME
PART
IC
IPANT
/S
TASK
LOCAT
ION
S
e
p
t
em
b
e
r1
4 (C
o
n
t
.
)
9
:
0
5
a
.m
.
1
0
:
4
5
1
1
:
0
0
How
a
rd K
a
l
l
ew
a
r
d
E
u
g
e
n
eC
. S
t
r
u
c
k
h
o
f
f
Edw
a
rd G
. Thom
son
How
a
rd K
a
l
l
ew
a
r
d
1
'
::
4
0
H
ow
aLd K
a
l
l
ew
a
r
d
Eug
ene C
.S
t
r
u
c
k
h
o
f
f
Edw
a
rd G
. Thom
son
How
a
rd K
a
l
l
ew
a
r
d
1
2
:
4
5
D
o
r
o
t
h
yA
. J
o
h
n
s
o
n
1
:
4
5
M
o
d
e
r
a
t
e
Room E
I
n
t
r
o
d
u
c
eE
u
g
e
n
eC
. S
t
r
u
c
k
h
o
f
f
a
n
dEdw
a
rd G
. Thom
son
~
AND GROWTH
C
l
o
s
es
e
s
s
i
o
na
n
dC
a
l
lf
o
r
B
r
e
a
k
C
a
l
lS
em
i
n
a
rb
a
c
kt
oo
r
d
e
r
GRANTMAK
ING
C
l
o
s
es
e
s
s
i
o
n
LUNCH
R
oom D
CONCURRENT SESS
IONS
L
e
a
d
e
r
:J
o
s
e
p
hJ
.D
u
n
n
i
g
a
n TRUSTEESH
IP
R
e
s
o
u
r
c
e
: Edw
a
rd G
. Thom
son
R
oom E
L
e
a
d
e
r
: H
a
r
r
yR
. D
a
v
i
d
s
o
n ADM
IN
ISTRAT
IVE PRACT
ICES
R
e
s
o
u
r
c
e
: E
u
g
e
n
eC
. S
t
r
u
c
k
h
o
f
f
P
a
r
l
o
r (Numb
e
r
t
ob
ea
n
n
o
u
n
c
e
d
)
3
:
2
0
L
e
a
d
e
r
s
C
o
n
c
u
r
r
e
n
tS
e
s
si
o
nc
l
o
s
e
3
:
3
0
D
o
r
o
t
h
yA
. J
o
h
n
s
o
n
T
ed L
. J
o
h
n
s
o
n
GENERAL SESS
ION
R
oom E
Commun
i
ty F
o
u
n
d
a
t
i
o
nP
r
o
g
r
amm
i
n
g
f
o
rS
e
v
e
n
t
hA
n
n
u
a
l CMF C
o
n
f
e
r
e
n
c
e
R
em
a
rk
s
4
:
0
0
E
u
g
e
n
eC
. S
t
r
u
c
k
h
o
f
f
A
d
j
o
u
r
n
*H
e
ad Ta
ble, S
e
p
t
em
b
e
r1
3
,1
9
7
8
R
usse
ll G
. M
awby
R
u
th M
awby
W
i
l
l
i
am J
.L
aw
r
e
n
c
e
,J
r
.
W
i
l
l
i
am S
.W
h
i
t
e
Euge
n
e C
.S
t
r
u
c
k
h
o
f
f
El
i
z
a
b
e
t
hH
. B
i
n
d
a
Edw
a
rd G
. Thom
son
Dor
o
t
h
yA
. J
o
h
n
s
o
n
I
d
e
n
t
i
f
i
c
a
t
i
o
nI
n
f
o
rm
a
t
i
o
n
: U
n
l
e
s
so
t
h
e
rw
i
s
en
o
t
e
di
n
t
r
o
d
u
c
t
i
o
n
sa
r
eb
yt
r
a
d
i
t
i
o
na
t
CMF m
e
et
i
n
g
sk
e
p
tt
oa m
i
n
i
n
um
.
E
liz
a
b
e
t
hH
. B
i
n
d
a
, T
r
u
s
t
e
e
,G
r
e
a
t
e
rB
a
t
t
l
eC
r
e
e
kF
o
u
n
d
a
t
i
o
n
H
arry R
. D
a
v
i
d
s
o
n
, E
x
e
c
u
t
i
v
eD
i
r
e
c
t
o
r
, G
r
e
a
t
e
rB
a
t
t
l
eC
r
e
e
kF
o
u
n
d
a
t
i
o
n
J
o
s
e
p
hJ
.D
u
n
n
i
g
a
n
, V
i
c
e
P
r
e
s
i
d
e
n
t
, K
a
l
am
a
zoo F
o
u
n
d
a
t
i
o
n
T
ed L
. J
o
h
n
s
o
n
,P
r
e
s
i
d
e
n
t
,F
r
em
o
n
tA
r
e
aF
o
u
n
d
a
t
i
o
n
H
owa
r
dK
a
l
l
ew
a
r
d
, E
x
e
c
u
t
i
v
eS
e
c
r
e
t
a
r
y
,K
a
l
am
a
z
o
oF
o
u
n
d
a
t
i
o
n
W
il
l
i
am J
.L
aw
r
e
n
c
e
,J
r
.
,P
r
e
s
i
d
e
n
t
,K
a
l
am
a
z
o
o'F
o
u
n
d
a
t
i
o
n
R
u
s
s
el
l
G
. M
awby
, P
r
e
s
i
d
e
n
t
,W
.K
. K
e
l
l
o
g
gF
o
u
n
d
a
t
i
o
n
E
u
g
e
n
eC
. S
t
r
u
c
k
h
o
f
f
,V
i
c
e
P
r
e
s
i
d
e
n
t
, C
o
u
n
c
i
lo
nF
o
u
n
d
a
t
i
o
n
s
F
r
e
d
e
r
i
cA
. S
y
t
sm
a
,E
s
q
.
,A
s
s
i
s
t
.
S
e
c
.
, T
r
e
a
s
.
, Mu
sk
egon C
o
u
n
t
y Commun
i
ty F
o
u
n
d
a
t
i
o
n
Edw
a
rd G
. Thom
son
, E
x
e
c
u
t
i
v
eA
s
s
o
c
i
a
t
e
-L
aw
, C
o
u
n
c
i
lo
nF
o
u
n
d
a
t
i
o
n
s
W
i
l
li
amS
.W
h
i
t
e
, P
r
e
s
i
d
e
n
t
,C
h
a
r
l
e
sS
t
ew
a
r
tM
o
t
t F
o
u
n
d
a
t
i
o
n
; CMF C
h
a
i
rm
a
n
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Russell Mawby Papers
Subject
The topic of the resource
Charities
Family foundations--Michigan
Philanthropy and society
Description
An account of the resource
The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe.
The digital collection includes a selection of field notes, speeches, itineraries, and other materials.
Creator
An entity primarily responsible for making the resource
Mawby, Russell G.
W.K. Kellogg Foundation
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Contributor
An entity responsible for making contributions to the resource
Johnson Center for Philanthropy
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Language
A language of the resource
eng
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
JCPA-01
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1938-2012
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Source
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-01_1978-09-13_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech, Today's Foundation in Tomorrow's World
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given September 13, 1978 for the W. K. Kellogg Foundation on the Council of Michigan Foundations.
Contributor
An entity responsible for making contributions to the resource
Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Subject
The topic of the resource
Philanthropy and society
Family foundations--Michigan
W. K. Kellogg Foundation
Charities
Speeches, addresses, etc.
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
1978-09-13
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/e0142dd8a1cd36cc76315afaa85b68dd.pdf
08735f1c45f0076e0357af3d6290d649
PDF Text
Text
RGM's presentation at Tribute to
Gerald A. Faverman - April 21, 1993
Kellogg Center, Michigan State Univesity
Fran, Jerry, Ladies and Gentlemen:
CA.-:.
This
r ~~ ~
s a toast --
I can't understand why I have such a compelling urge to turn it
into a roast.
How could one roast a man who is:
*
so unassuming
*
so unopinionated
*
so modest
*
so non-controversial in viewpoint
*
50
diplomatic in expression
I've had the pleasure - privilege - of knowing Jerry
decade ~and
a half
.r
for ~
Through the years, the relationship has grown
more and more rewarding for me.
I continue to marvel at the perspective, the insight, the
vision, the inquisitiveness he brings to every contact, whether a
casual conversation at a social event or an analytical inquest
into a problem or topic.
Remarkable!
I suspect that these qualities emanate from early years,
perhaps his genetic heritage, but certainly his training as an
historian.
A fellow histori a n , Marcus Tullius Cicero, the great
roman senator and orator who lived from 106 to 43 B.C. said that:
"History is the witness that testifies to the passing of time; it
illumines reality, vitalizes memory, provides guidance in daily
life, and brings us tidings of antiquity."
�2
T
h
i
sd
i
s
c
i
p
l
i
n
eo
fh
i
s
t
o
r
yo
b
v
i
o
u
s
l
yc
o
n
t
r
i
b
u
t
e
dt
oJ
e
r
r
y
'
s
a
n
a
l
y
t
i
c
a
lp
ow
e
r
sa
n
dh
i
sv
i
s
i
o
n
a
r
yg
e
n
i
u
si
nf
o
c
u
s
i
n
go
nt
h
e
im
p
o
r
t
a
n
ta
n
ds
e
e
i
n
gt
h
eb
i
gp
i
c
t
u
r
e
.
C
i
c
e
r
oa
l
s
oo
b
s
e
r
v
e
dt
h
a
t
:"Th
ef
i
r
s
tl
awf
o
rt
h
eh
i
s
t
o
r
i
a
n
i
st
h
a
th
es
h
a
l
ln
e
v
e
rd
a
r
eu
t
t
e
ra
nu
n
t
r
u
t
h
. Th
es
e
c
o
n
di
st
h
a
t
h
es
h
a
l
ls
u
p
p
r
e
s
sn
o
t
h
i
n
gt
h
a
ti
st
r
u
e
.
" I
nJ
e
r
r
yw
e a
dm
i
r
eh
i
s
n
e
~
h
i
sc
r
e
d
i
b
i
l
i
t
y
,h
i
so
p
e
n
n
e
s
s
,h
i
sc
a
n
d
o
r
.
I
I
O
n a
no
c
c
a
s
i
o
nl
i
k
et
h
i
s- a
ne
v
e
n
i
n
go
ft
r
i
b
u
t
e- t
h
e
r
e
'
s
t
h
ePAST - m
a
r
v
e
l
o
u
s m
em
o
r
i
e
s
, d
e
l
i
g
h
t
f
u
la
n
e
c
d
o
t
e
s
,p
o
i
g
n
a
n
t
r
e
f
l
e
c
t
i
o
n
s-t
h
e
r
e
'
st
h
ePRESENT -h
e
r
ea
n
d now
,y
e
s
t
e
r
d
a
ya
n
d
t
om
o
r
r
ow
,F
r
a
na
n
dJ
e
r
r
y
,t
h
e
i
rf
am
i
l
y
,t
h
e
i
rf
r
i
e
n
d
s-a
n
o
c
c
a
s
i
o
nt
os
a
y"
t
h
a
n
k
s
"f
o
ra
l
ly
o
u
'
v
ed
o
n
e
,J
e
r
r
y
,f
o
ru
s
i
n
d
i
v
i
d
u
a
l
l
ya
n
dc
o
l
l
e
c
t
i
v
e
l
y
,w
i
t
hy
o
u
rs
p
e
c
i
a
ls
t
y
l
e
,i
ns
o
m
any w
a
y
s
.
T
h
e
r
e
'
st
h
eFUTURE - t
h
ea
n
t
i
c
i
p
a
t
e
d
,t
h
eunknown
,
t
h
ey
e
tt
ob
e
. Thom
a
sJ
e
f
f
e
r
s
o
ns
a
i
d
,"
Iam c
a
p
t
i
v
a
t
e
dmo
r
e b
y
d
r
e
am
so
ft
h
ef
u
t
u
r
et
h
a
nb
yt
h
eh
i
s
t
o
r
yo
ft
h
ep
a
s
t
.
" T
h
a
t
'
s
w
h
a
te
x
c
i
t
e
sm
e m
o
s
t
!
I
ns
om
any w
a
y
s
, Is
e
n
s
et
h
eb
e
s
ti
sy
e
t
t
ob
e
.
R
u
d
y
a
r
dK
i
p
l
i
n
g
, i
nh
i
sc
l
a
s
s
i
cpo
em
,"
I
F
"
,
f
~
f
~
s
'M
'
d
:
"
I
fy
o
uc
a
nt
a
l
kw
i
t
hc
r
ow
d
sa
n
dk
e
e
py
o
u
rv
i
r
t
u
e
,o
rw
a
l
kw
i
t
h
k
i
n
g
s-n
o
rl
o
s
et
h
ecommon t
o
u
c
h
.
" ~ ~
T
oJ
~
,
~~
-c
o
u
n
s
e
l
o
r
,m
e
n
t
o
r
, c
o
n
f
i
d
a
n
t
,f
r
i
e
n
d
.
.
.
.
My t
h
a
n
k
s
,my s
a
l
u
t
e- God b
l
e
s
s
!
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Russell Mawby Papers
Subject
The topic of the resource
Charities
Family foundations--Michigan
Philanthropy and society
Description
An account of the resource
The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe.
The digital collection includes a selection of field notes, speeches, itineraries, and other materials.
Creator
An entity primarily responsible for making the resource
Mawby, Russell G.
W.K. Kellogg Foundation
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Contributor
An entity responsible for making contributions to the resource
Johnson Center for Philanthropy
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Language
A language of the resource
eng
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
JCPA-01
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1938-2012
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Source
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-01_1993-04-21_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech, Tribute to Gerald A. Faverman
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given April 21, 1993 for the W. K. Kellogg Foundation at the tribute to Gerald A. Faverman.
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
1993-04-21
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
-
https://digitalcollections.library.gvsu.edu/files/original/e7855258c48854b260347b31aab17b84.pdf
ecab568023c323b4cc48e1baaf84320c
PDF Text
Text
Remarks by RGM at
"Chapel" at Taylor
University, Upland,
Indiana, April 25, 1988
�~~~~~~J'C=-~)" ~~~<k
.~ ~
' ~ e9- q
.,~~:?- ~~~~
~~cfT~"") ~~~~ c;-
~
o.:
( ~k
- ")
~..
)~S,--r~,~
v-.:....
~~
~ Q.....---t....-
;-\-<....,
~~~
.
~
~ .... <-
..
-<..,.A.
»
~
.
=t:: l.. ~
~
~
-7 ~ ~ ~'~~J. ~ <~ ~
¥ .~ --o--y ~ ---~ ~
<X~_ ~ .~-/~(8~~)
&
~
~~~~
-
~Q
/
_
~ ~ ~
••
g~
~o
J-) __~,,,-
~~
~~
'J
~)~~ --~\~~~\~~
Y J' .,. •
~- J--'p.9'f.
~Q.£., ....~
__
~~
~~~~
....
~ ~-.Q.S.. Y--- ~ -\-t.. ~ ~ ~ ~ e..-...-..'(y-- _
~&-:--~.,o- 0:9~ a- -~.A-~0 ~~
.
-l
~.:k.
e-
c-~~ ~ ~
_ ,_-"-_ ~ ~
-cr--'
~:=-::!
G--e - _. - OJ'· _L..
~zy---
"
C5
.....
\
~ ~ \-
~ -.::- 2-a v......-
~
�~ ~ ~-~ o-~.
• ~ ~, •
•,
,
J
.
.
'
y
\
--~....-. c
. ~ ~ ~.
~
o
r
~~ ~
• e
:
-~
..
9
,~
~..... ..
r'
4
.....~
- '
. :-
.S ~
}
.A
.>
'
0
.
.
.
.
.
.
.
.
.
..~c: 7'
z.~~"'9-
g
;
.,
~ ~ o-z::..~ ......
~~)
'
".
e
- ~ , ~ Q...~
0_
~)~~..,
o
i>
,
c
- &
.
.
.
. ~ ~
d2•
.
~ •c ~
C
L
e
:
:
:
-"
"
'
-
~
c<
.
.
.
.
•
~
-
~
-b
.
.
.
.I
<
I
'
"
.
.
.
:
)
.
~
~
c
:
.
.
.
-
~ -~~
~
G
.
-
~)
~
.
z.
.-~
\
J ~ ~'
a
- ~
~
..
.
~ . ~Q
"
'
,
G
L
~ Q ......... _ ..=.-~
V
Q
u
,
c
_'
'
'
o "
~
cJ!~ ~~'
)
l
~o Q
i2 -«J
e
.
fSq..J~--\
Q
C>
(
-
~ ~~
\
.oV _
P
.
c
:
.
.XCO
?o
c
r
-$..<&)
,
. d
i
-<
.
.
.
.
~
~
C
!
-e
.
L
.
.
-
l
i
t GL
.
~
,
.
. -~ • •g.
~
0
.
~
~
_
.
.
~_ . _
0 ...... ~~ 0
~'c>
.)
-.
~ ~q< ) . ' ~ "r ~ ~
~\~~~
'<&
h
.~
~(:)~ -~ .
~~. --
'=
-A
.
,
~~~
.o~ ~ c:
..ss~--
•
~
j
-
~~~
�~X-C~: ~~~_~
eP ~o .
.~~ - ~
uO
'
) ~~
~ "
'
)
~ - '--- ~
~
<Z
~
~'--)
~
/
Jp~
~) .-.-.~ ~ ~) ~
--
~~
f~~
~~~~
~~ ~ ~-~-- ~ J
!
SL
.
.
c9
.
C
i
-
4.
)u
Q
_
t
'
:
:
-~ ~ ~
~~~
.: --~ 1
:"- ~
:
t
-
\
:=
- ~.
~
.6e52-~
~~-
~)<
a
.
.
.
.
.
:
:
.
t
.
.
.
.
:
:
I
'
~c ~.
Q
"
-
~~~~~
d
t
- ~r
y~
,0
.L b
-cf-.
e
.
.
.
:
J
).
-~~
.1J
.
. ~
�J/~)
0
J
7
,
a
-Q.
.' '
\
~~--.~.
~
X
:.9
~
a
- ~-\~ .
,Z
.o J
c
.~
~
-
~~
~ d
-"
.
.9 '. .~ ~~
~~ ~
C
-
~'< '
-
~
~~~~~
~~~~~.
( ~
e
......c:sO... .
,
.Q
:
'
:
,
f
;
)Q
-~
~ -J
�~ ~ r~
~ c'"~ ~) ~ ~ , , , ~ ? ¥
~ - ..
~
~
.
~~ '
~"
~~ . Q)~~~
~ ~ 1L
-~
a
- ~~~~ '
0
,
,
0
'~
~ ~
v
.
,
.
.
-S
l
-Q
t
.
.
-SA) ~~~
~ ,_
W te:::.
~
~-
'7
:
r
--"~
s...
.
s~
~ ~ ~
a
~~~~ ~~ ~
~A:
.
~ ~ ~ '-
<
~
~
<2
~
-.
.
,9 -u
sDa. 'T
Q~
0&
.
.
«
-.
q~~~
~
~
C ~
--.oJ.'~
'-~~ )~
,~~"~
.~~
~
~7A-_~, o-- . ~ ~~~~)
~ ~~
~
~
~
/
~
(
~~
�3
ho
fu
sh
a
ss
t
a
s
h
e
daw
ay i
nm
emo
ry c
e
r
t
a
i
nl
i
n
e
s
o
fp
o
e
t
r
y
,
f
roml
i
t
e
r
a
t
u
r
e
,p
a
s
s
ag
e
sf
romt
h
eB
i
b
l
e
-w
h
i
c
hh
av
es
p
e
c
i
a
lm
e
an
ing t
o
u
s
.l on
esu
chwh
i
ch f
r
e
q
u
e
n
t
l
yr
e
c
u
r
st
om
ea
r
et
h
e
s
el
i
n
e
sf
romEdn
a
S
t
.V
in
c
en
tM
i
l
l
a
y r
lds
t
a
n
d
so
u
t on e
i
t
h
e
rs
i
d
e
Th
e.wo
No w
id
e
rt
h
a
nt
h
eh
e
a
r
ti
sw
id
e
;
Abov
et
h
ewo
r
ld i
ss
t
r
e
t
c
h
e
dt
h
es
k
y
,
No h
f
gh
e
zt
h
a
nt
h
es
o
u
li
sh
i
g
h.
e
a
r
tc
anpu
sht
h
es
e
aandl
a
n
d
Th
eh
F
a
r
t
h
e
raw
ay on e
i
t
h
e
rh
and
;
Th
es
o
u
lc
ans
p
l
i
tt
h
eskyi
ntwo
,
And l
e
tt
h
ef
a
c
eo
fGOd s
h
i
n
et
h
r
u
.
Bu
tE
a
s
t andW
e
s
t
~
p
i
n
c
ht
h
eh
e
a
r
t
Th
a
tc
anno
tk
e
ep th
empu
sh
ed a
p
a
r
t
;
Andh
e vno
se s
o
u
li
sf
l
a
t
t
h
esky
W
i
l
l c
av
ei
non h
imb
ya
ndby
.
Th
e wo
r
ld st
.
and
so
u
"
t
n
or
id
e1
:
"t
h
a
nt
h
eh
e
a
r
ti
sw
id
e
.
Any
e
r
e
on wh
env
i
ronm
en
t
,w
,u
.
p
e
r
sonwho re~~ec
t
h
o
u
g
h
t
f
u
l
l
y0
andt
om
o
r
r
ow
-
�5
i
nm
ank
ind
;
i
t
t
o
l
l
sf
o
rt
h
e
e
.
"
m
a
t
t
e
r how w
e choo
s
et
oc
l
a
s
s
i
f
ym
an
'
s c
o
n
c
e
r
n
s
,o
rf
romwh
a
t
v
a
n
t
a
g
ep
o
i
n
tw
ee
l
e
c
tt
ov
i
ewth
em
,u
l
t
im
a
t
e
l
yi
t
b
e
com
e
sc
l
e
a
rt
h
a
t
.~
t
h
eq
u
a
l
i
t
yo
fl
i
f
ef
o
rou
rg
e
n
e
r
a
t
i
o
n
s
y
o
u
r
s andm
in
e
and t
h
o
s
et
o~~~
f
o
l
l
oww
i
l
lb
ed
e
t
e
rm
in
edb
a
s
i
c
a
l
l
yby ou
rp
r
o
g
r
e
s
si
nimp
rov
inghum
an
r
e
l
a
t
i
o
n
s
h
i
T
IS
.
Fo
r wh
e
th
e
rw
e th
ink
.i
nt
.
e
rm
so
ft
h
ef
am
i
l
y
,o
u
rhom
e
7
.1
)
)
'
-~
~
commun
i
ty
,o
u
rs
t
a
t
eo
rn
a
t
i
o
n
,o
rt
h
ewo
r
ld n
e
ighbo
rhood
,t
h
ep
r
im
e
d
e
t
e
rm
i
n
a
n
to
fwh
a
tl
i
f
e
w
i
l
lb
el
i
k
ei
nt
h
ey
e
a
r
s ah
e
adw
i
l
lb
ea
con
s
equ
en
c
eo
fm
an
'
s a
b
i
l
i
t
yt
ol
i
v
ei
nh
a
rmony
, on
ew
i
t
ha
n
o
t
h
e
r
. A
nd
t
h
emo
s
t im
p
o
r
t
a
n
td
e
c
i
s
i
o
n
sc
o
n
f
r
o
n
t
i
n
gu
sw
i
l
ln
o
tb
er
e
s
o
l
v
e
dby o
u
r
bu
rg
eon
ingt
e
c
h
n
o
l
o
g
ya
l
o
n
e
,b
u
ti
n
s
t
e
a
dw
i
l
lb
ev
a
l
u
e
b
a
s
e
dand
v
a
l
u
e
l
a
d
e
n
.
.
/~
/'
:/~~
~ y hope ~ ..c 7~ thatmodern man oillbemore
s
u
c
c
e
s
s
f
u
lt
h
a
nh
i
sp
r
e
d
e
c
e
s
s
.~ r
nd
e
a
l
· -w
it
hhum
an a
s
:
p
i
r
a
t
i
o
n
s
,r
e
f
l
e
c
t
i
n
g
m
in
e
, sh
ew
sp
rom
i
s
eo
f
con
t
empo
r
a
ryv
a
l
u
e
s
n
o
ty
e
t~ee
h
a
v
i
n
g
r
e
a
l
l
y
...
~:C=:/:~~:: ==:::::~~.---.- ~ --~ ~---- '-'-'"- ~~
a
l
t
e
r
n
a
t
i
v
e
s
·
t
h
e_~er
f
o
rex
amp
l
e
,i
nt
h
e
t
oa
c
c
e
p
ta s
t
a
t
i
c
s
t
a
n
d
a
r
d
c
p
e
o
p
l
e
i
nt
h
ed
e
c
ad
e
s imm
ed
i
a
t
e
ly
'
ah
e
ad
,a
d
o
p
t
i
n
g an e
n
t
i
r
e
l
yn
ewcon
c
ep
to
ftheq
u
a
l
i
t
yo
fl
i
f
e
,sot
h
a
t th
e
�~: ~
ex~ - '~
12
.
.:
,
,
I
I
~e:--S.- --
~) ~
;
;
rz
.
.
.
-
p
'__
~~
'
"
7:
1
3
I
- ~ \~
' 'y~7 ~\.r-
o
·
�7
C
h
r
i
s
t
i
a
n-i
nt
h
ef
u
l
l
e
s
tandmo
s
t comm
i
t
t
eds
e
n
s
e
;p
r
i
v
a
t
et
a
n
g
i
b
l
ee
v
i
d
e
n
c
eo
ft
h
ep
l
u
r
a
l
i
s
t
i
ccomm
i
tm
en
to
fAm
e
r
i
c
a
, t
h
a
tp
r
i
v
a
t
e
a
sw
e
l
la
sp
u
b
l
i
c
h
i
g
h
e
s
tg
o
a
l
s
, ev
eni
nanag
e
wh
en gov
e
rnm
en
ti
se
v
e
rmo
r
e dom
in
dom
in
e
e
r
ing
; andl
i
b
e
r
a
la
r
t
s
i
nf
u
r
t
h
e
r
a
n
c
eo
ft
h
e
~
/
I
----- -------
Am
o
n
gt
h
ed
i
s
t
i
n
c
t
i
v
e
r
-epea
t
;
o
n
l
ytwo
:
"
I
nt
h
ee
r
awh
e
t
e
c
h
n
o
l
o
g
i
c
a
l
o
fw
i
sdom
,
mo
r
a
l con
c
e
rn
know
l
edg
e
,
u
n
d
e
r
g
i
r
d
s
e
e
kt
om
a
i
n
t
a
i
n as
t
t
h
ewo
r
th o
fi
n
d
i
v
i
s
e
e
kt
oc
r
e
a
t
ei
ns
t
u
d
e
n
t
s
e
c
t
u
a
lc
u
r
i
o
s
i
t
yabou
t
a con
c
e
rnf
o
rt
h
ev
a
l
u
e judgm
en
t
s
wh
i
ch a
r
ec
r
i
t
i
c
a
lt
ow
i
s
e
ec
o -
~ g.
Iw
i
sh you a
sg
r
a
d
u
a
t
e
ss
u
c
c
e
s
si
nt
h
ed
a
y
.
sc
~
i
nt
r
a
n
s
f
e
r
r
i
n
g
su
chv
i
t
a
lcon
c
ep
t
s
IV
Wh
i
l
e t
h
ep
r
o
s
p
e
c
t
so
fan unknown f
u
t
u
r
er
r
zyb
e somb
e
r,t
h
ec
:
:
:
"
a
l
l
eng
e
andt
h
ep
o
t
e
n
t
i
a
l
o
ftomo
r
rowa
r
ea
sd
em
and
ing anda
se
x
h
i
l
a
r
a
t
i
n
ga
se
v
e
r
.
I
nanag
ewh
en b
i
g
n
e
s
s andcomp
l
ex
i
tys
e
emc
h
a
r
a
c
t
e
r
i
s
t
i
c
,i
t
'
sim
p
o
r
t
a
n
t
�8
t
om
a
i
n
t
a
i
n ap
r
o
p
e
rp
e
r
s
p
e
c
t
i
v
e
. W
h
e
n t
h
er
e
a
l
i
t
i
e
so
ft
h
eev
e
ryd
ay
wo
r
ld s
e
ema
lmo
s
t ov
e
rwh
e
lm
ing
, If
i
n
dt
h
ef
o
l
l
ow
i
n
ga u
s
e
f
u
lr
em
ind
e
r
:
I am o
n
l
y on
e
,b
u
tI am on
e
;
Ic
a
n
'
tdo e
v
e
rY
t
h
i
n
g
,b
u
tI c
ando som
e
th
ing
;
And wh
a
t Ic
ando
, I ough
tt
odo
;
And wh
a
t I ough
tt
odo
, by t
h
eg
r
a
c
eo
fGod
,I w
i
l
l do
.
J
e
s
u
st
a
u
g
h
t
,"Lov
et
h
yn
e
i
g
h
b
o
r
"
An o
l
dhymn r
em
ind
su
s
, "B
r
i
g
h
t
e
nt
h
ec
o
r
n
e
rwh
e
r
e you a
r
e.
•
•
"
A mov
ing l
y
r
i
ce
n
j
o
i
n
s
,"L
e
tt
h
e
r
eb
ep
e
a
c
e on e
a
r
t
handl
e
ti
t
b
e
g
i
n
w
i
t
hm
e•
•
.
"
I
nt
o
om
any f
a
c
e
t
so
fl
i
f
e
,w
eh
av
el
o
s
tt
h
ehum
an andt
h
ehum
an
e
.
Th
i
sc
anb
er
em
ed
i
edo
n
l
yby t
h
ed
e
ed
sD
fi
n
d
i
v
i
d
u
a
l
swho
in wh
a
t
ev
e
r
t
h
e
i
rr
o
l
eandi
ne
v
e
r
yd
im
en
s
ion o
fl
i
f
e
c
a
r
eandl
o
v
e
.
(':~::: ~Q~")
I
fe
a
cho
fu
sw
i
l
l do wh
a
tw
ec
ando andough
tt
odo t
ot
h
a
te
n
d
,w
e
w
i
l
l
,i
nf
a
c
t
,b
es
e
r
v
i
n
gm
an
'
s h
i
g
h
e
rpu
rpo
s
e
T -e~~~ -- ~ _ ce e_~- .:
rof - - - o ~
.....
-o~ 97 ,~ -y:o r
.y--: ~e :S ! : -J:' fe.
�
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_1988-04-25_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech, Unfinished Business
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given April 25, 1988 for the W. K. Kellogg Foundation at Taylor 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
1988-04-25
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
-
https://digitalcollections.library.gvsu.edu/files/original/5f8cef169e586e33fea7df8fedc2d5d8.pdf
dc883df263019e4d871b8adf33c63b03
PDF Text
Text
I '
i
"UNFINISHED BUSINESS"
Remarks by Dr. Russell G. Mawby
Chairman and Chief Executive Officer
w. K. Kellogg Foundation
Battle Creek, Michigan
National Adult Education Conference
American Association for Adult and Continuing Education
Milwaukee, Wisconsin
November 7,1985
I
Thank you for inviting me to be a part of this annual National
Adult Education Conference.
I
am delighted to be with valued
professional colleagues aga1n and especially appreciate the
opportunity to meet adult education professionals I have not
previously known.
Your conference theme, "Lifelong Learning -- Key
to Living," 1S both pragmatic and visionary, and the field of
educational endeavor to which you provide leadership 15 certainly 1n
the forefront of educational concerns today.
I
sense that the time
may be more right than ever before to make significant and exciting
strides if we have the skill, the commitment, and the courage to do
so.
\
�-2-
For while the continuing education movement has grown
prodigiously
~n
recent years, we all know that it 1S still young.
Most Americans have not fully grasped the concept of lifespan
learning.
Conditioned by the educational system they have
experienced, they think of education as an institutional ladder
constructed for children and youth.
They do not see it as a lifelon g
process, comprised of a complex pattern of activities and
organizations which provides opportunities for people at ev ery st age
of their existence to fulfill their individual and collective
pot entialities.
We ~n America still have far to go 1n perfectin g
schooling for children and youth, but we have much farth er to go
~n
creatin g satisfactory systems for convey~ng the skills, knowledge,
and sensitiveness needed during the later and longer segments of the
lifespan.
This Associati on and y o u as professionals dedicate all your
effort s to thi s "unfinished business."
Hy task
t oda y a s
to neal with
�3
o
n
l
ya f
ew p
a
r
t
so
ft
h
a
tg
r
a
n
dd
e
s
i
g
no
ft
h
ef
u
t
u
r
ew
h
i
c
h e
x
c
i
t
e
sa
l
l
o
fu
s
, you a
n
dI
,w
h
o h
a
v
es
p
e
n
tmu
ch o
fo
u
rc
a
r
e
e
r
ss
e
e
k
i
n
gt
o
e
s
t
a
h
l
i
s
ha
n
dn
u
r
t
u
r
ea
d
u
l
tc
o
n
t
i
n
u
i
n
ge
d
u
c
a
t
i
o
n
. Is
h
a
l
lt
a
l
k t
h
i
s
o n~n g
a
b
o
u
tb
o
t
h ends a
n
dm
e
a
n
s
: som
eo
ft
h
em
a
J
o
r p
e
r
s
o
n
a
la
n
d
s
o
c
i
a
lg
o
a
l
sa
tw
h
i
c
h w
e s
h
o
u
l
db
e
~ ~ng
a
n
d how w
e c
a
n
eng
e~
t
h
es
t
r
u
c
t
u
r
eand p
r
o
c
e
s
s
e
so
fa
d
u
l
te
d
u
c
a
t
i
o
nt
og
i
v
ei
te
n
o
u
g
h
p
ow
e
rt
oa
c
h
i
e
v
et
h
o
s
ea
n
do
t
h
e
rg
o
a
l
s
. A
l
s
oIh
a
v
eb
e
e
na
s
ked t
o
s
a
ys
om
e
t
h
i
n
ga
b
o
u
tt
h
er
o
l
ew
h
i
c
h f
o
u
n
d
a
t
i
o
n
sc
a
np
l
a
y ~n t
h
a
t
l
a
t
t
e
rt
a
sk
. I
tw
i
l
l b
e apparent t
oyou t
h
a
twh
en I s
a
y
"
f
ounda
t
i
o
n
s
" I me
a
n
, mo
s
to
ft
h
et
im
e
,t
h
eW
. K
. K
e
l
l
ogg
F
o
u
n
d
a
t
i
o
n
. Ou
r b
o
a
r
da
n
ds
t
a
f
fh
a
v
ei
d
e
n
t
i
f
i
e
dt
h
em
e
st
og
u
i
d
eo
u
r
imm
e
d
i
a
t
ef
u
t
u
r
es
of
a
ra
sl
i
f
e
s
p
a
nl
e
2
r
n
i
n
g~
c
o
n
c
e
r
n
e
d
. I am
e
n
t
h
u
s
i
a
s
t
i
ca
b
o
u
tt
h
ema
n
dw
o
u
l
d l
i
k
et
oh
a
v
e you s
h
a
r
em
y
e
nth
u
si
a
sm
.
L
e
tm
e b
e
g
i
nb
ys
h
a
r
i
n
gw
i
t
h you t
h
es
t
o
r
yo
fw
h
a
th
a
p
p
e
n
e
dI
n
ano
t
h
e
rp
l
a
c
e and a
n
o
t
h
e
re
r
a
.
�11
The time was 1905 and the place was College Station, Texas.
Three men were involved.
The first was the President of Texas
A. and M., David F. Houston, who introduced the other two by inviting
them both to supper.
foundation,
The second was Wallace Buttrick, head of a new
the General Education Board, established by John D.
Rockefeller to alleviate the economic deprivation of the South.
The
third figure was Seaman Knapp, a complex man of great power and
diversity.
In the 1880s, for example, he had been the most
prosperous hog producer In Iowa,
the president of Iowa State College,
one of the SIX founders of the land-grant college association, and
the author and lobbyist for the Hatch Act, which funded a national
network of agricultural experiment stations.
The dominant theme of
his life was the establishment of systems of education for farmers,
their WIves, and their children.
In 1905, Knapp was nearly 70 years
�5
o
l
d and w
a
s S
p
e
c
i
a
l Ag
en
t f
o
rt
h
eU
n
i
t
e
d S
t
a
t
e
sD
e
p
a
r
tm
e
n
to
f
A
g
r
i
c
u
l
t
u
r
e
.
H
eh
ad a
s
s
i
g
n
e
dh
im
s
e
l
fn
o
t
h
i
n
gl
e
s
st
h
a
nt
h
et
a
s
ko
f
t
e
a
c
h
i
n
ga
l
lp
r
a
c
t
i
c
i
n
gf
a
rm
e
r
show t
ou
s
et
h
ep
r
i
n
c
i
p
l
e
so
f
s
c
i
e
n
t
i
f
i
cf
a
rm
i
n
g-c
e
r
t
a
i
n
l
y
,I
nt
h
ewo
rd
s o
fy
o
u
rc
o
n
f
e
r
e
n
c
e
th
em
e
, on
eo
f"
t
h
es
o
c
i
a
l
,p
o
l
i
t
i
c
a
l and econo
r
ruc d
i
l
emm
a
s
"o
ft
h
a
t
t
im
e
.
A
f
t
e
r s
u
p
p
e
r
,P
r
e
s
i
d
e
n
t Hou
s
ton w
it
.b
d
rev, l
e
a
v
i
n
gt
h
eo
t
h
e
r two
m
en a
l
o
n
et
osp
end two d
ay
st
a
l
k
i
n
gw
i
t
h on
ea
n
o
t
h
e
r
,a m
e
e
t
i
n
g
c~
h
a
sh
ad mom
en
tou
s i
n
f
l
u
e
n
c
ee
v
e
rS
I
n
c
e
. Th
ec
o
t
t
o
nb
o
l
lw
e
e
v
i
l
,
wh
i
ch h
a
da
l
r
e
a
d
yc
r
o
s
s
e
d th
eR
io G
r
a
n
d
e
, h
ad m
u
l
t
i
p
l
i
e
d and
v
i
r
t
u
a
l
l
yd
e
v
a
s
t
a
t
e
dt
h
ea
g
r
i
c
u
l
t
u
r
a
le
conomy o
ft
h
eS
o
u
t
h
.
M
e K
n
app
\
J3
.S
on
eo
f th
ef
ew p
e
o
p
l
e,
,
;not
h
e
nr
e
a
l
i
z
e
dt
h
a
tt
h
eo
n
l
y
w
ay t
os
t
o
pt
h
ei
n
f
e
s
t
a
t
i
o
nw
a
s by a c
om
p
l
e
t
ea
l
t
e
r
a
t
i
o
no
ff
a
rm
i
n
g
f
t
e
r al
i
f
e
t
im
e
'
se
x
p
e
r
I
e
n
c
e
,h
ea
l
s
okn
ew how t
og
e
t
m
et
h
o
d
s
. A
f
a
r
.m
e
r
st
och
ang
et
h
e
i
rm
ind
s and t
h
e
i
rp
r
a
c
t
i
c
e
s
. C
o
n
s
e
q
u
e
n
t
l
yh
e
t
u
r
n
e
dh
i
sc
e
n
t
r
a
la
t
t
e
n
t
i
o
n to t
h
en
e
e
d
so
fc
o
t
t
o
nf
a
rm
e
r
s
,b
e
i
n
g
�6
a
i
d
e
dI
nt
h
a
tt
a
s
kb
ya
ni
n
c
r
e
a
s
e
df
l
owo
f mon
ey f
roma
na
l
a
rm
e
d
C
o
n
g
r
e
s
s a
sw
e
l
l a
sf
r
omr
a
i
l
r
o
a
d
s
,m
a
i
l
o
r
d
e
rh
o
u
s
e
s
,a
n
do
t
h
e
r
v
i
t
a
l
l
yc
o
n
c
e
r
n
e
db
u
s
i
n
e
s
s
e
s
.
B
u
tM
r
. K
n
a
p
p
'
s i
n
t
e
r
e
s
t
sI
nr
e
f
o
rme
x
t
e
n
d
e
df
a
rb
e
y
o
n
dc
o
t
t
o
n
;
h
ew
a
n
t
e
d n
o
t
h
i
n
gl
e
s
st
h
a
nt
oc
h
a
n
g
ea
l
la
g
r
i
c
u
l
t
u
r
eI
nt
h
eS
o
u
t
h
.
I
nt
h
i
sl
a
r
g
e
rc
o
n
c
e
r
n
,t
h
eG
e
n
e
r
a
l E
d
u
c
a
t
i
o
nB
o
a
r
dc
o
u
l
dh
e
l
ph
im
,
w
h
e
r
e
a
sC
o
n
g
r
e
s
s
, d
e
s
p
i
t
ea
l
li
t
s,
v
i
s
d
om
,w
o
u
l
d
n
'
t
.
P
u
b
l
i
cf
u
n
d
s
c
o
u
l
db
eu
s
e
do
n
l
yI
nc
o
u
n
t
i
e
sI
nw
h
i
c
h t
h
eb
o
l
lw
e
e
v
i
l w
a
s a
l
r
e
a
d
y
r
am
p
a
g
l
n
g
,b
u
tc
o
u
l
dn
o
tb
es
p
e
n
tt
op
r
e
v
e
n
ti
t
ss
p
r
e
a
dt
oo
t
h
e
r
c
o
u
n
t
i
e
s
. (T
h
i
sm
ay s
e
ema
ng~ p
o
l
i
c
yt
oyou a
si
td
o
e
st
om
e
,
b
u
t
,l
a
t
e
ro
n
,I s
h
a
l
lm
e
n
t
i
o
n am
o
d
e
r
n e
x
am
p
l
et
h
a
tlS e
q
u
a
l
l
y
s
t
r
a
n
g
e
.
) F
o
r
t
u
n
a
t
e
l
y
,M
r
. B
u
t
t
r
i
c
k
'
sn
ew f
o
u
n
d
a
t
i
o
nc
o
u
l
dp
r
o
v
i
d
e
b
a
l
a
n
c
i
n
gf
u
n
d
st
os
u
p
p
o
r
t
eve~
h
e
l
pc
r
e
a
t
ea b
r
o
a
d
b
a
s
e
dp
r
o
g
r
am
.
on
e
a
sw
e
l
l a
sc
u
r
ea
n
dt
h
e
r
e
b
y
ee~
1903 a
n
d1
9
1
4
,s
l
i
g
h
t
l
y
u
n
d
e
rf
o
u
rm
i
l
l
i
o
n d
o
l
l
a
r
sw
a
s s
p
e
n
ton t
h
ed
e
v
e
l
o
pm
e
n
to
ft
h
e
C
o
o
p
e
r
a
t
i
v
eE
x
t
e
n
s
i
o
nS
e
r
v
i
c
e
,4
9p
e
r
c
e
n
tc
om
l
n
gf
r
om t
h
eF
e
d
e
r
a
l
�-7government, 24 percent from the General Education Board, and 27
percent from other sources.
In 1913, President Houston of Texas A.
& M. re-entered the scene,
this time as the newly appointed Secretary of Agriculture.
Knapp had
died but his work continued, though it was increasingly diffuse and
uncoordinated.
Houston believed that this budding program of
lifelong learnin g needed a firm base of knowledge resources on which
to draw and he chose the land-grant colleges -- not the U.S.
Department of Agriculture, the public schools, the state department s
of agriculture, or any of the other institutions then fighting to
claim the program.
As a land-grant college leader, he was no
stranger to politic s, and with the support of the new President,
Woodrow Wilson, himself the former head of a university, the
structure s and processes which Knapp had developed and Buttrick had
helped to finance became the established basis of the Cooperative
Extension Service,
lifespan learning.
the world's largest and most influential system of
Countless people have been served by it from
�b
i
r
t
ht
ot
h
ee
n
d
i
n
go
ft
h
e
i
rcon
c~o
ne
A
s o
n
l
yo
n
ec
o
n
s
e
q
u
e
n
c
e
,
t
h
ee
x
c
e
l
l
e
n
c
eo
ft
h
i
sf
i
e
l
d e v~ce h
e
l
p
e
dt
h
el
a
n
d
g
r
a
n
tc
o
l
l
e
g
e
s
t
ob
e
com
eu
n
i
v
e
r
s
i
t
i
e
s
;v
o
t
e
r
sw
e
r
e t
h
em
s
e
l
v
e
sc
u
r
r
e
n
t
l
yb
e
n
e
f
i
t
t
i
n
g
f
r
om t
h
e
i
rown l
e
a
r
n
i
n
ga
c
t
i
v
i
t
i
e
sa
n
dw
a
n
t
e
d t
oa
s
s
i
s
tt
h
e
i
n
s
t
i
t
u
t
i
o
n
sw
h
i
c
h s
e
r
v
e
d th
ems
ow
e
l
l
.
I
I
I
T
h
i
s s
t
o
r
yi
n
t
r
o
d
u
c
e
sa
l
lt
h
r
e
eo
fmy m
a
j
o
r t
h
em
e
st
o
d
a
y
:t
h
e
g
o
a
l
so
fc
o
n
t
i
n
u
i
n
ge
d
u
c
a
t
i
o
n
;t
h
es
t
r
e
n
g
t
h
e
n
i
n
go
fa s
y
s
t
em t
o
a
c
h
i
e
v
et
h
em
;a
n
dt
h
ep
a
r
tw
h
i
c
h f
o
u
n
d
a
t
i
o
n
sc
a
np
l
a
y
. L
e
tu
sd
e
a
l
w
i
t
h t
h
et
h
i
r
dt
o
p
i
cf
i
r
s
tb
yd
r
aw
i
ng o
u
to
f my c
a
s
es
t
u
d
ya f
ew o
f
t
h
ep
r
i
n
c
i
p
l
e
sw
h
i
c
h w
e
l
l
e
s
t
a
b
l
i
s
h
e
d f
o
u
n
d
a
t
i
o
n
sl
i
k
et
of
o
l
l
ow
. I
w
i
l
lr
e
l
a
t
et
h
e
s
ep
r
i
n
c
i
p
l
e
st
ot
h
es
t
o
r
yI h
a
v
ej
u
s
tt
o
l
d
;you m
u
s
t
t
r
a
n
s
l
a
t
et
h
emt
oy
o
u
ri
n
t
e
r
e
s
t
sa
n
dn
e
e
d
s
.
F
i
r
s
t
,e
a
c
hf
o
u
n
d
a
t
i
o
nh
a
sp
u
r
p
o
s
e
sa
n
dt
h
em
e
sw
h
i
c
h f
o
c
u
si
t
s
g
r
a
n
t
i
n
go
ff
u
n
d
s
. I
t~
n
o
tm
e
r
e
l
y ag
r
a
b
b
a
gf
o
rt
h
o
s
ewho a
r
e
n
e
a
r
e
s
tt
oi
t
o
rc
a
ng
e
tt
h
e
r
ef
a
s
t
e
s
t
. M
r
. R
o
c
k
e
f
e
l
l
e
rh
a
do
t
h
e
r
�9
-
f
o
u
n
d
a
t
i
o
n
st
oa
c
h
i
e
v
eo
t
h
e
rg
o
a
l
s
. H
es
e
tup t
h
eG
e
n
e
r
a
l E
d
u
c
a
t
i
o
n
Bo
a
rd b
e
c
a
u
s
eh
eh
a
ds
om
e
t
h
i
n
gd
i
f
f
e
r
e
n
tand s
p
e
c
i
f
i
c~n m
i
n
d
.
S
e
cond
,af
o
u
n
d
a
t
i
o
ns
e
e
k
so
u
to
ra
t
t
r
a
c
t
st
h
ep
e
o
p
l
e and
i
n
s
t
i
t
u
t
i
o
n
swh
i
ch c
an b
e
s
th
e
l
pt
oa
c
h
i
e
v
et
h
o
s
ep
u
r
p
o
s
e
s and who
c
an b
e
s
tu
s
ei
t
sh
e
l
p
. M
r
. B
u
t
t
r
i
c
kh
ad h
ad a l
o
n
g
,s
l
ow
, and
d
i
s
c
o
u
r
a
g
i
n
gj
o
u
r
n
e
yt
h
r
o
u
g
ht
h
eSou
th b
e
f
o
r
eh
ef
i
n
a
l
l
yfound ~n
T
ex
a
s t
h
em
an and t
h
ep
rog
r
am ~n wh
i
ch h
ec
o
u
l
dh
a
v
ef
u
l
l
c
o
n
f
i
d
e
n
c
e
. Th
e
s
ed
ay
si
t~
mo
r
e l
i
k
e
l
yt
h
a
tan i
n
s
t
i
t
u
t
i
o
nw
i
l
l
s
e
e
ka f
o
u
n
d
a
t
i
o
nb
u
t
,i
fs
o
,i
tw
i
l
l u
s
u
a
l
l
yn
o
ts
u
c
c
e
e
d Ln g
~n~ng
s
u
p
p
o
r
tu
n
l
e
s
si
t
sp
r
o
p
o
s
a
lf
i
t
sw
i
t
h
i
n t
h
eb
r
o
a
d th
em
e
sa
r
o
u
n
dwh
i
ch
t
h
ef
o
u
n
d
a
t
i
o
nh
a
sc
h
o
s
e
nt
osh
ap
ei
t
sp
r
o
g
r
am
s
.
T
h
i
r
d
, as
u
c
c
e
s
s
f
u
lp
r
o
p
o
s
a
ls
h
o
u
l
dshown
o
to
n
l
yv~
~on
b
u
ta
l
s
o
t
h
ee
x
i
s
t
e
n
c
eo
f a know
l
edg
eb
a
s
e and a p
l
a
no
fa
c
t
i
o
n
. I
nh
i
s
c
a
r
e
e
r
,~
~ce
Kn
app d
e
a
lt s
u
c
c
e
s
si
v
e
l
yw
i
t
h t
h
r
e
ecommod
it
i
e
s
:h
o
g
s
,
and c
o
t
t
o
n
. I
ne
a
ch c
a
s
e
,h
eh
ad t
od
e
v
e
l
o
p and m
a
s
t
e
r a
t
e
c
h
n
o
l
o
g
y
. Fo
re
x
am
p
l
e
,i
ft
h
eb
o
l
lw
e
e
v
i
lh
a
d com
ea
l
o
n
gt
e
ny
e
a
r
s
�1
0
-
e
a
r
l
i
e
rn
o
b
o
d
yw
o
u
l
dh
a
v
e known how t
oc
o
n
q
u
e
ri
t
.H
e w
a
s a
l
s
oa
m
a
s
t
e
r o
fm
e
t
h
o
d
.
I
na l
i
f
e
t
im
eo
fe
f
f
o
r
t
,h
eh
a
dd
i
s
c
o
v
e
r
e
dhow t
o
p
e
r
s
u
a
d
eo
b
s
t
i
n
a
t
ea
n
dp
o
o
r
l
ye
d
u
c
a
t
e
df
a
rm
e
r
st
oc
h
a
n
g
er
a
d
i
c
a
l
l
y
t
h
ep
r
a
c
t
i
c
e
st
h
e
yh
a
db
e
e
n uS1ng a
l
lt
h
e
i
rl
i
v
e
s
. Kn
app a
n
d
B
u
t
t
r
i
c
ks
h
a
r
e
da V1S10n o
fa b
e
t
t
e
rf
u
t
u
r
eb
u
to
n
l
y Kn
app knew how
t
omov
e t
ow
a
r
di
t
.
F
o
u
r
t
h
,a f
o
u
n
d
a
t
i
o
nu
s
u
a
l
l
yh
e
l
p
s 1n a d
i
s
t
i
n
c
t
i
v
ea
n
dc
l
e
a
r
l
y
m
a
r
k
e
d
o
u
t f
a
s
h
i
o
n
. G
e
n
e
r
a
l i
n
s
t
i
t
u
t
i
o
n
a
lo
ro
p
e
r
a
t
i
o
n
a
ls
u
p
p
o
r
t1S
o
c
c
a
s
i
o
n
a
l
l
yg
r
a
n
t
e
db
u
tm
o
r
e o
f
t
e
nt
h
ef
o
u
n
d
a
t
i
o
nw
a
n
t
s t
oi
d
e
n
t
i
f
y
as
p
e
c
i
f
i
cg
o
a
lo
rs
e
to
fa
c
t
i
v
i
t
i
e
st
ow
h
i
c
h i
tc
a
np
r
o
v
i
d
e
a
s
s
i
s
t
a
n
c
e
.
F
i
f
t
h
,o
n
c
ea
na
g
r
e
em
e
n
t 1S r
e
a
c
h
e
da
n
dt
h
emon
ey 1S g
r
a
n
t
e
d
,a
f
o
u
n
d
a
t
i
o
na
l
l
ow
st
h
eg
r
e
a
t
e
s
tf
r
e
e
d
omo
fm
an
ag
em
en
t c
o
n
s
i
s
t
e
n
tw
i
t
h
u
l
t
im
a
t
ea
c
c
o
u
n
t
a
b
i
l
i
t
y
. I
tw
a
n
t
s t
os
e
er
e
s
u
l
t
sb
u
ti
t
d
o
e
sn
o
t
w
a
n
t t
od
i
c
t
a
t
et
h
ed
e
t
a
i
l
so
rm
e
d
d
l
e 1n t
h
ep
r
o
c
e
s
sb
y ~ c
a
r
ea
c
h
i
e
v
e
d
.
t
h
e
y
�-11-
Sixth, if possible, a foundation would like to have its funds
achieve a maJor and enduring social change.
Too often the proposals
presented to us are limited in scope and ViSlon, unimaginative in
concept, represent essentially "more of the same" or a simple
replication of a model created elsewhere.
\.Jhile the problem may be
brilliantly analyzed, the course of action proposed too often fails
to draw upon the range of knowledge resources necessary to the task
a t hand.
The eradication of the boll weevil was a great accomplishment and
the General Education Board might well have taken pride if it had
helped directly ln only that task.
Its purpose was broader, as was
that of Mr. Knapp, and it helped that purpose spectacularly.
He who
work in foundations are hungry for more such successes.
Finally, foundations spend most of their time considering what
might be called the middle range future.
with immediate and specific tasks.
Sometimes they must help
At the other extreme, some of
them dream of Utopias toward which they should bend their efforts.
�1
2
M
o
s
t o
ft
h
em
,h
ow
e
v
e
r
,r
e
a
l
i
z
et
h
a
tt
h
e
ys
h
o
u
l
dp
l
a
nf
o
ro
n
l
yl
im
i
t
e
d
p
r
o
s
p
e
c
t
s
,e
x
p
e
c
t
i
n
gt
h
a
tt
h
ef
u
t
u
r
ew
i
l
lh
o
l
ds
u
r
p
r
i
s
e
s
,m
any o
f
w
h
i
c
h w
i
l
l b
eb
r
o
u
g
h
ta
b
o
u
tb
yt
h
er
e
l
a
t
i
v
es
u
c
c
e
s
s
e
so
ft
h
ep
r
o
g
r
am
s
t
h
e
yh
a
v
es
u
p
p
o
r
t
e
d
.
F
o
re
x
am
p
l
e
, who c
o
u
l
dh
a
v
eg
u
e
s
s
e
d ~n 1
9
0
5t
h
a
tt
h
eu
l
t
im
a
t
e
i
n
f
l
u
e
n
c
eI
nt
h
ep
r
o
v
i
s
i
o
no
ff
u
n
d
sf
o
rt
h
eE
x
t
e
n
s
i
o
nS
e
r
v
i
c
ew
o
u
l
d
n
o
tb
e Jo
h
nD
. Ro
cke
f
e
l
l
e
r
,t
h
e
nt
h
er
i
c
h
e
s
tm
an I
nt
h
ew
o
r
l
d
, b
u
t
D
a
v
i
d Hous
t
o
n
,t
h
e
nt
h
ep
r
e
s
i
d
e
n
to
fa l
i
t
t
l
e
Te
x
a
sc
o
l
l
e
g
e
? Th
e
l
a
n
d
g
r
a
n
ti
n
s
t
i
t
u
t
i
o
n
s
,w
h
i
c
h w
e
r
e no
tt
h
eo
r
i
g
i
n
a
lg
r
a
n
t
e
e
sf
o
r
e
i
t
h
e
rgo
v
e
r
nm
e
n
t
a
lo
rf
o
u
n
d
a
t
i
o
nf
u
n
d
s
,b
e
c
am
et
h
eu
l
t
im
a
t
e
a
dm
i
n
i
s
t
r
a
t
o
r
so
ft
h
eC
o
o
p
e
r
a
t
i
v
eE
x
t
e
ns
i
o
nS
e
r
v
i
c
e
,w
h
i
c
h h
e
l
p
e
d
b
u
i
ld
~e
bas
eo
fp
u
b
li
cs
u
p
p
o
r
tw
h
i
c
h w
ou
l
dt
u
r
nth
emi
n
t
og
re
at
un
i
ve
r
s
i
t
i
es
. A
s w
e mo
v
ei
n
t
on
e
w ve
n
t
u
r
e
sI
nl
i
f
e
s
p
a
ne
d
uc
a
t
i
o
n ~n
t
h
ef
u
t
u
r
e
,w
e s
h
o
u
l
da
lw
a
y
sb
er
e
a
d
yt
or
eV
I
s
eo
u
rc
o
u
r
s
e
so
f
a
c
t
i
o
n
, rem
em
b
e
r
i
ng t
h
ep
r
o
f
o
u
n
dc
h
a
n
g
e
sw
h
i
c
h o
c
c
u
r
r
e
d ~n t
h
e
d
e
v
e
l
o
pme
n
to
f ag
r
i
c
u
l
t
u
r
a
le
x
t
e
n
s
i
o
n ~n t
h
en~ne y
e
a
r
sb
e
tw
e
e
n 1905
�1
3
-
a
n
d1
9
1
4
,ap
e
r
i
o
dw
h
i
c
hw
e u
s
u
a
l
l
yt
a
k
et
oh
a
v
eb
e
e
nf
a
rm
o
r
e
t
r
a
n
q
u
i
lt
h
a
no
u
r ow
nd
y
n
am
i
ct
im
e
s
.
IV
Im
a
ts
h
o
u
l
db
et
h
em
a
j
o
r g
o
a
l
so
fa
d
u
l
tc
o
n
t
i
n
u
i
n
ge
d
u
c
a
t
i
o
na
s
w
e l
o
o
ki
n
t
ot
h
em
i
d
d
l
e r
a
n
g
ef
u
t
u
r
e
? l
f
u
a
tt
h
em
e
sa
r
et
h
em
o
d
e
r
n
e
q
u
i
v
a
l
e
n
t
so
ft
h
eG
e
n
e
r
a
l E
d
u
c
a
t
i
o
nR
o
a
r
d
'
s
econo ~c
~
~on
t
oa
l
l
e
v
i
a
t
et
h
e
d
e
p
r
i
v
a
t
i
o
no
ft
h
eS
o
u
t
h
? T
h
eK
e
l
l
o
g
g F
o
u
n
d
a
t
i
o
n
'
sR
o
a
r
d
a
n
ds
t
a
f
fh
a
v
ea
s
k
e
dt
h
em
s
e
l
v
e
st
h
i
sq
u
e
s
t
i
o
na
n
dh
a
v
ed
e
v
e
l
o
p
e
d
seven b
ro
ad g
o
a
l
sw
h
i
c
h a
r
et
ob
ea
c
h
i
e
v
e
db
yan
um
b
e
ro
f
s
t
r
a
t
e
g
i
e
s
. Ih
o
p
e
ev~ e
~
w
e s
h
a
l
lb
ew
i
s
e e
n
o
u
g
hc
o
n
t
i
n
u
o
u
s
l
y to
o
u
rp
l
a
n
sa
sc
h
a
n
g
es
e
em
sn
e
c
e
s
s
a
r
yb
u
ta
tt
h
ee
n
do
ft
h
e
1
9
8
0
s
,w
e s
h
a
l
lp
ro
b
a
b
ly t
u
r
no
u
tt
oh
a
v
ec
o
n
c
e
n
t
r
a
t
e
dc
h
i
e
f
l
yon
t
h
e
s
es
e
v
e
n
.
Id
on
o
ts
u
g
g
e
s
t th
ema
sb
e
i
n
gu
n
i
v
e
r
s
a
l
l
yt
h
em
o
s
t im
p
o
r
t
a
n
t
t
o
p
i
c
sw
i
t
h w
h
i
c
h m
a
n
k
i
n
d
, o
re
v
e
n Am
e
r
i
c
a
n
s
, s
h
o
u
l
dd
e
a
l
. A
t t
h
e
F
o
u
n
d
a
t
i
o
nw
e m
i
s
t m
ak
e c
h
o
i
c
e
s
. W
e c
a
n
n
o
ti
g
n
o
r
eo
u
rc
h
a
r
t
e
ra
n
d
�-14-
our congressionally imposed limitations.
'On some crucially important
issues, such as the prevention of nuclear war, we do not see how we
can be directly helpful.
Our resources are so limited that we can
assist only a few of the many people who bring worthwhile projects to
our attention.
But within such general limitations, we have
established programm1ng priorities to help us decide how to allocate
our resources.
We have elected to concentrate our efforts 1n three
broad fields of human concern:
health, a prerequisite to human
well-being; agriculture, the basic human enterprise leading to a
wholesome food supply; and education, Which 1n Mr. Kellogg's words
"provides the greatest opportunity for really improving one
generation over another."
Hithin these broad and inter-related areas
of concern we have identified more specific goals and strategies.
I
shall not go through the whole structure of our seven purposes,
particularly 51nce it 15 reported so fully ln our annual reports and
elsewhere.
Instead, I
shall go a bit deeper into a few of our goals,
selecting the ones most relevant to lifespan education.
�1
5
-
Af
i
r
s
tim
p
o
r
t
a
n
tg
o
a
l
, now w
i
d
e
l
yr
e
c
o
g
n
i
z
e
db
u
ts
t
i
l
lt
o
o
l
i
t
t
l
e
u
n
d
e
r
s
t
o
o
d
,~
c
o
n
t
i
n
u
i
n
gp
r
o
f
e
s
s
i
o
n
a
le
d
u
c
a
t
i
o
n
. Th
en
e
e
d
f
o
rr
e
t
h
i
n
k
i
n
gt
h
el
i
f
e
l
o
n
gs
e
q
u
e
n
c
eo
fl
e
a
r
n
i
n
g~
p
a
r
t
i
c
u
l
a
r
l
y
e
v
i
d
e
n
ts
of
a
ra
so
c
c
u
p
a
t
i
o
n
sr
e
q
u
i
r
i
n
gan a
d
v
a
n
c
e
d know
l
edg
eb
a
s
e
a
r
ec
o
n
c
e
r
n
e
d
. Th
e c
h
i
e
fch
ang
e ~n h
i
g
h
e
re
d
u
c
a
t
i
o
n ~n t
h
etw
e
n
t
i
e
t
h
c
e
n
t
u
r
yh
a
sb
e
e
nt
h
ea
d
d
i
t
i
o
nt
ot
h
et
r
a
d
i
t
i
o
n
a
lc
l
a
s
s
i
c
a
land
l
i
b
e
r
a
lc
u
r
r
i
c
u
l
umo
ft
h
eb
o
d
i
e
so
fc
o
n
t
e
n
twh
i
ch s
u
p
p
o
r
tt
h
e
s
e
o
c
c
u
p
a
t
i
o
n
s
. Bu
t t
h
ep
eo
p
l
e who p
r
a
c
t
i
c
e th
emmu
s
t k
e
e
p up w
i
t
h t
h
e
g
row
th o
ft
h
e
i
rf
i
e
l
d
s
. Th
ey mu
s
t a
l
sob
ep
r
e
p
a
r
e
df
o
rt
h
ec
a
r
e
e
r
c
h
a
n
g
e
s wh
i
ch mo
s
t o
f th
emw
i
l
l h
a
v
e
;t
h
e
ym
u
s
t know how t
or
e
s
h
a
p
e
t
h
e
i
rwo
rk a
c
c
o
r
d
i
n
gt
oc
h
a
n
g
i
n
gp
a
t
t
e
r
n
so
fd
e
l
i
v
e
r
y
; and t
h
e
ymu
s
t
know how t
or
e
l
a
t
e th
em
s
e
lv
e
s to t
h
e
i
rc
o
l
l
e
a
g
u
e
s
,t
h
e
i
rc
l
i
e
n
t
s
,
p
r
o
f
es
s
i
o
n
a
l
sI
na
l
l
i
e
df
i
e
l
d
s
, and t
h
eg
e
n
e
r
a
lp
u
b
l
i
c
.
W
i
th r
a
r
ee
x
c
e
p
t
i
o
n
s
,u
n
i
v
e
r
s
i
t
i
e
sh
a
v
en
o
tb
e
e
ne
a
g
e
r to f
o
l
l
ow
t
h
e
i
rs
t
u
d
e
n
t
so
u
ti
n
t
ot
h
e
i
rf
i
e
l
d
so
fs
e
r
v
i
c
et
odo c
r
e
a
t
i
v
e
educationa
l
og
~ng
e
i
t
h
e
ra
l
o
n
eo
rc
o
l
l
a
b
o
r
a
t
i
v
e
l
yw
i
t
h o
t
h
e
r
�1
6
p
r
o
v
i
d
e
r
ss
u
c
ha
s
:p
r
o
f
e
s
s
i
o
n
a
l and t
e
c
h
n
i
c
a
la
s
s
o
c
i
a
t
i
o
n
s
;
g
o
v
e
r
nm
e
n
t
a
lb
u
r
e
a
u
s
;w
o
r
k
s
i
t
e
s (
s
u
c
ha
sh
o
s
p
i
t
a
l
s
,s
c
h
o
o
l
s
,
f
a
c
t
o
r
i
e
s
,a
n
de
x
e
c
u
t
i
v
es
u
i
t
e
s
)
;o
rp
r
o
f
i
t
s
e
e
k
i
n
gp
r
o
v
i
d
e
r
so
f
k
n
ow
l
e
d
g
e(
s
u
c
ha
sp
u
b
l
i
s
h
e
r
s
,s
e
l
l
e
r
so
fs
u
p
p
l
i
e
sa
n
de
q
u
i
pm
e
n
t
,o
r
t
h
eo
p
e
r
a
t
o
r
so
fe
n
t
r
e
p
r
e
n
e
u
r
i
a
ls
c
h
o
o
l
s
)
. I
tm
ay w
e
l
lb
et
h
a
t
u
n
i
v
e
r
s
i
t
i
e
sw
i
l
l c
e
a
s
et
ob
et
h
ee
p
i
c
e
n
t
e
r
so
fp
r
o
f
e
s
s
i
o
n
a
l
e
d
u
c
a
t
i
o
na
n
db
e
c
om
eo
n
l
yt
h
ep
l
a
c
e
sw
h
i
c
h p
r
o
v
i
d
ei
n
i
t
i
a
lt
r
a
i
n
i
n
g
.
T
h
i
s
~
t
r
u
e~n t
h
em
i
l
i
t
a
r
y p
r
o
f
e
s
s
i
o
n
ss
of
a
ra
st
h
ea
c
a
d
em
i
e
sa
t
W
e
s
t P
o
i
n
t
,A
n
n
a
p
o
l
i
s
, and C
o
l
o
r
a
d
o S
p
r
i
n
g
sa
r
ec
o
n
c
e
r
n
e
d
. I
fo
u
r
c
i
v
i
l
i
a
nu
n
i
v
e
r
s
i
t
i
e
sw
a
n
t t
or
e
t
a
i
nt
h
e
i
rp
r
e
s
e
n
ti
n
f
l
u
e
n
c
e~n
p
r
o
f
e
s
s
i
o
n
a
le
d
u
c
a
t
i
o
n
,t
h
e
ym
u
s
t b
e
com
ef
a
rmo
r
e c
r
e
a
t
i
v
es
of
a
ra
s
c
o
n
t
i
n
u
i
n
gp
r
o
f
e
s
s
i
o
n
a
le
d
u
c
a
t
i
o
n~
c
o
n
c
e
r
n
e
d
.
T
h
e
r
ea
r
ea n
um
b
e
ro
fr
e
a
s
o
n
swhy I h
o
p
et
h
e
ydo b
u
tt
h
em
o
s
t
im
p
o
r
t
a
n
t~
t
h
a
to
u
ru
n
i
v
e
r
s
i
t
i
e
sa
r
et
h
ehom
e
so
fa v
a
r
i
e
t
yo
f
f
i
e
l
d
so
fk
n
ow
l
e
d
g
e and t
h
e
r
e
f
o
r
et
h
ep
l
a
c
e
sw
h
e
r
e t
h
ep
r
o
f
e
s
s
i
o
n
s
c
a
nb
e
s
tc
o
l
l
a
b
o
r
a
t
e ~n c
a
r
r
y
i
n
go
u
tt
h
e
i
re
d
u
c
a
t
i
o
n
a
lp
r
o
g
r
am
s
.
�1
7
-
T
h
el
i
f
e
l
o
n
gl
e
a
r
n
i
n
gp
a
t
t
e
r
n
so
fp
h
y
s
i
c
i
a
n
s
,d
e
n
t
i
s
t
s
,l
aw
y
e
r
s
,
e
n
g
i
n
e
e
r
s
,a
r
c
h
i
t
e
c
t
s
,a
n
dn
u
r
s
e
sh
a
v
eb
a
s
i
cs
im
i
l
a
r
i
t
i
e
sa
s do t
h
e
p
r
o
g
r
am
sw
h
i
c
h p
r
o
v
i
d
et
h
a
tl
e
a
r
n
i
n
g
. T
h
ee
d
u
c
a
t
o
r
s who o
p
e
r
a
t
e
t
h
e
s
ep
r
o
g
r
am
ss
h
o
u
l
dl
e
a
r
nf
r
ome
a
c
ho
t
h
e
r
,a
n
dt
h
e
ys
h
o
u
l
d
e
s
t
a
b
l
i
s
h ~n t
h
ep
r
e
s
e
r
v
i
c
ey
e
a
r
sa b
a
s
i
sf
o
ri
n
t
e
r
p
r
o
f
e
s
s
i
o
n
a
l
l
e
a
r
n
i
n
ga
c
t
i
v
i
t
ya
n
dh
e
l
pm
a
i
n
t
a
i
n i
tt
h
r
o
u
g
ha
l
lt
h
ey
e
a
r
so
f
p
r
a
c
t
i
c
e
.
Th
eK
e
l
l
o
g
g F
o
u
n
d
a
t
i
o
n
~
f
o
c
u
s
i
n
gon c
o
n
t
i
n
u
i
n
gp
r
o
f
e
s
s
i
o
n
a
l
e
d
u
c
a
t
i
o
n ~n i
t
s1985 A
n
n
u
a
l R
e
p
o
r
tw
h
i
c
h w
i
l
lb
eo
u
tn
e
x
tm
o
n
t
h
.
I
f
you w
o
u
l
d l
i
k
et
oh
a
v
ea c
o
p
y
,s
e
n
dm
ea n
o
t
e
.
As
e
c
o
n
dg
o
a
lw
h
i
c
h s
h
o
u
l
dg
u
i
d
em
any s
t
r
a
t
e
g
i
e
sf
o
rf
u
t
u
r
e
c
h
a
n
g
eh
a
st
odo w
i
t
h h
e
a
l
t
hp
r
om
o
t
i
o
n
. You w
i
l
l r
em
emb
e
rt
h
a
t~n
t
h
ee
a
r
l
yy
e
a
r
so
ft
h
ed
e
v
e
l
o
pm
e
n
to
ft
h
eC
o
o
p
e
r
a
t
i
v
eE
x
t
e
n
s
i
o
n
S
e
r
v
i
c
e
,t
h
eg
o
v
e
r
nm
e
n
tw
o
u
l
dh
e
l
po
n
l
yt
h
o
s
ef
a
rm
e
r
sw
h
o
s
e f
i
e
l
d
s
h
a
da
l
r
e
a
d
yb
e
e
ni
n
f
e
s
t
e
dw
i
t
h t
h
eb
o
l
lw
e
e
v
i
l a
n
dt
h
a
tM
r
. Kn
app h
a
d
t
of
i
n
ds
u
p
p
o
r
te
l
s
ew
h
e
r
et
oh
e
l
pf
a
rm
e
r
swho w
a
n
t
e
d t
om
a
i
n
t
a
i
n
�-18-
healthy crops.
A roughly similar situation now exists so far as
health lS concerned.
Magnificent research and dissemination efforts
have conquered many diseases and expanded both the length and quality
of life.
As an unintended consequence, "health" has come to connote
"disease" and so do its allied terms; "health care" really means the
care of the ill or the infirm.
l.fuile society must maintain and
extend such pro grams of treatment and care which have been
painstakin gly developed, it lS ever more apparent that the maJor new
fronti er of workers In health should b e both disease prevention and
active health promotion.
The greatest fut ure galns In human
longevity and happiness will be made by an approach which lS gr ounded
In a broad and positive conception of health.
This complex alm can be sought In many ways, but can be roughly
divided into tw o kinds of initiatives:
those wh i ch have to do with
individual lifestyles and those which have to do with the removal of
public hazards to health.
In the first case, change can come only if
�1
9
p
e
o
p
l
ei
n
t
e
r
v
e
n
e~n t
h
e
i
rown l
i
v
e
s
,c
o
n
t
r
o
l
l
i
n
gsu
ch a
s
p
e
c
t
so
f
t
h
e
i
rd
a
i
l
yr
o
u
t
i
n
e
sa
st
h
e
i
rd
i
e
t
,t
h
e
i
re
x
e
r
c
i
s
e
,t
h
e
i
rc
a
u
s
e
so
f
s
t
r
e
s
s
,t
h
e
i
ru
s
eo
fp
o
t
e
n
t
i
a
l
l
yd
a
n
g
e
r
o
u
ss
u
b
s
t
a
n
c
e
s
, and t
h
e
i
r
h
a
b
i
t
so
fd
r
i
v
i
n
ga
u
t
om
o
b
i
l
e
s and
~ng
o
t
h
e
ri
n
s
t
r
um
e
n
t
s
. I
nt
h
e
s
e
c
o
n
dc
a
s
e
,t
h
ep
u
b
l
i
c mu
s
t i
n
t
e
r
v
e
n
et
or
emov
ed
a
n
g
e
r
s wh
i
ch f
a
l
l
o
u
t
s
i
d
ei
n
d
i
v
i
d
u
a
lc
o
n
t
r
o
l
,s
u
c
ha
sp
o
l
l
u
t
i
o
no
ft
h
ee
n
v
i
r
o
nm
e
n
t
,
u
n
s
a
f
eh
i
g
hw
a
y
s
, and i
n
a
d
e
q
u
a
t
e
l
yp
r
e
p
a
r
e
dh
e
a
l
t
hp
r
o
f
e
s
s
i
o
n
a
l
s
. We
c
a
n
n
o
tr
e
l
yon e
d
u
c
a
t
i
o
na
l
o
n
et
oc
r
e
a
t
ea w
h
o
l
l
ys
a
t
i
s
f
a
c
t
o
r
ys
y
s
t
em
e
t
t
e
re
n
g
i
n
ee
r
i
n
go
fr
o
a
d
s and
o
fh
e
a
l
t
hp
r
om
o
t
i
o
n
. B
o ~
e
~
r
e
q
u
i
r
e
d(
h
o
t
ho
fwh
i
ch c
o
u
l
db
ea c
o
n
s
e
q
u
e
n
c
eo
ff
o
c
u
s
e
de
f
f
o
r
t
s 1n
c
o
n
t
i
n
u
i
n
gp
r
o
f
e
s
s
i
o
n
a
le
d
u
c
a
t
i
o
n
)a
s
~
b
e
t
t
e
re
n
f
o
r
c
em
e
n
to
fl
aw
s
and i
n
c
r
e
a
s
e
d know
l
edg
ea
b
o
u
tt
h
en
a
t
u
r
e and s
p
r
e
a
do
fi
n
f
e
c
t
i
o
n
s
.
Bu
t p
e
o
p
l
ew
i
l
ln
o
tc
o
n
t
r
o
lt
h
e
i
rown l
i
v
e
so
r g~ve a
c
t
i
v
es
u
p
p
o
r
tt
o
p
u
h
l
i
ci
n
i
t
i
a
t
i
v
e
su
n
l
e
s
s
w
h
i
l
e e
d
u
c
a
t
i
o
n~
~ey
a
r
et
a
u
g
h
thow todo s
o
. T
h
e
r
e
f
o
r
e
,
n
o
ts
u
f
f
i
c
i
e
n
t
,i
t~
e
s
s
e
n
t
i
a
l
.
�2
0
-
I
nh
e
a
l
t
hp
r
om
o
t
i
o
nw
e h
a
v
ea g
o
o
de
x
am
p
l
eo
fhow t
h
ee
d
u
c
a
t
i
o
n
o
fy
o
u
n
gp
e
o
p
l
ea
n
do
fa
d
u
l
t
sa
r
eb
o
t
hi
n
v
o
l
v
e
d~n a t
o
t
a
lp
a
t
t
e
r
no
f
l
i
f
e
s
p
a
nl
e
a
r
n
i
n
g
. F
i
r
s
t
,t
h
ea
g
eg
r
o
u
p1
5
2
4~
t
h
eo
n
l
yo
n
ew
h
i
c
h
h
a
s shown a
ni
n
c
r
e
a
s
e~n m
o
r
t
a
l
i
t
y ~n r
e
c
e
n
ty
e
a
r
s
. T
h
e
s
ea
r
et
h
e
h
e
a
v
i
e
s
ty
e
a
r
so
fe
n
r
o
l
lm
e
n
t ~n h
i
g
hs
c
h
o
o
la
n
dc
o
l
l
e
g
e
,a f
a
c
tw
h
i
c
h
s
u
g
g
e
s
t
st
h
a
ts
u
c
hi
n
s
t
i
t
u
t
i
o
n
sh
a
v
ear
e
s
p
o
n
s
i
b
i
l
i
t
yt
oa
i
dt
h
e
i
r
y
o
u
ng s
t
u
d
e
n
t
s imm
e
d
i
a
t
e
l
ya
sw
e
l
l a
st
op
r
e
p
a
r
et
h
emf
o
rl
a
t
e
ry
e
a
r
s
o
fl
i
f
e
. S
e
c
o
n
d
, u
n
i
v
e
r
s
i
t
i
e
sm
u
s
t a
l
t
e
rt
h
e
i
r
e
e v~ce
a
n
d
i
n
s
e
r
v
i
c
ep
r
o
g
r
am
so
fe
d
u
c
a
t
i
n
gh
e
a
l
t
hp
r
o
f
e
s
s
i
o
n
a
l
ss
ot
h
a
ta
l
lo
f
t
h
ema
r
em
o
r
e o
r
i
e
n
t
e
dt
oa p
o
s
i
t
i
v
ec
o
n
c
e
p
t
i
o
no
fh
e
a
l
t
h
. T
h
i
r
d
,
m
o
r
e h
e
a
l
t
hp
r
o
f
e
s
s
i
o
n
a
l
ss
h
o
u
l
db
e ed
u
c
a
t
e
df
o
rt
h
es
p
e
c
i
a
l
i
s
t
c
o
n
c
e
r
n
so
fe
d
u
c
a
t
i
o
n and p
r
om
o
t
i
o
n
,i
n
c
l
u
d
i
n
gs
e
r
v
i
c
e ~n p
u
b
l
i
c
h
e
a
l
t
hd
e
p
a
r
tm
e
n
t
s
. F
o
u
r
t
h
,p
r
o
g
r
am
ss
h
o
u
l
db
ed
e
v
i
s
e
dw
h
i
c
h h
e
l
p
a
l
la
d
u
l
t
s
,p
a
r
t
i
c
u
l
a
r
l
yt
h
ee
l
d
e
r
l
y
, know how t
oi
n
t
e
r
v
e
n
e~n t
h
e
i
r
ow
n l
i
v
e
st
om
ak
e th
emm
o
r
e h
e
a
l
t
h
f
u
l
. G
e
t
t
i
n
g p
e
o
p
l
et
oc
h
a
n
g
e
t
h
e
i
rh
a
b
i
t
s~
ah
a
r
dt
a
s
k
,b
u
tp
e
r
h
a
p
so
n
eo
ft
h
eb
e
s
ta
p
p
r
o
a
c
h
e
s
�2
1
-
t
oi
t1S t
os
e
tt
h
en
ew h
a
b
i
t
sw
i
t
h
i
n t
h
eb
r
o
a
dc
o
n
c
e
r
no
ft
h
e
a
c
h
i
e
v
em
e
n
to
fgood h
e
a
l
t
h
.
At
h
i
r
dg
o
a
l I wou
ld l
i
k
et
om
e
n
t
i
o
n t
o
d
a
yd
e
a
l
sw
it
hfos
t
e
r
i
n
g
p
a
t
t
e
r
n
so
f commun
i
ty l
e
a
d
e
r
s
h
i
p
. Th
ed
e
c
i
s
i
o
nm
ak
e
r
s of o
u
r so
c
i
e
t
y
g
a1n th
e
i
rs
t
r
e
n
g
t
h and a
u
t
h
o
r
i
t
y by l
e
a
r
n
i
n
ghow t
oc
o
n
t
r
o
l th
e
d
es
t
i
n
yoE e
v
e
rl
a
r
g
e
rand mo
r
e comp
l
ex g
roup
s and i
n
s
t
i
t
u
t
i
o
n
s
.
T
h
i
sp
roc
e
ss sta
rts e
a
r
l
y 1n l
i
f
ea
sc
h
i
l
o
r
e
n
, 1n b
o
t
hs
c
h
o
o
l and
ou
t
oE
s
c
hoo
ls
e
t
t
i
n
gs
,l
e
a
r
nE
rom the exp
e
r
1
e
n
c
eo
fm
an
ag1ng c
l
u
b
s
and t
e
am
s and p
r
o
j
e
c
t
s and lo
ca
l chap
ters o
fn
a
t
i
o
n
a
lo
r
g
a
n
i
z
a
t
i
o
n
s
.
I
tc
o
n
t
i
n
u
e
s 1n c
o
l
l
e
g
ei
nf
r
a
t
e
r
n
i
t
yand s
o
r
o
r
i
t
yl
i
f
eand 1n
s
y
s
t
em
so
fs
t
u
d
e
n
tg
o
v
e
r
nm
e
n
t and e
x
t
r
a
c
u
r
r
i
c
u
l
a
ra
c
t
i
v
i
t
i
e
s
. Th
e
r
e
s
p
o
n
s
i
b
l
ee
x
e
rC
1
s
eo
fa
u
t
h
o
r
i
t
yt
h
u
sb
e
g
i
n
st
os
h
a
p
e and
o
~
young i
n
d
i
v
i
d
u
a
lb
o
t
ha
s an i
n
f
l
u
e
n
t
i
a
lp
e
r
s
o
n and a
sa
ge~
o
f
n
t
h
e
c
o
l
l
e
c
t
i
v
ea
f
f
a
i
r
s
.
T
h
i
s p
ro
ce
ss cont
i
n
u
e
san a
d
u
lt
hood an c
a
re
e
rp
att
e
r
n
sin ~~ i
c
h
pe
o
p
l
em
ov
e upwa
r
d on a prom
o
t
i
o
n
a
ls
c
a
l
ea
st
h
e
i
ra
b
i
l
i
t
i
e
sand
�-22-
talents are rewarded.
In such cases, it 1S now thought necessary to
accompany e x pe r 1en ce with formal trainin g.
We no longer leave
matters to the extra-curriculum as 1S true 1n school and college, but
expect that exper1enc e will be refined and extended. by the formal
study of l eadership.
The best known example of this practice 1S to
be found 1n business an d industry wher e marvelously complex for ms of
manag ement e ducation hav e been devised and ar e now financially
supported on a maSS1v e s cale presumably becaus e their succ ess ha s
b e e n widely ac c e pted .
Bu t the i d e a 1S pervaS1ve; for exampl e,
seminars are availabl e t o new univ ersity presidents and their W1ves,
to fl ed glin g Con gres s men, and to j ust- a ppointed state supr eme court
justices.
The most highly develop ed systems of all are to b e f ound
1n the militar y servi ce s
(e speci all y 1n the officer corps) where,
from beginning to end, duty time 1 S alternated with study time and
e ven du r i n g p eriod s o f duty time, educational opportuniti es are
available to everyone.
�2
3
-
I
ns
h
a
r
pc
o
n
t
r
a
s
ta
r
et
h
ep
e
o
p
l
e who r
e
p
r
e
s
e
n
tt
h
eg
e
n
e
r
a
l
c
i
t
i
z
e
n
r
yby
e v~ng
on t
h
eb
o
a
r
d
s
,c
o
u
n
c
i
l
s
, co
~
~on
and
c
omm
i
t
t
e
e
s wh
i
ch a
r
er
e
l
a
t
e
dt
oa
lm
o
s
te
v
e
r
ya
s
p
e
c
to
fo
u
r commun
i
ty
l
i
f
e
.T
h
e
s
eg
r
o
u
p
so
fc
i
t
i
z
e
n
ss
e
tp
o
l
i
c
y
,e
e c~ e
a
u
t
h
o
r
i
t
y
, and
s
e
r
v
ea
ss
p
o
n
s
o
r
sf
o
r
:o
u
rs
c
h
o
o
l
s
;o
u
rc
o
l
l
e
g
e
s and u
n
i
v
e
rs
i
t
i
e
s
;
o
u
rh
e
a
l
t
h
,c
u
l
t
u
r
a
l
,and w
e
l
f
a
r
e i
n
s
t
i
t
u
t
i
o
n
s
;and o
u
rv
o
l
u
n
t
a
r
y
a
s
s
o
c
i
a
t
i
o
n
s
. H
e
r
ew
e f
i
n
dt
h
ei
n
f
l
u
e
n
t
i
a
ls
u
b
s
t
r
u
c
t
u
r
eo
fo
u
r
s
o
c
i
e
t
y
, imm
e
d
i
a
t
e
l
ypO
lv
e
r
fu
l
~n
e
v
e
r
yp
a
r
t
i
c
u
l
a
rc
a
s
eand c
r
u
c
i
a
l
l
y
s
i
g
n
i
f
i
c
a
n
tb
e
c
a
u
s
ei
tp
r
o
v
i
d
e
sa l
a
d
d
e
ro
fl
e
a
d
e
r
s
h
i
pl
nwh
i
ch
c
i
t
i
z
e
n
smov
e upw
a
rd and o
u
tw
a
r
d ~n t
h
e
i
rc
a
p
a
c
i
t
yt
og
u
i
d
e and
c
o
n
t
r
o
lt
h
ei
n
s
t
i
t
u
t
i
o
n
so
fs
o
c
i
e
t
y
. Bu
t i
t~
a
s
t
o
n
i
s
h
i
n
gt
o
o
b
s
e
r
v
e how b
a
d
l
ym
any boa
rd
s b
e
h
a
v
e
. A
lmo
s
t any ~
e
o
f any
n
ew
s
p
a
p
e
rp
r
o
v
i
d
e
sa
c
c
o
u
n
t
so
ft
h
es
t
r
e
s
s
e
swh
i
ch b
o
a
r
ds f
a
c
eand
t
h
e
i
rf
r
e
q
u
e
n
tf
a
i
l
u
r
e
st
or
e
a
c
hs
a
t
i
s
f
a
c
t
o
r
ys
o
l
u
t
i
o
n
sf
o
r
p
r
o
b
l
em
s
. I
t~
e
~ e
e ~
u
n
i
v
e
r
s
a
l
l
ya
g
r
e
e
dt
h
a
ts
u
c
c
e
s
s ~n t
h
ew
o
r
k
l
i
f
e
s
t
u
d
ya
sw
e
l
l a
se
x
p
e
r
i
e
n
c
e
,b
u
ti
t~
n
o
tg
e
n
e
r
a
l
l
y
�2
4
u
n
d
e
r
s
t
o
o
dt
h
a
te
d
u
c
a
t
i
o
n 1S a
l
s
on
e
e
d
e
df
o
rt
h
o
s
ew
h
o c
o
n
t
r
o
lt
h
e
d
e
s
t
i
n
i
e
so
fo
u
rs
o
c
i
a
li
n
s
t
i
t
u
t
i
o
n
s
.
~o
s
h
o
u
l
dp
r
o
v
i
d
es
u
c
he
d
u
c
a
t
i
o
n
? Th
en
e
e
d 1S s
og
r
e
a
tt
h
a
tt
h
e
a
n
sw
e
rt
ot
h
a
tq
u
e
s
t
i
o
nm
i
g
h
t w
e
l
lb
e
:a
n
y
b
o
d
yw
h
o i
d
e
n
t
i
f
i
e
st
h
e
n
e
e
d
. B
u
tw
e c
a
nb
em
o
r
e s
p
e
c
i
f
i
ct
h
a
nt
h
a
t
. E
a
c
hb
o
a
r
ds
h
o
u
l
dh
e
l
p
i
t
sp
r
e
s
e
n
ta
n
df
u
t
u
r
em
emb
e
r
s t
ou
n
d
e
r
s
t
a
n
dw
h
a
t t
h
e
yn
e
e
dt
oknow
a
b
o
u
tt
h
e
i
row
n i
n
s
t
i
t
u
t
i
o
n
.T
h
e
r
ea
r
ea
s
s
o
c
i
a
t
i
o
n
so
fb
o
a
r
d
s
l
a
r
g
e
l
yb
a
s
e
d on s
p
e
c
i
f
i
ck
i
n
d
so
fs
e
r
v
i
c
es
u
c
ha
ss
c
h
o
o
l
s
,p
u
b
l
i
c
l
i
b
r
a
r
i
e
s
,h
i
g
h
e
re
d
u
c
a
t
i
o
n
a
li
n
s
t
i
t
u
t
i
o
n
s
,a
n
dh
o
s
p
i
t
a
l
s
. E
a
c
h s
u
c
h
a
s
s
o
c
i
a
t
i
o
nf
o
s
t
e
r
st
h
el
e
a
r
n
i
n
gd
i
s
t
i
n
c
t
i
v
et
oi
t
si
n
s
t
i
t
u
t
i
o
n
a
l
f
o
rm
. N
a
t
i
o
n
a
l a
s
s
o
c
i
a
t
i
o
n
s
,s
t
a
t
ew
i
d
ec
o
o
r
d
i
n
a
t
i
n
gb
o
a
r
d
s
,a
n
d
c
o
l
l
e
c
:
i
v
es
y
s
t
em
so
ff
i
n
a
n
c
i
n
gc
omm
u
n
i
t
ys
e
r
v
i
c
e(
s
u
c
ha
st
h
eU
n
i
t
e
d
W
ay
) h
a
v
e3 r
e
s
p
o
n
s
i
b
i
l
i
t
yt
oe
d
u
c
a
t
et
h
eb
o
a
r
d
so
fl
o
c
a
lc
h
a
p
t
e
r
so
r
l
o
c
a
li
n
s
t
i
t
u
t
i
o
n
ss
of
a
ra
st
h
e
i
rc
o
l
l
a
b
o
r
a
t
i
v
ev
e
n
t
u
r
e
sa
r
e
c
o
n
c
e
r
n
e
d
.
B
u
t t
h
e
r
e1S a m
o
r
e g
e
n
e
r
a
ll
e
v
e
lo
fk
n
ow
l
e
d
g
ed
r
aw
nf
r
om t
h
e
f
a
c
tt
h
a
tm
o
s
t b
o
a
r
d
sf
a
c
et
h
es
am
ep
r
o
b
l
em
s
.
(How l
a
r
g
es
h
o
u
l
da
�-25board be?
How should its membership be composed?
members be persuaded to take responsibility?
tenure of members be?
How can board
How long should the
How can a gradual lncrease In personal
responsibility be fostered?
What lS the proper relationship of a
board and its chairman to the chief executive officer of an
institution?)
These questions sound trivial to inexperienced people
but vital to anyone who has served on any board.
Those who know the
l
answers to such questions can work powerfully within our community
institutions.
Imo should offer this generalized knowledge?
So far,
community colleges have been the major sponsors and the Kellogg
Foundation has been delighted to be able to help them.
It lS my
hunch, however, that we have an opportunity for service here which
should be realized by other kinds of institutions, particularly large
universities whos e alumni
wi
l I be a s s urm ng responsibilities as
citizen board members and whose professional graduates are profoundly
influenced by the boards for which they work.
�-26
-
v
Is
h
a
l
lt
u
r
nnow t
oa d
i
f
f
e
r
e
n
tk
i
n
do
fg
o
a
l
,o
n
ew
h
i
c
h d
e
a
l
s
w
i
t
h t
h
es
t
r
u
c
t
u
r
e
sand p
r
o
c
e
s
s
e
so
fl
i
f
e
s
p
a
ne
d
u
c
a
t
i
o
n
,m
a
k
i
n
g t
h
em
s
t
r
o
n
ge
n
o
u
g
ht
oa
c
h
i
e
v
en
o
to
n
l
yt
h
eg
o
a
l
sa
l
r
e
a
d
ym
e
n
t
i
o
n
e
d b
u
t
a
l
s
ot
h
em
y
r
i
a
d o
t
h
e
r
sb
l
e
n
d
e
dt
o
g
e
t
h
e
r~n t
h
eo
v
e
r
a
l
lp
u
r
p
o
s
e
so
f
t
h
em
emb
e
r
s o
ft
h
i
sA
s
s
o
c
i
a
t
i
o
n
.
You
r i
n
t
e
r
e
s
t
sa
r
ef
o
c
u
s
e
don a
d
u
l
t
c
o
n
t
i
n
u
i
n
ge
d
u
c
a
t
i
o
na
n
dt
h
e
r
e
f
o
r
eI s
h
a
l
lc
o
n
c
e
n
t
r
a
t
e on i
tt
h
o
u
g
hI
know t
h
a
tyou a
g
r
e
ew
i
t
h m
e t
h
a
ti
tc
a
nn
e
v
e
rb
et
r
u
l
ys
e
p
a
r
a
t
e
df
r
om
f
o
rm
a
ls
c
h
o
o
l
i
n
ga
n
dt
h
es
e
l
f
s
e
l
e
c
t
e
de
d
u
c
a
t
i
o
n
a
la
c
t
i
v
i
t
i
e
so
f
y
o
u
n
gp
e
o
p
l
e
.
On
e im
p
o
r
t
a
n
tn
e
e
d LS t
h
ec
r
e
a
t
i
o
na
n
dd
i
s
s
em
i
n
a
t
i
o
no
f a mu
ch
onge~
k
n
ow
l
e
d
g
eb
a
s
ef
o
rt
h
ef
i
e
l
d
. A
t p
r
e
s
e
n
t
, Ln c
o
n
t
i
n
u
i
n
g
e
d
u
c
a
t
i
o
nt
h
e
r
ea
p
p
e
a
r
st
ob
ea s
t
r
a
n
g
ed
i
s
c
o
n
t
i
n
u
i
t
yb
e
tw
e
e
ni
t
s
i
n
t
e
l
l
e
c
t
u
a
lb
a
s
ea
n
di
t
sp
r
a
c
t
i
c
e
. O
n th
eo
n
eh
a
n
d
, an im
p
r
e
s
s
i
v
e
b
o
d
yo
ft
h
e
o
r
e
t
i
c
a
lk
n
ow
l
e
d
g
ea
n
dt
e
s
t
e
dp
r
i
n
c
i
p
l
e
s LS Ln e
x
i
s
t
e
n
c
e
f
l
ow
i
n
gf
rom t
h
ew
o
r
k o
fS
e
am
an Kn
app a
n
do
t
h
e
rt
ow
e
r
i
n
gf
i
g
u
r
e
s
,
�2
7
-
f
r
omm
o
r
e t
h
a
nt
h
r
e
et
h
o
u
s
a
n
dd
o
c
t
o
r
a
lt
h
e
s
e
sp
r
o
d
u
c
e
d
~nce
1
9
3
5
,
f
r
om t
h
ee
f
f
o
r
t
so
ft
h
eC
omm
i
s
s
i
o
n o
fP
r
o
f
e
s
s
o
r
so
fA
d
u
l
tE
d
u
c
a
t
i
o
n
w
h
i
c
h t
h
eK
e
l
l
o
g
g F
o
u
n
d
a
t
i
o
nh
e
l
p
e
dt
oc
r
e
a
t
e ~n 1
9
5
7
,a
n
df
r
omm
any
i
n
v
e
s
t
i
g
a
t
i
o
n
stn a
l
l
i
e
dd
i
s
c
i
p
l
i
n
e
s
. On t
h
eo
t
h
e
rh
a
n
d
, I thi
.nki
I
s
e
ea g
r
e
a
tm
any a
dm
i
n
i
s
t
r
a
t
o
r
sa
n
do
t
h
e
rp
e
o
p
l
ew
h
o c
a
r
r
yo
u
ta
d
u
l
t
e
d
u
c
a
t
i
o
ns
o
l
e
l
yo
nt
h
eb
a
s
i
so
fl
o
r
e
,l
o
c
a
lt
r
a
d
i
t
i
o
n
,h
a
b
i
t
u
a
l
r
o
u
t
i
n
e
s
,h
u
n
c
h
,a
n
dt
r
i
a
l
a
n
d
e
r
r
o
r
,u
n
i
n
f
o
rm
e
da
b
o
u
tt
h
e
i
n
t
e
l
l
e
c
t
u
a
lf
o
u
n
d
a
t
i
o
n
so
ft
h
e
i
row
nw
o
r
k
.
Wh
a
t ~
w
r
o
n
g
?
Do
e
s t
h
e
f
a
u
l
tl
i
ew
i
t
h t
h
ei
n
v
e
s
t
i
g
a
t
o
r
so
rw
i
t
h t
h
ep
e
o
p
l
e Roby K
i
d
d u
s
e
dt
o
c
a
l
lt
h
ea
n
im
a
t
e
u
r
s
? 1s
h
a
l
ln
o
tt
r
yt
oa
n
sw
e
rt
h
a
tq
u
e
s
t
i
o
nb
u
tt
h
e
p
e
o
p
l
e who b
e
l
o
n
gt
ot
h
i
sA
s
s
o
c
i
a
t
i
o
n c
e
r
t
a
i
n
l
yn
e
e
dt
odo s
o
.
As
e
c
o
n
dn
e
e
d~
f
o
ru
n
i
v
e
r
s
i
t
i
e
st
oc
om
p
l
e
t
et
h
e
i
rt
a
s
ko
f
r
e
o
r
i
e
n
t
i
n
gt
h
e
i
rv
i
ew
p
o
i
n
tf
r
om t
h
et
e
a
c
h
i
n
go
fy
o
u
n
gp
e
o
p
l
et
ot
h
e
ov~ ~on
o
fl
i
f
e
s
p
a
nl
e
a
r
n
i
n
g
. E
v
e
n ~n t
h
em
o
s
t t
r
a
d
i
t
i
o
n
a
lf
o
rmo
f
u
n
i
v
e
r
s
i
t
y
b
a
s
e
dc
o
n
t
i
n
u
i
n
ge
d
u
c
a
t
i
o
n-c
o
u
r
s
e
so
f
f
e
r
e
df
o
rc
r
e
d
i
t
�-28-
-- the number and proportion of ·adults has had an acc elerated
growth.
The number of students over the age of 25 rose from
two-and-a-half million
g a l n of 72 percent.
~n
1972 to four-and-a-third million
~n
19 82, a
In 1982, adults made up 35 percent of the total
student body of all colleges and universities.
A good deal of
anecdotal evidence su gg ests that the forms of instruction originally
d e s igne d f or an i mmature student bod y have n ot been ade quatel y
altered to serve as suitable methods of learning for experienced
women an d men .
A r ec ent s t u d y by the Colle ge Bo ard of ten urban
college s and universities has shown how little they have ada pted
their student service s to meet the ne eds of their
an allied c ase report on Hunter Coll e g e
~n
ne~
enrollees and
Ne w York demonstr at es h ow
much can be done.
Regular cla ss enrollment
1S
i mportant but, as He all know, it
i
s
only a small part o f a vastly larger whole which include s such
continuing educati onal serVlces as conferences, seminars, lecture and
�2
9
c
o
n
c
e
r
ts
e
r
i
e
s
,t
e
l
e
c
omm
u
n
i
c
a
t
i
o
nt
h
r
o
u
g
hm
any m
e
d
i
a
, f
i
e
l
d
s
t
a
f
f
s
r
e
a
c
h
i
n
go
u
tt
op
l
a
c
e
ss
om
e
t
im
e
sf
a
r
d
i
s
t
a
n
tf
r
om t
h
ehom
ec
am
p
u
s
,
a
n
dt
h
ep
r
o
v
i
s
i
o
no
fl
e
a
r
n
i
n
go
p
p
o
r
t
u
n
i
t
i
e
sf
o
rm
any c
o
n
s
t
i
t
u
e
n
c
i
e
s
,
i
n
c
l
u
d
i
n
ga
g
r
i
c
u
l
t
u
r
e
,i
n
d
u
s
t
r
y
,c
omm
e
r
c
e
,l
a
b
o
r
,f
am
i
l
i
e
s
,v
o
l
u
n
t
a
r
y
a
s
s
o
c
i
a
t
i
o
n
s
, and s
o
l
i
t
a
r
yi
n
d
i
v
i
d
u
a
l
s
.
Th
es
h
i
f
to
fu
n
i
v
e
r
s
i
t
i
e
sf
r
omy
o
u
t
h
d
om
i
n
a
t
e
de
d
u
c
a
t
i
o
nt
oa
l
i
f
e
s
p
a
nl
e
a
r
n
i
n
gc
o
n
c
e
p
t
i
o
nw
i
l
l
e
~ e
c
o
u
n
t
l
e
s
sc
h
a
n
g
e
s ~n p
o
l
i
c
y
w
i
t
h
i
nu
n
i
v
e
r
s
i
t
i
e
s
, ~n t
h
e
i
rr
e
l
a
t
i
o
n
s
h
i
p
sw
i
t
h o
t
h
e
ri
n
s
t
i
t
u
t
i
o
n
s
,
a
n
d ~n
gove n e~
and o
t
h
e
rs
y
s
t
em
so
fc
o
n
t
r
o
la
n
dr
e
i
n
f
o
r
c
em
e
n
t
.
H
e
r
ew
e m
u
s
t h
a
v
er
e
a
la
n
dp
r
a
c
t
i
c
a
lc
h
a
n
g
ei
n
v
o
l
v
i
n
gn
ew l
i
n
e
son
o
r
g
a
n
i
z
a
t
i
o
nc
h
a
r
t
s
,h
i
g
h
e
rp
l
a
c
e
sf
o
ra
dm
i
n
i
s
t
r
a
t
o
r
so
fc
o
n
t
i
n
u
i
n
g
e
d
u
c
a
t
i
o
n ~n t
h
eb
o
x
e
s ~n t
h
o
s
ec
h
a
r
t
s
,p
r
a
gm
a
t
i
cc
h
a
n
g
e
s ~n
p
r
om
o
t
i
o
np
r
o
c
e
d
u
r
e
sa
n
dr
ew
a
r
ds
y
s
t
em
s
, and m
a
j
o
r r
e
a
l
l
o
c
a
t
i
o
n
so
f
r
e
s
o
u
r
c
e
s
. W
e h
a
v
eh
a
de
n
o
u
g
hg
e
n
e
r
a
lt
e
s
t
am
e
n
t
st
oc
o
n
t
i
n
u
i
n
g
e
d
u
c
a
t
i
o
na
n
de
v
a
n
g
e
l
i
s
t
i
ca
p
p
r
o
a
c
h
e
st
oi
tt
os
u
s
t
a
i
nu
s f
o
ra l
o
n
g
t
im
e
. W
e now n
e
e
dt
os
e
en
ew p
o
l
i
c
i
e
sw
h
i
c
h a
r
er
o
o
t
e
d~n s
u
s
t
a
i
n
e
d
n
i
v
e
r
s
i
t
i
e
s m
u
s
t m
ak
e s
u
c
hc
h
a
n
g
e
sf
o
rt
h
em
s
e
l
v
e
s
.
p
r
a
c
t
i
c
e
. U
�-30-
They can also be the generators of broader change by sponsor1ng
comm1SS10ns or committees of 1nqu1ry into adult continuing education,
uS1ng their prestige to attract to such enterprises the leaders and
policy-makers of society.
If the kinds of changes I have been suggesting were parts of an
integrated approach by a university or a state-wide system of higher
education, the cumulative impact would be far greater than if each
strategy were followed separately.
The University of Georgia and the
Oklahoma State Regents for Higher Education are making such unified
thrusts,
involving many parts of their institutions as well as many
outside collaborators and such centers of control as their state
governments.
The Kellogg Foundation 1S happy to be able to assist
both sys t e ms 1n their integrated efforts and hopes that the lessons
learned will have an influence nationwide.
A third need 1S to knit together all of the var10US providers of
continuing education to 1ncrease their service to the total community
�3
1
a
n
dt
h
ei
n
d
i
v
i
d
u
a
l
swho compo
s
ei
t
.Is
h
a
l
ln
o
te
l
a
b
o
r
a
t
et
h
i
sp
o
i
n
t
b
e
c
a
u
s
ei
t
1S ap
p
a
r
e
n
tt
ou
sa
l
la
n
d
,b
r
o
a
d
l
yc
o
n
c
e
i
v
e
d
, 1S t
h
e
ce
n
t
r
a
li
d
e
ao
ft
h
i
s A
ssoc
iation. E
a
c
h of u
s come
st
ot
h
i
sm
e
e
t
i
ng
f
r
oma u
n
1
q
u
eb
ackg
r
o
u
n
da
n
dr
e
p
r
e
s
e
n
t
i
n
ga s
p
e
c
i
a
lk
i
n
do
fs
e
r
v
1
c
e
t
ot
h
ep
u
b
l
i
c
. B
u
tw
e a
l
s
oknow t
h
a
tw
h
i
l
e i
n
s
t
i
t
u
t
i
o
n
sh
a
v
e
d
e
p
a
r
tm
e
n
ts and p
rog
r
am
s
,p
e
o
p
l
eh
a
v
ep
r
o
b
l
em
s
. T
h
e
yn
e
e
d
c
o
u
n
s
e
l
i
n
g
,i
n
f
o
r
m
a
t
i
o
n
, a
n
dr
e
f
e
r
r
a
l
. They a
l
s
on
e
e
dt
oh
a
v
e
a
t
t
e
n
t
i
v
el
i
s
t
e
n
e
r
s
~o
c
a
ns
h
a
p
en
ew fo
rm
s o
fs
e
r
v
i
c
es
e
e
k
i
n
g
d
i
f
f
e
r
e
n
t goa
l
s 1n u
n
u
s
u
a
lw
a
y
s
.
F
o
ral
o
n
gt
i
me
,w
e h
a
v
ec
e
n
t
e
r
ed o
u
r hop
e
sf
o
r coo
rd
i
n
a
t
i
o
n on
b
u
i
l
d
i
n
g new a
r
r
a
n
gem
en
t
s among in
s
t
i
t
u
t
i
o
n
s
: c
o
n
s
o
r
t
i
a
, mem
o
r
a
nda o
f
a
g
r
e
em
e
n
t
,i
n
t
e
r
o
r
g
a
n
i
z
a
t
i
o
n
a
lc
omm
i
t
t
e
e
s
,a
n
dt
h
el
i
k
e
.W
h
i
l
e som
e
o
ft
h
e
s
ew
o
r
kv
e
r
yw
e
l
l
, i
t1S a m
i
s
t
ak
et
ot
h
i
n
kt
h
a
tt
h
e
yw
i
l
lb
e
s
u
f
f
i
c
i
e
n
tt
ob
r
i
n
ga
b
o
u
tt
h
ed
ee
p
e
r li
n
k
a
g
es w
h
i
c
h a
r
er
e
q
u
i
r
e
d
. I
h
a
v
ea
l
r
e
a
dy m
e
n
t
i
o
n
e
d twow
o
r
t
h
\m
i
l
e co
u
r
s
e
so
fa
c
t
i
o
n
:a s
h
a
r
e
d
k
n
ow
l
e
d
g
eb
a
s
e among a
l
lt
h
o
s
ewho r
e
g
a
r
dt
h
em
s
e
l
v
e
sa
st
r
u
e
p
r
o
f
e
ss
i
o
n
a
l
s
; and a w
e
l
l
-w
o
r
k
e
d
o
u
t i
n
t
e
r
n
a
ls
t
r
u
c
t
u
r
i
n
gb
y
�-32-
universities and other complex providers of serv1ce.
Here are
others: Any institution which feels a true community-wide
responsibility for continuing education can set up a special
information and educational serV1ce to guide and counsel all adults
seeking help;
I
think the public library,
the community college, and
the Cooperative Extension Service should have special sensitivities
to this need.
Excellent computerized aids to decision-making are
being devised to help adults know
~...hat
they want to learn.
The
concept of experiential learning has already had a profound impact
1n bringing institutions together and offering substantial help to
millions of people.
It will surely do much more.
Other maJor
cross-cutting ideas will be developed to serve a similar unifying
purpose.
1 also believe, as a free-market enthusiast, 1n that kind
of competition which 1mproves quality and 1n the development of
incentive systems which reward outstanding performance.
The
challenge which comes from having to know what the other fellow
1S doing provides a powerful impetus for our own growth.
�3
3
-
E
a
ch o
ft
h
es
e
c
t
o
r
so
fc
o
n
t
i
n
u
i
n
ge
d
u
c
a
t
i
o
nne
e
d
ss
t
r
o
n
gand f
i
rm
a
dm
i
n
i
s
t
r
a
t
o
r
s and s
t
a
f
fmemb
e
r
s who c
a
r
r
yo
u
tt
h
e
i
rd
a
i
l
yd
u
t
i
e
sb
u
t
s
t
i
l
lk
e
e
pc
o
n
s
t
a
n
t
l
yt
r
y
i
n
gt
of
i
n
dh
e
t
t
e
rw
ay
s t
oa
c
c
om
p
l
i
s
ht
h
e
i
r
a
ch o
ft
h
es
c
h
o
l
a
r
s 1n t
h
ef
i
e
l
dn
e
e
d
s toc
a
r
r
yf
o
rw
a
r
dh
i
s
t
a
s
k
s
. E
on
igoi
.ng s
t
u
d
i
e
sw
h
i
l
e s
t
i
l
ll
o
o
k
i
n
gb
eyond th
emt
oa n
ew and
s
t
r
o
n
g
e
rv
i
s
i
o
no
fh
i
s own r
e
s
e
a
r
c
h
. I
ne
v
e
r
ya
s
p
e
c
to
f wh
a
tw
e d
o
,
w
e ne
ed s
u
c
h lea
d
e
r
s
. Bu
tw
en
eed a
n
o
t
h
e
rk
i
n
df
a
rmo
r
e
: t
h
el
e
a
d
e
r
who
, w
h
i
l
e we
l
le
~
e
1n h
i
s ownwo
rk
, s
e
e
k
sf
i
r
s
tt
o
unde
r
s
t
a
n
dand t
h
en to c
o
l
l
a
b
o
r
a
t
ew
i
th p
e
o
p
l
ew
ho a
r
eeng
ag
ed 1n
o
t
h
e
r fo
rm
s of s
e
rV
1
c
e
. I
fyou a
re a co
reg
io
n
a
ll
i
b
r
a
r
i
a
n
,a d
i
s
t
r
i
c
t
e
n ~n
~ y
en
ex
t
e
n
s
i
o
nd
i
r
e
c
t
o
r
,a
of s
c
hoo
ls, o
ra
d
i
r
e
c
t
o
ro
fp
u
b
l
i
ch
e
a
l
t
ho
rw
e
l
f
a
r
e
, a
tl
e
a
s
ton
eo
fy
o
u
rf
r
o
n
t
i
e
r
s
1S t
oCOQ
e toknow and wo
r
kw
i
t
h you
rc
o
u
n
t
e
r
p
a
r
t
s and t
h
e
r
e
b
y
imp
rov
en
o
to
n
l
y you
r own p
rog
r
am b
u
ta
l
s
ot
h
es
e
r
v
i
c
ep
r
o
v
i
d
e
dt
o
e who
l
e cOD
rnun
i
ty
. I
fyou a
r
econ
c
e
r
n
ed w
i
t
h as
o
c
i
a
lca
u
s
et
h
a
d
u
l
tl
i
t
e
r
a
c
y
,r
e
l
i
g
i
o
u
sa
f
f
i
rm
a
t
i
o
n
,t
h
ec
o
n
t
r
o
lo
fs
u
b
s
t
a
n
c
e
�-34abuse,
the rights of women and minorities, or any other -- you are
bound to strengthen your impact by looking beyond the immediacies of
present serVlce to learn about and to work with other compatible
movements.
More than anything else, continuing education needs
practical but visionary leaders.
VI
To sum up my comments, let me say that I hope this Association
and its members \vill provide ever more creativ e, knowledge-based,
courageous and dramatic leadership for the broad arena of continuing
education.
\.Jhile the concept of lifelong learning
1S
receiving
increa sed attention, its implications are not yet reflect ed 1n our
systems and programs of education; not yet characteristic of the
acade mic endeavors of our colleges and universities; not yet g r a s pe d
by most Americans.
In the d ecade and a half which launched this century, Seaman A.
Knapp and a cadre of others created a system of continuing education
�3
5
wh
i
ch t
r
a
n
s
f
o
rm
e
dt
h
el
i
f
eo
fr
u
r
a
lAm
e
r
i
c
a and i
n
f
l
u
e
n
c
e
dt
h
e
p
a
t
t
e
r
no
fo
u
rn
a
t
i
o
n
'
sg
r
ow
t
h
. I
nt
h
ed
e
c
a
d
e and a h
a
l
fwh
i
ch w
i
l
l
now t
a
k
eu
st
ot
h
et
h
r
e
s
h
o
l
do
fa n
ew c
e
n
t
u
r
y
,o
u
rg
o
a
la
sa
d
u
l
t
e
d
u
c
a
t
i
o
np
r
o
f
e
s
s
i
o
n
a
l
ss
h
o
u
l
db
e no l
e
s
st
h
a
nt
ob
ee
q
u
a
l
l
y
v~ ~on
y ~n
e v~ng
c
o
n
t
em
p
o
r
a
r
ys
o
c
i
e
t
a
ln
e
e
d
s
.
Tod
a
y
,p
ow
e
r
f
u
l ch
ang
e
s ne
ed t
ob
eb
r
o
u
g
h
ta
b
o
u
t ~n Am
e
r
i
c
an l
i
f
e
t
h
a
tc
anb
ea
c
c
om
p
l
i
s
h
e
do
n
l
y as c
o
n
t
i
n
u
i
n
ge
d
u
c
a
t
i
o
n~
c
r
e
a
t
i
v
e
l
y
u
s
e
d
. T
h
i
sc
o
u
n
t
r
yn
e
ed
saf
a
rb
e
t
t
e
r
, mo
r
e d
e
e
p
l
yg
r
o
un
d
e
d
, and
mo
r
e c
o
o
r
d
i
n
a
t
ed a
d
u
l
t educ
a
t
i
o
n
a
l sy
stemt
h
a
ni
t
now h
as
. To
co
m
p
l
ish t
h
e
s
en
e
cess
i
t
i
e
s~
ac
u
n
f
i
n
i
s
h
e
d bus
i
n
ess f
o
ru
sa
l
l
.
0332
J
ag
reat c
h
a
l
l
e
n
g
e and t
h
e
r
e~
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Russell Mawby Papers
Subject
The topic of the resource
Charities
Family foundations--Michigan
Philanthropy and society
Description
An account of the resource
The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe.
The digital collection includes a selection of field notes, speeches, itineraries, and other materials.
Creator
An entity primarily responsible for making the resource
Mawby, Russell G.
W.K. Kellogg Foundation
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Contributor
An entity responsible for making contributions to the resource
Johnson Center for Philanthropy
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Language
A language of the resource
eng
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
JCPA-01
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1938-2012
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Source
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-01_1985-11-07_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech, Unfinished Business
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given November 7, 1985 for the W. K. Kellogg Foundation at the National Adult Education Conference.
Contributor
An entity responsible for making contributions to the resource
Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Subject
The topic of the resource
Philanthropy and society
Family foundations--Michigan
W. K. Kellogg Foundation
Charities
Speeches, addresses, etc.
Education
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
1985-11-07
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
-
https://digitalcollections.library.gvsu.edu/files/original/9290559823ae710c48c2d7cbcf6894ec.pdf
a37e46e6fd92692787d3d1edc36f875a
PDF Text
Text
UNFINISHED BUSINESS
PRESENTED BY
RUSSELL G. MAWBY
CHAIRMAN AND CHIEF EXECUTIVE OFFICER
W. K. KELLOGG FOUNDATION
AS THE
JOHN W. OSWALD LECTURE IN HIGHER EDUCATION
AT
PENNSYLVANIA STATE UNIVERSITY
OCTOBER 12, 1988
I
IT IS AN HONOR INDEED TO BE INVITED TO PRESENT THE JOHN W. OSWALD
LECTURE IN HIGHER EDUCATION.
THANK YOU FOR THE PRIVILEGE OF JOINING
IN THIS ANNUAL TRIBUTE TO A MAN WHOM I REGARD AS A PERSONAL FRIEND
AND AS A DISTINGUISHED LEADER IN HIGHER EDUCATION.
I FIRST CAME TO KNOW JACK OSWALD WHEN HE WAS SERVING AS PRESIDENT OF
THE UNIVERSITY OF KENTUCKY IN THE MID-1960S.
THE UNIVERSITY WAS
DEEPLY INVOLVED IN WORKING WITH THE PEOPLE AND COMMUNITIES IN THE
MOUNTAINS OF EASTERN KENTUCKY, PROVIDING EXPERIMENTAL LEADERSHIP FOR
EFFORTS WHICH BECAME THE PROTOTYPE FOR THE FEDERAL GOVERNMENT'S WAR
ON POVERTY IN RURAL AREAS.
THROUGH SUBSEQUENT YEARS, INCLUDING HIS
�2
THIRTEEN YEARS AS THE THIRTEENTH PRESIDENT OF THIS UNIVERSITY, I
CAME TO REGARD HIM EVER MORE HIGHLY AS A LEADER, PRE-EMINENT AMONG
HIS PEERS IN MODERNIZING THE HISTORIC LAND-GRANT PHILOSOPHY OF
PUBLIC SERVICE TO ADDRESS CONTEMPORARY SOCIETAL NEEDS.
BECAUSE THIS ISSUE -- PUBLIC SERVICE -- IS A CRITICAL ITEM OF
UNFINISHED BUSINESS ON THE AGENDA OF PUBLIC UNIVERSITIES IN OUR
COUNTRY TODAY, I HAVE SELECTED IT AS MY THEME THIS EVENING.
IN
THESE REMARKS I WILL DRAW HEAVILY UPON MY ADDRESS LAST NOVEMBER AT A
PLENARY SESSION OF THE lOaTH ANNUAL MEETING OF THE NATIONAL
ASSOCIATION OF STATE UNIVERSITIES ANb LAND-GRANT COLLEGES.
II
THE OLDEST TRADITION OF PUBLIC UNIVERSITIES IS THE SPIRIT OF PUBLIC
SERVICE.
WHEN THE UNIVERSITIES OF GEORGIA AND NORTH CAROLINA WERE
CREATED TWO HUNDRED YEARS AGO AS OUR COUNTRY WAS BEING FORMED, WHEN
�3
GEORGE WASHINGTON ADVANCED HIS PLAN FOR A NATIONAL UNIVERSITY, WHEN
THOMAS JEFFERSON SAT AT MONTICELLO WATCHING THROUGH HIS SPYGLASS THE
GROWTH OF THE UNIVERSITY OF VIRGINIA, THE CENTRAL INTENT OF ALL THE
FOUNDERS WAS TO SET HIGHER LEARNING WITHIN A PUBLIC CONTEXT.
IN
THEIR VIEW, COLLEGIATE STUDY SHOULD BE GUIDED BY THE PRINCIPLES OF
THE CONSTITUTION, BY DEMOCRACY AND INDEPENDENCE, BY ABILITY AND
AMBITION,
NOT BY RELIGION OR HEREDITY.
THE NEW NATION NEEDED AN
ABUNDANT SUPPLY OF LEADERS TO SERVE ITS VARIOUS NEEDS.
ACCESS TO
EDUCATION SHOULD BE OPEN TO ALL WHO COULD BENEFIT FROM IT.
THE
CURRICULUM SHOULD INCLUDE PRACTICAL AND CONTEMPORARY SUBJECTS AS
WELL AS THEORETICAL AND CLASSICAL ONES.
RESEARCH, OR THE CREATION
OF NEW KNOWLEDGE, WAS NOT A CLEARLY ARTICULATED ROLE FOR THESE
INSTITUTIONS, THOUGH THE RECORDS SHOW FREQUENT REFERENCES TO
EXPERIMENTATION AND DEMONSTRATION.
PIONEERS.
SUCH WERE THE ASPIRATIONS OF OUR
�4
THESE AMBITIOUS GOALS WERE TOO BROAD FOR THE NEW LITTLE STATE
COLLEGES TO ACHIEVE.
SIXTY YEARS AFTER THE FIRST CLUSTER OF THEM
WAS FOUNDED (IN 1862), AND AGAIN THIRTY YEARS AFTER THAT (IN 1890),
CONGRESS CREATED TWO WAVES OF LAND-GRANT INSTITUTIONS, EACH ONE
INTENDED TO BRING THE BENEFITS OF HIGHER EDUCATION TO A SECTOR OF
THE POPULATION HITHERTO DENIED IT, A NEW PART OF THE PUBLIC.
FOR THESE EIGHTEENTH AND NINETEENTH CENTURY PIONEERS, PUBLIC SERVICE
MEANT ESSENTIALLY THE INSTRUCTION ON CAMPUS OF YOUNG, WHITE, FREE
MEN 16 TO 22 YEARS OF AGE.
THE ENLARGEMENT OF THE CLIENTELE EVEN
WITHIN THAT AGE GROUP WAS NOT TO COME UNTIL MUCH LATER AND AFTER
MUCH STRIFE.
IT TOOK A HUNDRED YEARS FOR RESEARCH TO BECOME A FORMAL PART OF
PUBLIC HIGHER EDUCATION.
THE RESEARCH EMPHASIS WAS FIRST FORMALIZED
IN 1887, WITH CONGRESSIONAL PASSAGE OF THE HATCH ACT, WHICH PROVIDED
�5
FOR RESEARCH AND EXPERIMENTATION IN THE AGRICULTURAL SCIENCES.
BUT
RESEARCH DID NOT TAKE ITS PLACE AS AN ESTABLISHED PUBLIC UNIVERSITY
FUNCTION THROUGHOUT THE INSTITUTION UNTIL WELL INTO THE TWENTIETH
CENTURY.
PUBLIC SERVICE, AS A CLEAR-CUT SEPARATE PRINCIPLE, DISTINGUISHING IT
FROM THE SERVICE OF THE PUBLIC INTEREST THROUGH COLLEGIATE PROGRAMS
OF TEACHING AND RESEARCH, ENTERED THE AMERICAN UNIVERSITY ABOUT A
QUARTER CENTURY AFTER RESEARCH DID.
IN 1914, SEAMAN A. KNAPP'S
PIONEERING WORK IN AGRICULTURAL EXTENSION WAS ESTABLISHED NATIONALLY
BY THE SMITH-LEVER ACT.
MEANWHILE THE MOVEMENT FOR GENERAL
UNIVERSITY EXTENSION, WHICH BEGAN AT CAMBRIDGE UNIVERSITY IN ENGLAND
IN 1873, SWEPT THROUGH THE AMERICAN PUBLIC COLLEGES IN THE EARLY
PART OF THE TWENTIETH CENTURY; THE NATIONAL UNIVERSITY EXTENSION
ASSOCIATION WAS FOUNDED IN 1915, ONE YEAR AFTER THE SMITH-LEVER ACT
ESTABLISHED AGRICULTURAL EXTENSION.
�6
III
THE TERM HPUBLIC SERVICE H HAS COME TO EVOKE MANY IMAGES; ITS BREADTH
IS BETTER UNDERSTOOD BY CITING FAMILIAR EXAMPLES THAN BY DEFINING A
CORE IDEA.
WHEN WE MENTION PUBLIC SERVICE, WE THINK OF THE
COOPERATIVE EXTENSION SERVICE, GENERAL EXTENSION, LIFELONG LEARNING,
COMMUNITY DEVELOPMENT, CONTINUING EDUCATION, DISTANCE TEACHING, AND
OTHER ASPECTS OF OUR VISION OF A LEARNING SOCIETY.
PRESIDENT VAN
HISE OF THE UNIVERSITY OF WISCONSIN ESTABLISHED THE SPIRIT OF
UNIVERSITY PUBLIC SERVICE EARLY IN THIS CENTURY IN HIS OFTEN-QUOTED
COMMENT THAT THE BOUNDARIES OF WISCONSIN'S CAMPUS WERE THE BORDERS
OF THE STATE.
PUBLIC SERVICE SPROUTED IN TEST PLOTS AND ON MODEL FARMS THAT RINGED
THE SMALL TOWNS OF RURAL AMERICA.
IN TOWN HALLS, PUBLIC SERVICE
TAKES THE FORM OF MUSIC PLAYED BY VISITING SOLOISTS OR MUSICAL
�7
GROUPS FROM THE UNIVERSITY OR PROGRAMS ON MYRIAD TOPICS DRAWN FROM
THE FULL RANGE OF THE UNIVERSITY'S DISCIPLINES.
PUBLIC SERVICE IS ALTRUISTIC, AS STUDENTS AND FACULTY WHO VOLUNTEER
FOR EVERYTHING FROM LITERACY COACHING TO THE UNITED WAY FUND DRIVE
WILL TELL YOU.
ITS INSTRUCTION IS ALSO FOUND IN THE MARKETPLACE, AS
LEGIONS OF MANAGERS, ENTREPRENEURS, AND LABOR LEADERS CAN ATTEST.
IT LIVES ON CAMPUS IN SEMINARS, SYMPOSIA, WORKSHOPS, AND RESIDENTIAL
CONFERENCES, BUT IT TRAVELS FAR OFF CAMPUS AND UNTIL LATE AT NIGHT
WITH EXTENSION LECTURERS.
(THE TERM "EXTENSION" IS USED IN THE
GENERIC SENSE, ENCOMPASSING ALL OF THE OUTREACH OR EXTENSION
ACTIVITIES OF THE UNIVERSITY, INCLUDING THE WORK OF THE COOPERATIVE
EXTENSION SERVICE.)
PUBLIC SERVICE IS OLD ENOUGH TO BE A TRADITION,
AND CONTEMPORARY ENOUGH TO BOUNCE OFF SATELLITES.
IT LOOKS TO THE
PAST AS IT FOSTERS LOCAL HISTORY CLUBS AND MOVES OUT TO THE FRONTIER
OF THE FUTURE AS THE UNIVERSITY COOPERATES WITH INDUSTRY AND
�8
GOVERNMENT TO TRANSLATE THEORETICAL KNOWLEDGE INTO PRACTICAL
BENEFITS.
PUBLIC SERVICE CREDITS THE EXPERIENTIAL LEARNING OF ADULTS SO THAT
THEY CAN ESTABLISH THE FORMAL BASE OF THEIR EDUCATION.
IT OFFERS
STUDY OPPORTUNITIES TO PROFESSIONALS SO THAT THEY CAN STAY AT THE
FOREFRONT OF THEIR PRACTICE AND CAN KNOW HOW TO ACCOMMODATE TO
CHANGES IN THEIR CAREER PATTERNS.
IT DISPENSES INFORMATION IN A
STREAM OF PUBLICATIONS, RADIO AND TELEVISION BROADCASTS,
CORRESPONDENCE COURSE LESSONS, FACSIMILE REPRODUCTIONS, AUDIO AND
VIDEO CASSETTES, AND REPORTS FROM COMPUTERIZED DATA-BANKS.
PUBLIC SERVICE OFFERS DIRECT HELP TO INDIVIDUALS, COMMUNITIES, AND
THE WHOLE SOCIETY.
IT GIVES A SEAL OF APPROVAL TO THE PRODUCTS OF
FARMS AND FACTORIES, IT ACCREDITS OTHER INSTITUTIONS, IT HELPS
PUBLIC OFFICIALS MASTER THEIR MANAGERIAL PROBLEMS, IT OFFERS
�9
CONSULTATION TO NON-PROFIT INSTITUTIONS AND ASSOCIATIONS, IT HELPS
GOVERNMENT BUREAUS KNOW HOW TO CONDUCT THEIR BUSINESS, IT SPONSORS
CLUBS AND HOLDS COMPETITIONS FOR YOUNG PEOPLE, IT PROVIDES EXHIBITS
AT COUNTY FAIRS, AND, DURING FARMERS' WEEK, IT SOMETIMES TURNS THE
WHOLE CAMPUS INTO A MASSIVE EXHIBITION AND CLASSROOM.
ALL OF THESE
PUBLIC SERVICE ACTIVITIES DRAW UPON AND ARE TRUE TO THE TEACHING AND
RESEARCH MISSION OF THEIR SPONSORS.
IV
IT WOULD BE POSSIBLE TO GO ON AT SOME LENGTH EVOCATIVELY NAMING
UNIVERSITY ACTIVITIES WE WOULD ALL AGREE TO BE PUBLIC SERVICE
BECAUSE THEY EXPRESS CREATIVE WAYS OF BRINGING THE REWARDS OF HIGHER
EDUCATION INTO THE LIFE PATTERNS OF ALL SEGMENTS OF OUR
EXTRAORDINARILY DIVERSE POPULATION.
�10
AS THE PUBLIC UNIVERSITIES HAVE GROWN AND MATURED, THE TRIUMVIRATE
OF THEIR MISSION -- TEACHING, RESEARCH, AND PUBLIC SERVICE -- HAS
BECOME GENERALLY ACCEPTED, AT LEAST IN RHETORIC.
TWO CLEARLY IDENTIFIABLE TENDENCIES HAVE OCCURRED.
IN THIS PROCESS,
FIRST, TEACHING
HAS BECOME NARROWLY DEFINED, REFERRING ONLY TO THAT WHICH OCCURS IN
A CLASSROOM OR LABORATORY SETTING, USUALLY ON CAMPUS, WITH STUDENTS
ENROLLED IN COURSES FOR CREDIT LEADING TO CREDENTIALS.
THE VAST
ARRAY OF OTHER TEACHING CARRIED OUT BY UNIVERSITY FACULTY IN LESS
FORMAL SETTINGS AND STRUCTURES IS LUMPED IGNOMINIOUSLY INTO PUBLIC
SERVICE.
NON-TRADITIONAL PATTERNS OF TEACHING, OFTEN WITH
NON-TRADITIONAL STUDENTS IN NON-TRADITIONAL SETTINGS, ARE THUS
RELEGATED TO A POSITION OF LESSER STATUS.
SECOND, THE RESEARCH MISSION OF THE UNIVERSITY, THOUGH THE LATEST
ENTRANT ON THE SCENE IN SOME RESPECTS, HAS BECOME OMNIPOTENT.
PROFESSORS WHO NEITHER TEACH NOR DIRECTLY ADDRESS ATTENTION TO
�11
PUBLIC CONCERNS ARE EXALTED.
SUCCESS.
PUBLICATION IS ESSENTIAL TO FACULTY
BASIC RESEARCH IS PREEMINENT, WHILE THOSE RESEARCH EFFORTS
DESCRIBED AS "APPLIED" ARE VIEWED WITH LESS ACCLAIM.
THUS, IN THE ACADEMIC LIFE OF PUBLIC INSTITUTIONS TODAY, RESEARCH
REPRESENTS THE ULTIMATE EXERCISE, WITH TEACHING -- ESPECIALLY AT THE
UNDERGRADUATE LEVEL -- SEEN AS A MANDATED DUTY, AND PUBLIC SERVICE
AN OBLIGATION TOO OFTEN ACCEPTED WITH RELUCTANCE.
IN ANALYZING FURTHER THE PUBLIC SERVICE DIMENSION OF PUBLIC HIGHER
EDUCATION, AN EVEN BROADER THEME MUST CONCERN US TODAY.
PUBLIC
UNIVERSITIES PERFORM SEVERAL LARGE CATEGORIES OF ACTIVITIES WHICH DO
NOT SEEM TO BE CENTRALLY CONCERNED WITH EITHER TEACHING OR
RESEARCH.
IF THE PUBLIC UNIVERSITY HAS ONLY THREE FUNCTIONS
TEACHING, RESEARCH, AND PUBLIC SERVICE -- THEN THESE OTHER
ACTIVITIES MUST BE PUBLIC SERVICE EVEN THOUGH, UP TO NOW, FEW OF US
MAY HAVE THOUGHT OF THEM UNDER THAT RUBRIC.
�12
HERE ARE FIVE EXAMPLES OF WHAT I MEAN:
THE FIRST IS THE PRESERVATION OF KNOWLEDGE, A GOAL WHICH
UNIVERSITIES SEEK IN MYRIAD WAYS BUT MOST NOTABLY IN LIBRARIES,
MUSEUMS, GALLERIES, AND SPECIAL COLLECTIONS.
A SECOND KIND OF ACTIVITY IS THE PROVISION OF AESTHETIC EXPERIENCE.
THE RICH PROFUSION OF MUSIC, PAINTING, SCULPTURE, BALLET, DRAMA, AND
ALL THE OTHER ARTS WHICH POURS FORTH ON A UNIVERSITY CAMPUS CAN MAKE
ITS NEIGHBORHOOD A DELIGHTFUL PLACE TO LIVE.
MORE THAN THAT,
CONCERT BUREAUS, RADIO, AND TELEVISION CARRY CAMPUS-BASED ARTS OUT
SO WIDELY THAT VAN HISE'S DESIRE IS REALIZED MORE FULLY IN THIS
RESPECT THAN IN ALMOST ANY OTHER.
A THIRD CLUSTER OF UNIVERSITY ACTIVITIES ARE THOSE RELATED TO THE
DIRECT CONSUMER SERVICES WHICH UNIVERSITIES PROVIDE.
THEY MAINTAIN
�13
HOSPITALS, CLINICS, TESTING LABORATORIES, PUBLISHING COMPANIES,
HOTELS, RESTAURANTS, BOOK STORES, AND MANY ANOTHER KIND OF
INSTITUTION OR SERVICE.
IN SOME MEASURE, THESE FACILITIES AND
SERVICES ARE THOUGHT NECESSARY TO SUPPORT A UNIVERSITY'S INSTRUCTION
AND RESEARCH BUT SOME ACTIVITIES WOULD SEEM TO GO FAR BEYOND THAT
NECESSITY.
A FOURTH CONTRIBUTION OF UNIVERSITIES IS THE CUSTODIANSHIP OF YOUNG
PEOPLE OF COLLEGIATE AGE.
IN OTHER PARTS OF THE WORLD LESS WEALTHY
THAN OURS, THERE IS AN ECONOMY OF SCARCITY.
ONLY A LIMITED NUMBER
OF PLACES FOR STUDENTS EXIST AND THERE IS VIGOROUS COMPETITION FOR
THEM.
THE CHOSEN FEW MUST WORK VERY HARD TO GRADUATE BUT ALMOST ALL
OF THEM DO SO -- AND THEN THEY ARE SET FOR LIFE.
SYSTEM.
WE REJECT SUCH A
WE WANT EVERY DOOR TO BE OPEN TO EVERY YOUNG PERSON WHO CAN
POSSIBLY PROFIT BY ENTERING IT.
WHILE WE NO LONGER BELIEVE IN
COMPLETELY OPEN ADMISSION TO COLLEGE, WE ARE PREPARED TO ADMIT MOST
�14
YOUNG PEOPLE WHO WANT TO ENROLL, SO THAT THEY WILL HAVE A CHANCE TO
"FIND THEMSELVES" AND SO THAT THEIR FURTHER MATURATION WILL OCCUR
UNDER RELATIVELY SAFE CIRCUMSTANCES.
SOME PEOPLE EVEN CYNICALLY
ARGUE THAT FAMILIES WILL SUPPORT (FINANCIALLY AND POLITICALLY) A
UNIVERSITY WHICH CARES FOR THEIR CHILDREN AT RELATIVELY LOW COST.
IN THE LATE 1940S, STUDENT BODIES INCLUDED MANY YOUNG MEN AND WOMEN
WHO HAD BEEN TO WAR AND HAD GROWN UP BEFORE THEY CAME TO COLLEGE.
OLD-TIMERS STILL TALK ABOUT THOSE WONDROUS DAYS WHEN STUDENTS REALLY
WANTED AN EDUCATION AND INSISTED ON GETTING IT.
WE HAVE MANY SUCH
STUDENTS TODAY, BUT WE ALSO HAVE MANY WHO ARE ENROLLED WITH LITTLE
SENSE OF PURPOSE.
I COULD NOT ESTIMATE WHAT PROPORTION OF OUR
CURRENT STUDENTS ARE BASICALLY CUSTODIAL CASES BUT, IN AIRPLANES AND
STUDENT UNIONS AND OTHER PLACES, I HAVE SAT BESIDE TOO MANY OF THEM
-- BRIGHT, FRESH, ATTRACTIVE YOUNGSTERS ENROLLED IN A HODGE-PODGE OF
TRIVIAL UNDEMANDING COURSES AND NEVER QUICKENING INTO A LIVELY
�15
INTEREST WHEN ASKED ABOUT ANY OF THE SUBJECTS THEY ARE "TAKING."
HOW MANY OF THESE ARE ENROLLED BECAUSE THEY HAVE NO BETTER PLACE TO
BE?
WHAT PERCENTAGE OF OUR GRADUATE AND PROFESSIONAL ENROLLEES HAVE
STAYED ON BECAUSE THEY DID NOT KNOW WHAT ELSE TO DO WITH THEMSELVES
AFTER THEY HAD A BACCALAUREATE DEGREE?
IS THE CARE OF SUCH PEOPLE
TEACHING -- OR IS IT PUBLIC SERVICE?
THE EIFTH KIND OF ACTIVITY IS THE UNIVERSITY'S ROLE AS ENTERTA INER
FOR THE MASSES, PARTICULARLY THE MASSES WHO WATCH INTERCOLLEGIATE
ATHLETIC EVENTS.
IT SEEMS UNLIKELY THAT ANYBODY WOULD ARGUE THAT
OUR VAST EXPENDITURES OF TIME AND MONEY IN SUCH SPORTS CAN PROPERLY
BE ALLOCATED TO EITHER TEACHING OR RESEARCH.
THEY MUST THEREFORE BE
COUNTED AS PART OF OUR PUBLIC SERVICE.
IN ADDITION TO TEACHING AND RESEARCH, OTHER MAJOR FORMS OF
UNIVERSITY SERVICE THAN THESE FIVE MAY EXIST; BUT THESE SERVE TO
�16
ILLUSTRATE THE BREADTH OF PUBLIC UNIVERSITY ACTIVITY TODAY, GOING
FAR BEYOND THE HOME CAMPUS AND A NARROW DEFINITION OF EITHER
TEACHING OR RESEARCH.
v
BASED ON A SYSTEMATIC REVIEW OF THE EVOLUTION OF OUR LAND-GRANT
UNIVERSITIES, AND MY PERSONAL EXPERIENCES BOTH IN AND OUT OF THE
ACADEMIC LIFE, I HAVE BECOME PERSUADED THAT THE CONCEPT OF THE TRIO
OF FUNCTIONS WE USUALLY ASCRIBE TO THESE INSTITUTIONS -- TEACHING,
RESEARCH, AND PUBLIC SERVICE -- IS INACCURATE AND PROBABLY
COUNTERPRODUCTIVE IN FULFILLMENT OF THE VISION OF FULL SERVICE TO
SOCIETY.
ALL OF MY ANALYSIS SUGGESTS THAT THE BASIC FUNCTIONS OF THE
UNIVERSITY, THE WORK IT MOST ESSENTIALLY DOES, ARE TEACHING (THE
DISSEMINATION OF KNOWLEDGE),
B~SEARCH
(THE CREATION OF KNOWLEDGE),
�17
AND (SOME WOULD SAY) ARCHIVAL (THE PRESERVATION OF KNOWLEDGE).
OTHER MAJOR ACTIVITIES OF THE UNIVERSITY -- EXTENSION, MASS
ENTERTAINMENT, CUSTODIANSHIP, OR THE PROVISION OF AESTHETIC
ENJOYMENT OR OF CONSUMER SERVICES -- GAIN LEGITIMACY ONLY TO THE
DEGREE THAT THEY ARE LINKED WITH TEACHING AND RESEARCH.
SOME PEOPLE
BELIEVE THAT THE PRESERVATION OF KNOWLEDGE SHOULD ALSO BE RESTRICTED
TO MATERIALS WHICH CAN BE RELATED, NOW OR IN THE FUTURE, TO THE TWO
BASIC FUNCTIONS.
THUS, I WOULD ARGUE PUBLIC SERVICE IS NOT A FUNCTION BUT A PRINCIPLE
WHICH ANIMATES AND GUIDES THE BASIC WORK OF THE PUBLIC UNIVERSITY.
PROGRAMMATICALLY, IT MEANT ONE THING AT THE FOUNDING OF OUR FIRST
INSTITUTIONS; IT MEANS SOMETHING QUITE DIFFERENT NOW.
IT IS THE
DESIRE DIRECTLY TO SERVE THE SOCIAL ORDER WHICH CREATED, NEEDS, AND
NOURISHES THE PUBLIC UNIVERSITY.
PRINCIPLE.
IT IS NOT THE ONLY SUCH
ONE CAN READILY THINK OF AT LEAST THREE OTHER GUIDING
�18
INFLUENCES:
THE TRADITION OF THE UNIVERSITY AS AN INSTITUTION; THE
DEVELOPMENT OF THE DISCIPLINES AS BODIES OF KNOWLEDGE; AND THE
DESIRE TO SERVE THE SPECIFIC STUDENTS ENROLLED BOTH ON AND OFF
CAMPUS.
ALL FOUR PRINCIPLES ARE EVIDENT IN A UNIVERSITY'S STRUCTURE AND ARE
POWERFULLY FELT IN ITS OPERATION.
CONSTANT TENSION EXISTS AMONG
THEM, SINCE EACH, IF CARRIED TO ITS EXTREME, CONTRADICTS OR DENIES
THE OTHERS.
THE COMPLETE TRADITIONALIST REMAINS LOYAL TO
LONG-ESTABLISHED STANDARDS, DISDAINING BOTH NEW KNOWLEDGE AND THE
DESIRE TO ACCOMMODATE IMMEDIATE STUDENT NEEDS; HE LOOKS WITH
DISTASTE AT PUBLIC SERVICE UNLESS IT CAN BE SHOWN TO HAVE BEEN
FAVORED BY ABELARD.
AN EQUAL PROVINCIALISM CAN BE FOUND AMONG THOSE
WHO FOCUS ENTIRELY UPON THE DISCIPLINES, UPON THE IMMEDIATE NEEDS OF
STUDENTS OR, FOR THAT MATTER, UPON PUBLIC SERVICE.
A CHALLENGE FOR
�1
9
UN
IVERS
ITY LEADERS ISTO BALANCE THE OPERAT
ION OF THE PR
INC
IPLES
REASONABLY WELL
.
VI
POL
IC
IES CONCERN
ING PUBL
IC SERV
ICE ARE OFTEN AS HARD TO STATE AND
MA
INTA
IN AS ARE POL
IC
IES CONCERN
ING TEACH
ING AND RESEARCH
.
UN
IVERS
IT
IES DO NOT MERELY RESPOND TO SOC
IAL DEMAND OR REQUEST
; THEY
USE THE
IR ADVANCED KNOWLEDGE TO TRY TO PERFECT SOC
IETY OR
, AT ANY
RATE
, TO CHALLENGE ITD
IRECTLY
. WE LOOK TO OUR UN
IVERS
IT
IES TO BE
OUT FRONT
, SETT
ING A V
IS
IONARY AGENDA FOR SOC
IETY -PROV
ID
ING
LEADERSH
IP IN ADDRESS
ING S
IGN
IF
ICANT SOC
IETAL CONCERNS
. THOMAS
JEFFERSON SA
ID THAT IN FOUND
ING H
IS UN
IVERS
ITY "1 WAS D
ISCHARG
ING
THE OD
IOUS FUNCT
ION OF POUR
ING MED
IC
INE DOWN THE THROAT OF A PAT
IENT
INSENS
IBLEOF NEED
ING IT
.
" WHEN SEAMAN KNAPP SENT AGENTS OUT INTO
THE F
IELD
, THEY SOMET
IMES FOUND AR
~E
POSSES OF FARMERS WA
IT
ING AT
�20
THE COUNTY LINE TO TURN THEM BACK.
BEING THE THOUGHT LEADERS FOR
SOCIETY IS NOT NECESSARILY AN EASY OR POPULAR TASK.
DECISIONS ABOUT PUBLIC SERVICE -- WHAT TO DO OR NOT DO, WHEN TO
BEGIN AND WHEN TO END, WHETHER TO PERSEVERE OR CONCEDE -- MUST, LIKE
ALL OTHER UNIVERSITY DECISIONS, BE MADE IN EACH SPECIFIC CASE IN
TERMS OF ALL THE RELEVANT FACTS AND VALUES.
BUT AFTER 75 YEARS OF
FULL-SCALE EXPERIENCE, THE MAJOR LESSON WE HAVE LEARNED ABOUT
UNIVERSITY-BASED PUBLIC SERVICE IS THAT IT IS BEST CONCEIVED AS
DYNAMIC AND CREATIVE TEACHING AND RESEARCH CARRIED OUT IN THE FULL
DIMENSIONS OF THE HUMAN LIFE.-SPAN AND THE BROAD RANGE OF HUMAN
ASSOCIATION BOTH ON AND OFF CAMPUS.
THIS FACT IS NOT SURPRISING BECAUSE IN THIS COUNTRY PUBLIC SERVICE
ORIGINATED ESSENTIALLY WITH AGRICULTURAL EXTENSION.
OUR PIONEERING
FOUNDERS WANTED TO EXTEND IN MYRIAD WAYS, THE KNOWLEDGE OF THE
�21
UNIVERSITY TO NEW AUDIENCES.
THEY QUICKLY DISCOVERED, HOWEVER, THAT
ACTIVITIES UNDERTAKEN FOR THE PURPOSE OF PUBLIC SERVICE GREATLY
INFLUENCE A UNIVERSITY'S WHOLE PATTERN OF TEACHING AND RESEARCH.
EARLY IN THIS CENTURY, WHEN COUNTY AGENTS WENT OUT TO FARMS TO CARRY
THE MESSAGE OF SCIENTIFIC AGRICULTURE, THEY FOUND PROBLEMS FOR WHICH
THERE WERE NO EXISTING SOLUTIONS; IN RESPONDING TO SUCH NEEDS, BOTH
EXPERIMENT STATIONS AND RESIDENT PROGRAMS OF TEACHING IN AGRICULTURE
WERE TRANSFORMED.
SUCH OTHER FIELDS OF PROFESSIONAL EDUCATION AS
SOCIAL WORK, NURSING, LIBRARIANSHIP, ELEMENTARY AND SECONDARY
TEACHING, SCHOOL ADMINISTRATION, AND BUSINESS MANAGEMENT WERE FIRST
DEVELOPED OR GREATLY ENHANCED BY TEACHING IN THE FIELD.
MANY BODIES
OF CONTENT OR FORMS OF TEACHING ARE FIRST TESTED BEYOND THE
PERIPHERY OF THE CAMPUS.
SOME PROVE TO BE GOOD ENOUGH TO BE SPREAD
WIDELY THROUGH THE UNIVERSITY'S PRACTICE; OTHERS CAN BE CONVENIENTLY
FORGOTTEN.
�22
IF WE WERE TO JUDGE THE LEVELS OF QUALITY OF VARIOUS FORMS OF
UNIVERSITY PUBLIC SERVICE, I THINK WE WOULD DO SO IN TERMS OF THE
EXTENT TO WHICH THEY INCORPORATE TEACHING OR RESEARCH.
IN THE EARLY
DAYS OF COOPERATIVE EXTENSION, THIS PRINCIPLE WAS EMBODIED IN THE
PRACTICAL RULE THAT A COUNTY AGENT MIGHT TEACH FARMERS HOW TO CULL
THEIR FLOCKS OF CHICKENS, BUT HE SHOULD NOT DO THE CULLING HIMSELF;
SIMILARLY THE HOME ADVISERS SHOULD TEACH THE PRINCIPLES OF DIET, NOT
MERELY PASS OUT RECIPES.
THE PROFESSOR OF MANAGEMENT TEACHES
BUSINESSMEN THE PRINCIPLES OF HIS ART BUT DOES NOT RUN THEIR
BUSINESSES FOR THEM -- AT LEAST NOT ON UNIVERSITY TIME.
PUBLIC
POLICY FORUMS ARE BASED SO FAR AS POSSIBLE ON FACTS, NOT OPINIONS.
THE FORTY-YEAR-OLD MUST BE TAUGHT IN A DIFFERENT WAY THAN THE
TWENTY-YEAR-OLD AND THE SEVENTY-YEAR-OLD LEARNS IN STILL ANOTHER
FASHION; TO THE EXTENT THAT WE GRASP AND RESPOND TO THESE
DIFFERENCES THROUGH THE RESULTS OF RESEARCH, WE SHALL FULFILL OUR
PURPOSE TO HAVE TRUE EXTENSION, NOT MERELY OFF-CAMPUS IMITATIONS.
�23
THE TESTS OF RELEVANCE OF TEACHING AND RESEARCH SHOULD BE APPLIED TO
THE FIVE OTHER FORMS OF PUBLIC SERVICE I SUGGESTED EARLIER -- THE
PRESERVATION OF KNOWLEDGE, PROVISION OF AESTHETIC EXPERIENCES,
DIRECT CONSUMER SERVICES, CUSTODIANSHIP OF THE YOUNG, MASS
ENTERTAINMENT.
WHILE I WILL NOT DO SO THIS EVENING, TO PURSUE THIS
ANALYSIS DOES SHARPEN THE FOCUS OF THE UNIVERSITIES' MISSION AND
SUGGEST GUIDELINES FOR CARRYING OUT ITS MYRIAD ACTIVITIES.
BUT NOW, BACK TO THE BASIC FORMS OF PUBLIC SERVICE: TEACHING AND
RESEARCH.
IN FULFILLMENT OF THE UNIVERSITY'S PUBLIC SERVICE
MISSION, THE TEACHING FUNCTION OF THE UNIVERSITY MUST BE BROADENED
AND DEEPENED, TO FULLY INCORPORATE THE VARIED WAYS IN WHICH TEACHING
MUST BE PERFORMED IN RESPONSE TO CHANGING DEMOGRAPHICS AND
CONTEMPORARY NEEDS.
IN THE FUTURE, REGULAR CLASS ENROLLMENT WILL
CONTINUE TO BE IMPORTANT, BUT ONLY AS A PART OF A VASTLY LARGER
WHOLE WHICH INCLUDES SUCH LIFELONG EDUCATIONAL SERVICES AS
�24
CONFERENCES, SEMINARS, LECTURE AND CONCERT SERIES, TELECOMMUNICATION
THROUGH MANY MEDIA, FIELD-STAFFS REACHING OUT TO PLACES SOMETIMES
FAR DISTANT FROM THE HOME CAMPUS, AND THE PROVISION OF LEARNING
OPPORTUNITIES FOR MANY CONSTITUENCIES, INCLUDING AGRICULTURE,
INDUSTRY, COMMERCE, LABOR, FAMILIES, VOLUNTARY ASSOCIATIONS, AND
SOLITARY INDIVIDUALS.
THIS CHANGE FROM YOUTH-DOMINATED EDUCATION TO
A LIFESPAN EDUCATION CONCEPTION WILL REQUIRE COUNTLESS CHANGES IN
POLICY AND PRACTICE WITHIN UNIVERSITIES, THE MOST IMPORTANT OF WHICH
WILL BE TO GIVE IT LEGITIMACY WITHIN THE PRACTICES OF FACULTY
RECRUITMENT, PROMOTION, AND, IN PARTICULAR, REWARD.
UNIVERSITIES
QUITE PROPERLY ARE CLASSICALLY CRITICAL OF OTHER SOCIAL INSTITUTIONS
WHICH FAIL TO REMAIN CONTEMPORARY IN STRUCTURE AND IN ADOPTION OF
MODERN TECHNOLOGY IN PERFORMING THEIR SERVICES, EVEN WHEN
CHANGES MAY BE A CONSEQUENCE.
SWEEPING
IN REVIEWING THEIR TEACHING
ACTIVITIES, UNIVERSITIES SHOULD BE INTROSPECTIVE WITH EQUAL RIGOR.
THE CURRENT FAILURE TO RECOGNIZE EXCELLENCE IN TEACHING , WHEREVER
AND IN WHATEVER FORM IT OCCUR S, IS INE XCUSABLE.
�25
SIMILARLY, THE RESEARCH EFFORTS OF THE PUBLIC UNIVERSITY MUST BE
CARRIED OUT WITH AN ULTIMATE CONCERN FOR THEIR RELEVANCE TO SOCIETAL
CONCERNS.
THIS IN NO WAY THREATENS THE ESSENTIALITY OF SO-CALLED
BASIC RESEARCH, FOR WHICH THE ULTIMATE BENEFITS AND CONSEQUENCES MAY
NOT BE ENVISIONED.
BUT IT DOES SUGGEST THAT BASIC RESEARCH ALONE
DOES NOT ADEQUATELY FULFILL THE PUBLIC'S LEGITIMATE EXPECTATIONS IN
CONSEQUENCE OF THEIR MASSIVE SUPPORT.
BEYOND PEER REVIEW.
THERE MUST BE ACCOUNTABILITY
THE RESULTS OF RESEARCH MUST BE INTEGRATED INTO
THE UNIVERSITY'S TEACHING MISSION, AVAILABLE TO ALL -- BOTH ON AND
OFF CAMPUS -- WHO CAN USE IT.
TO FAIL TO DO SO IS TO FAIL TO
FULFILL THE COMPLETE UNIVERSITY ROLE.
THE GENIUS OF THE PUBLIC
UNIVERSITY LIES NOT IN ITS TEACHING OR ITS RESEARCH, BUT IN THE
CREATIVE INTEGRATION OF THE TWO TO SERVE VARIOUS PUBLICS.
THIS HAS BEEN THE HALLMARK OF OUR LAND-GRANT UNIVERSITIES, WHICH HAS
EARNED FOR THEM THE DESCRIPTION OF BEING AMERICA'S FIRST DISTINCTIVE
�26
CONTRIBUTION TO HIGHER EDUCATION.
INTERNAL PRESSURES TO FURTHER
EMPHASIZE RESEARCH AND DOWN PLAY PUBLIC SERVICE ARE TREMENDOUS.
THUS, THE LAND-GRANT TRADITION APPEARS TO BE IN JEOPARDY, WITH MOST
LAND-GRANT UNIVERSITIES LOSING THE DISTINCTIVENESS OF THE BALANCE OR
BLEND OF TEACHING AND RESEARCH WITHIN THE SPIRIT OF PUBLIC SERVICE
WHICH CHARACTERIZES THEIR TRADITION.
VII
LOOKING TO THE FUTURE, IT SEEMS WISE TO REMIND OURSELVES THAT,
ULTIMATELY, SOCIETY'S NEEDS WILL BE SERVED BY THE PUBLIC
INSTITUTIONS IT CREATES AND SUSTAINS -- OR, AS IN THE PAST, NEW
SYSTEMS WILL BE ESTABLISHED TO REPLACE THOSE WHICH DISAPPOINT.
THE
AMAZING PROLIFERATION OF INDEPENDENT, NON-UNIVERSITY-BASED, PUBLICLY
SUPPORTED RESEARCH INSTITUTES AND THE EXPLOSION OF
NON-UNIVERSITY-BASED PROGRAMS OF CONTINUING EDUCATION FOR THE
PROFESSIONS AND OTHER SPECIAL INTERESTS ILLUSTRATE THIS RESPONSE TO
�27
PUBLIC NEED.
TO THE EXTENT THAT SUCH INITIATIVES CAN PERFORM THESE
FUNCTIONS EQUALLY WELL, INDEPENDENT OF THE INTELLECTUAL BASE WHICH
THE UNIVERSITY PROVIDES, THESE TRENDS MAY BE SOCIALLY DESIRABLE.
TO
THE EXTENT THEY ERODE THE ROLE OF AND SUPPORT FOR PUBLIC
UNIVERSITIES AND ARE SIMPLY A CONSEQUENCE OF INSTITUTIONAL FAILURE,
THEY SHOULD PROVIDE CAUSE FOR CONCERN.
ROBERT ANDERSON, CHAIRMAN OF ROCKWELL INTERNATIONAL, IN ADDRESSING
THE CORPORATE-HIGHER EDUCATION FORUM OF CANADA EARLIER THIS YEAR,
SUGGESTED THAT "EDUCATORS MAY WELL HAVE TO EXAMINE THEIR BASIC
ASSUMPTIONS AND RETHINK THEIR OPERATIONS FROM TOP TO BOTTOM IN ORDER
TO BE COMPETITIVE IN TODAY'S WORLD, JUST AS BUSINESS PEOPLE ARE
DOING."
WHILE ALL AMERICAN UNIVERSITIES, PUBLIC AND PRIVATE, NOW ENGAGE IN
PUBLIC SERVICE, IT HAS BEEN MOST TRULY FULFILLED IN THE STATE
�UNIVERSITIES WHICH IS WHY THEY PROCLAIM IT TO BE PART OF THEIR
CENTRAL TRIAD OF PURPOSES.
THE DESIRE TO RESPOND DIRECTLY TO
SOCIETY AND, IN TURN, TO INCORPORATE THE IDEAS THUS GAINED INTO THE
CENTRAL FABRIC AND PROCESSES OF THE INSTITUTION HAS BEEN A
POWERFULLY GENERATIVE FORCE.
IT HAS HELPED BRING THE STATE
UNIVERSITIES TO THEIR WORLD-WIDE EMINENCE.
IT HAS LED TO THE
CREATION OF NEW CATEGORIES OF INSTITUTIONS OF HIGHER LEARNING, SUCH
AS THE REGIONAL STATE COLLEGES AND UNIVERSITIES AND THE COMMUNITY
COLLEGES.
IT HAS CHALLENGED THE PRIVATE UNIVERSITIES.
IT
POWERFULLY INFLUENCES ALL NEW UNIVERSITIES OVERSEAS AND IT IS
TRANSFORMING THE ANCIENT EUROPEAN INSTITUTIONS WHERE THE IDEA OF
HIGHER LEARNING BEGAN SINCE PUBLIC SERVICE IS THE SPIRIT WHICH
ANIMATES SOME OF THE BEST THINGS WE DO.
WE ALSO HAVE BOTH A CHALLENGE AND A GUIDE FOR THE FUTURE.
WHEN OUR
MAJOR EMPHASIS IN PUBLIC SERVICE WAS MADE UP OF THOSE ACTIVITIES
�29
EVOKED BY THE WORD "EXTENSION," WE FOUND THAT OUR DEEPEST SENSE OF
REWARD CAME WHEN UNIVERSITY SCHOLARS ANALYZED SOME PART OF SOCIETY
TO SEE HOW IT COULD BEST BE HELPED TO IMPROVE THE QUALITY OF ITS
LIFE THROUGH THE USE OF THE UNIVERSITY'S RESOURCES OF KNOWLEDGE AND
INSTRUCTION.
WE DID NOT DO EVERYTHING PEOPLE ASKED OF US BUT, BY
COLLABORATIVE PLANNING, GUIDED THEM TO THE REALIZATION THAT THE
PROBLEMS OF INDIVIDUALS AND OF SOCIETY COULD NOT BE SOLVED BY
IMMEDIATELY AVAILABLE REMEDIES BUT REQUIRED DEEPER ANALYSIS AND THE
USE OF MORE PROFOUND PROCEDURES.
AS WE ENLARGE OUR CONCEPTION OF
PUBLIC SERVICE, I HOPE THAT WE SHALL FOLLOW THE SAME IDEA.
WE
SHOULD NOT SIMPLY OBLIGE PEOPLE BY DOING WHAT THEY ASK US TO DO.
OUR TRIUMPHS OF THE FUTURE, LIKE OUR TRIUMPHS OF THE
PRESENT AND
THE PAST, CAN BE ACH IEVED ONLY IF WE HOLD FAST TO THE IDEA THAT THE
PUBLIC SERVICES OF A UNIVERSITY SHOULD BE CREATIVELY RELATED TO ITS
BASIC FUNCTIONS OF TEACHING AND RESEARCH.
�30
IN LOOKING BROADLY AT SOCIETAL CONCERNS TODAY, THERE IS AN ALMOST
DESPERATE NEED FOR OUR STATE UNIVERSITIES TO EMPLOY THEIR MARVELOUS
RESOURCES MORE CREATIVELY IN SERVING PUBLIC INTERESTS.
THE AGENDA
IS VIRTUALLY ENDLESS -- ECONOMIC DEVELOPMENT AND JOB GENERATION,
BIOTECHNOLOGY, ENVIRONMENTAL QUALITY, HEALTH CARE, COMPETITIVENESS,
THE ELDERLY, YOUTH, ENERGY, PEACE, WELFARE REFORM, RURAL AND URBAN
DECAY, WASTE DISPOSAL, THE CULTURAL ARTS -- THE LIST GOES ON.
THE
SUCCESS OF OUR SOCIETY IN ADDRESSING SUCH ISSUES WILL INFLUENCE THE
QUALITY AND CHARACTER OF LIFE FOR BOTH CURRENT AND FUTURE
GENERATIONS.
TO ILLUSTRATE BOTH THE PROBLEM AND THE POTENTIAL, I WILL TAKE JUST
ONE EXAMPLE FROM THE AGENDA:
YOUTH DEVELOPMENT.
WHILE DEMOGRAPHICS
DEMAND ATTENTION TO THE REALITIES OF AN AGING POPULATION AND THE
NEEDS OF THE ELDERLY, FURTHER REFLECTION AFFIRMS THAT THE FABRIC OF
OUR SOCIETY IS UNRAVELING AT THE EARLY END OF THE LIFE-SPAN.
�31
THROUGH THE 1980S, SCHOLARS HAVE EXAMINED IN MICROSCOPIC DETAIL THE
PROBLEMS THAT CONFRONT AND CONFOUND AMERICA'S YOUTH.
A SERIES OF
DISTINGUISHED COMMISSIONS HAS DOCUMENTED THE LOOMING "CRISIS OF
YOUTH," AND WARNED OF THE DANGER OF A "PERMANENT UNDERCLASS" OF THE
YOUNG.
THEIR REPORTS SERVE NOTICE THAT OUR WAY OF LIFE IS
ENDANGERED BY SHORTCOMINGS OF THE RISING GENERATIONS.
THIS CALL FOR A SHIFT IN FOCUS UNDERSCORES THE NEED TO RECOGNIZE THE
VITAL ROLE OF VARIOUS lliELUENCES IN THE PROCESS OF GROWING UP.
ELEMENTS COME TO BEAR.
MANY
THE FOLLOWING FOUR, AMONG MANY, HAVE SPECIAL
IMPORTANCE:
THE FAMILY.
EXTINCT.
THE TRADITIONAL AMERICAN FAMILY IS NEARLY
IN 1955, 60 PERCENT OF AMERICAN YOUNGSTERS LIVED
IN A HOME WITH A WORKING FATHER, A HOUSEWIFE MOTHER, AND
ONE OR MORE SCHOOL-AGE SIBLINGS.
BY 1985, LESS THAN TWO
GENERATIONS LATER, THAT NUMBER HAD DROPPED TO 7 PERCENT.
MORE MOTHERS, BY ECONOMIC NECESSITY OR CAREER CHOICE, ARE
WORKING AWAY FROM HOME.
�32
THE TRADE-OFF IS CONSEQUENTIAL.
RECENT STUDIES SUGGEST
THAT FULL-TIME, NON-PARENTAL, OUT-OF-HOME CHILD CARE
COMMENCING AT AN EARLY AGE LEADS TO SOCIAL AND PERSONAL
PROBLEMS LATER IN LIFE.
SUCH CHILDREN ARE MORE LIKELY TO
BE UNCOOPERATIVE, UNPOPULAR, HAVE POORER STUDY SKILLS,
LOWER GRADES, AND DIMINISHED SELF-ESTEEM.
IT IS REGRETTABLE THAT, IN GENERAL, SOCIETY HAS BEEN
UNRESPONSIVE IN DEALING WITH THE SIGNIFICANT CONSEQUENCES
OF CHANGING FAMILY CIRCUMSTANCES.
THE ECONOMIC ROLE OF YOUTH.
WHEN AMERICA WAS A
PREDOMINANTLY AGRARIAN NATION, CHILDREN PERFORMED TASKS
FROM A VERY EARLY AGE WHICH MADE A REAL CONTRIBUTION TO THE
FAMILY'S LIVELIHOOD.
CHILDREN WERE AN ECONOMIC ASSET.
IN
THE MAINLY URBAN AND SUBURBAN AMERICA OF TODAY, YOUTH ARE
ECONOMIC LIABILITIES.
TODAY'S SUBURBAN CHILD MAY HAVE SOME
CHORES, BUT MOST ARE NOT CRUCIAL TO THE FAMILY'S
WELL-BEING.
WAYS NEED TO BE FOUND TO OFFER YOUTH
OPPORTUNITIES FOR PERSONAL SKILLS DEVELOPMENT AND
CHARACTER-BUILDING ... WAYS TO BOOST SELF-ESTEEM, TO BE
CONTRIBUTORS TO AS WELL AS BENEFICIARIES OF THEIR FAMILIES
AND THE LARGER SOCIETY.
�33
THE MATURATION PROCESS.
THE PERIOD OF DEPENDENCY FOR YOUTH
HAS BEEN EXTENDED, OFTEN INTO THEIR MID- OR LATE-TWENTIES.
EVEN AS THE AGE OF PUBERTY IS SHORTENED AND YOUNGSTERS ARE
PHYSICALLY AND MENTALLY MORE READY AND ABLE TO PERFORM
ADULT-LIKE ROLES, THE TIMEFRAME OF TRAINING TO TAKE ONE'S
PLACE IN ADULT SOCIETY IS LENGTHENED.
CAUGHT IN THE
CONFLICT OF EARLIER MATURATION AND PROLONGED DEPENDENCY,
MANY YOUTH ARE ENDANGERED BY A SENSE OF AIMLESSNESS AND
ANOMIE.
YOUTH NEED CHANCES TO CONTRIBUTE TO THEIR SOCIETY ...
OPPORTUNITIES TO WORK AND SERVE AS EMPLOYEES OR AS
VOLUNTEERS.
BOTH CAN BE MOTIVATING AND REWARDING.
IN THIS
WAY ... BECOMING GIVERS AS WELL AS TAKERS ... YOUTH CAN MOVE
BEYOND THE FENCES OF DEPENDENCY.
THE SCHOOL.
FROM KINDERGARTEN THROUGH HIGH SCHOOL, THE
NATION'S SINGLE MOST PROTRACTED EDUCATION SYSTEM IS ONE
DESIGNED IN AND FOR THE 19TH CENTURY.
FEW OF ITS PARTS
HAVE CHANGED IN FUNDAMENTAL WAYS TO MATCH THE EVOLVING
NEEDS OF STUDENTS.
POINT.
A FEW EXAMPLES SHOULD ILLUSTRATE THE
THE VALUE OF EARLY CHILDHOOD AND PRESCHOOL
EXPERIENCES IS EVIDENT, BUT FEW SCHOOLS ADDRESS THESE NEEDS
IN A SYSTEMATIC OR COMPREHENSIVE WAY.
DESPITE A GROWING
�34
NEED FOR A SAFE PLACE FOR uLATCHKEY u CHILDREN TO STAY
BEFORE AND AFTER CLASSROOM HOURS, FEW SCHOOLS HAVE OPENED
THEIR DOORS TO CREATIVE SOLUTIONS TO THE PROBLEM.
EVEN IN
LIGHT OF STUDIES THAT SHOW THAT STUDENTS' SKILLS
DETERIORATE DURING A SUMMER uLAYOFF u DESIGNED FOR AN
AGRARIAN SOCIETY, THREE-MONTH SUMMER INTERLUDES REMAIN AN
ENTRENCHED PRACTICE.
WHILE SCHOOLS CANNOT BE EXPECTED TO DO EVERYTHING, THEY
SHOULD ASSUME A LEADERSHIP AND CATALYTIC ROLE IN ADDRESSING
THE DEVELOPMENTAL NEEDS OF YOUTH.
CONVENTIONAL WISDOM MIGHT SUGGEST THAT THE PROBLEMS OF YOUTH ARE TOO
OVERWHELMING, TOO COMPLEX, TOO PERSISTENT, AND TOO EXPENSIVE TO
SOLVE.
SUCH AN AURA OF INTRACTABILITY COULD DESTROY PUBLIC SUPPORT
FOR YOUTH PROGRAMS.
THAT IS WHY THE MESSAGE OF A NEW BOOK BY
LISBETH B. SCHORR, WITHIN OUR REACH:
BREAKING THE CYCLE OF
DISADVANTAGE, IS SO IMPORTANT:
UIT IS A STRANGE AND TRAGIC PARADOX THAT CONFIDENCE IN OUR
COLLECTIVE ABILITY TO ALTER THE DESTINIES OF VULNERABLE CHILDREN
HAS HIT BOTTOM JUST AS SCIENTIFIC UNDERSTANDING OF THE PROCESSES
OF HUMAN DEVELOPMENT AND THE RICH EVIDENCE OF SUCCESS IN HELPING
SUCH CHILDREN HAS REACHED A NEW HIGH."
�35
SCHORR HAS DESCRIBED THE ENIGMA.
THEORETICALLY, SOCIETY KNOWS HOW
TO DESIGN THE EFFECTIVE SCHOOL, HOW TO DELIVER HIGH QUALITY PRENATAL
CARE, AND HOW TO EFFECTIVELY INTERVENE TO REPAIR DYSFUNCTIONAL
FAMILIES.
WE KNOW MUCH BETTER THAN WE DO.
As SCHORR POINTS OUT:
" ... IN THE LAST TWO DECADES WE HAVE ACCUMULATED A CRITICAL MASS
OF INFORMATION THAT TOTALLY TRANSFORMS THE NATION'S CAPACITY TO
IMPROVE OUTCOMES FOR VULNERABLE CHILDREN ... BUT MANY
ADMINISTRATORS, ACADEMICS, PRACTITIONERS, AND PUBLIC POLICY
ANALYSTS ARE NOT AWARE OF THE NEWLY EMERGING INSIGHTS,
ESPECIALLY FROM OUTSIDE THEIR OWN FIELDS."
SPREAD THROUGHOUT A GREAT UNIVERSITY SUCH AS YOURS -- IN MULTIPLE
DISCIPLINES AND ADMINISTRATIVE UNITS -- IS A MARVELOUS AGGREGATION
OF EXPERTISE ABOUT THE DEVELOPMENTAL PROCESSES OF YOUTH, FROM
PRE-BIRTH THROUGH ADOLESCENCE.
IS It POSSIBLE THAT THESE SUPERB
KNOWLEDGE RESOURCES COULD BE BROUGHT TOGETHER IN A COHESIVE,
COMPREHENSIVE AND COLLABORATIVE MANNER TO AID SOCIETY IN ADDRESSING
MORE EFFECTIVELY THE EDUCATIONAL/DEVELOPMENTAL NEEDS OF ITS FUTURE
GENERATIONS?
THE CURRENT SPORADIC AND FRAGMENTED EFFORTS TO ADDRESS THE CONCERNS
OF YOUTH ARE OBVIOUSLY NOT WORKING.
HOPEFULLY, SOME UNIVERSITIES
WILL COMMIT THEMSELVES FULLY TO SUCH A MISSION.
CONTRIBUTION TO THE FUTURE COULD BE ENVISIONED.
NO GREATER
�36
VIII
IN WORLD OVERVIEW TODAY, THE FINANCIAL STRENGTH AND CAPACITY OF THE
UNITED STATES IS WEAKENING.
AS NEVER BEFORE, THERE ARE LIMITATIONS
ON BOTH PUBLIC AND PRIVATE SOURCES OF SUPPORT.
THOSE INSTITUTIONS
OF OUR SOCIETY WHICH ARE PERCEIVED AS ESSENTIALLY INWARD-LOOKING,
AND THEREFORE PRIMARILY SELF-SERVING, WILL BE INCREASINGLY
THREATENED.
RECENT PATTERNS IN PUBLIC FUNDING FOR PUBLIC
UNIVERSITIES NATIONALLY AND IN MANY STATES, MAY BE EARLY EVIDENCE OF
THE EROSION OF PUBLIC CONFIDENCE AND EXPECTATION.
TO DESERVE THE CONTINUING PUBLIC CONFIDENCE AND SUPPORT WHICH HAVE
BEEN ENJOYED IN THE PAST, OUR PUBLIC UNIVERSITIES MUST CONTINUALLY
DEMONSTRATE THEIR CAPACITY TO BE EVER MORE SOCIALLY USEFUL TO A
SOCIETY UNDER STRESS.
IN SO DOING THEY WILL SERVE THE PEOPLE WHO
SUSTAIN THEM AND WILL BE TRUE TO THE VISIONS OF THEIR FOUNDERS IN
SETTING HIGHER LEARNING WITHIN A PUBLI C CONTEX T.
1396KJ
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Russell Mawby Papers
Subject
The topic of the resource
Charities
Family foundations--Michigan
Philanthropy and society
Description
An account of the resource
The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe.
The digital collection includes a selection of field notes, speeches, itineraries, and other materials.
Creator
An entity primarily responsible for making the resource
Mawby, Russell G.
W.K. Kellogg Foundation
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Contributor
An entity responsible for making contributions to the resource
Johnson Center for Philanthropy
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Language
A language of the resource
eng
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
JCPA-01
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1938-2012
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Source
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-01_1988-10-12_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech, Unfinished Business
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given October 12, 1988 for the W. K. Kellogg Foundation at Pennsylvania State University for the John W. Oswald Lecture in Higher Education.
Contributor
An entity responsible for making contributions to the resource
Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Subject
The topic of the resource
Philanthropy and society
Family foundations--Michigan
W. K. Kellogg Foundation
Charities
Speeches, addresses, etc.
Education
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
1988-10-12
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
-
https://digitalcollections.library.gvsu.edu/files/original/8d4be6cc1e9acc2f84198e96b2d16a45.pdf
949e7d8a36f827a753c95fe1eb9014c4
PDF Text
Text
A
I
I
I
I
"UNFINISHED BUSINESS"
OCTOBER 4, 1988
DR. RUSSELL G. MAWBY
CHAIRMAN OF THE BOARD AND CHIEF EXECUTIVE OFFICER
W. K. KELLOGG FOUNDATION
I
INTRODUCTION
A)
IT IS A PLEASURE INDEED TO SPEAK TO THE CLOSING
SESSION OF THE "DEMONSTRATING EXCELLENCE IN
HEALTH PROMOTION" CONFERENCE.
AND IN KEEPING
WITH THE CONFERENCE'S SUBTITLE, I WILL INDEED
ISSUE "A CHALLENGE TO THE AMERICAN CAMPUS."
B)
IT IS PARTICULARLY PLEASING TO ME TO SPEAK AT THE
HOME OF THE "HEALTHY U" PROJECT.
I AM NOT AN
OBJECTIVE EVALUATOR, FOR THE KELLOGG FOUNDATION
IS THE MAJOR FUNDER OF THE HEALTHY U; BUT IN MY
PARTISAN WAY, I WILL ASSERT THAT HEALTHY U IS A
MODEL PROGRAM FOR UNIVERSITY-WIDE HEALTHY
PROMOTION -- A NATIONAL LEADER.
C)
THE NATIONAL SIGNIFICANCE OF THIS PROJECT LIES IN
ITS "GRASSROOTS" APPROACH.
IT IS COMPREHENSIVE,
AND SEEKS TO INVOLVE THE UNIVERSITY IN ITS
TOTALITY.
�2
D)
THE GOAL IS TO INSTILL IN EVERYONE AT THE
UNIVERSITY -- FACULTY, STAFF, BUT ESPECIALLY THE
STUDENTS -- PATTERNS FOR HEALTHY LIVING THAT WILL
LAST FOR A LIFETIME.
TEACHING OF HEALTHY LIVING
IS INCORPORATED IN THE GENERAL STUDIES
CURRICULUM, AND THE DIRECTION OF HEALTH
PROFESSIONS EDUCATION IS ALSO BEING CHANGED.
E)
THE ADVENT OF HEALTHY U -- AND SIMILAR PROGRAMS
AROUND THE NATION -- IS TIMELY AND ESSENTIAL.
BUT MORE NEEDS TO BE DONE, HENCE THE "UNFINISHED
BUSINESS" OF MY TITLE.
II
THE IMPEDIMENTS
A)
PROFESSIONAL PROBLEM -- THE PATTERN OF MEDICAL
EDUCATION IS TO IDENTIFY A PROBLEM AND TO
PRESCRIBE A SOLUTION.
THIS IS A REDUCTIONIST
RATHER THAN A HOLISTIC APPROACH -- THE
PROFESSIONAL HAS THE SPECIALIZED KNOWLEDGE, AND
THE LAY PERSON IS DEPENDENT.
IN THIS APPROACH,
THE IDEA OF TEACHING PEOPLE TO CARE FOR
THEMSELVES IS LOST, AND THE NOTION THAT THE
HEALTH PROFESSIONAL IS A RESOURCE TO THE
INDIVIDUAL IN MAINTAINING HIS OR HER OWN HEALTH
IS NOT EVEN EXPLORED.
�3
B)
REIMBURSEMENT PROBLEM -- THE AGE-OLD DIFFICULTY,
OF COURSE, IS THAT INSURERS WILL NOT PAY FOR A
SMOKING PREVENTION PROGRAM BECAUSE THEY CANNOT
MEASURE ITS EFFECTS WITH PRECISION, BUT THEY WILL
PAY FOR AN OPERATION TO REMOVE A CANCEROUS LUNG
BECAUSE THAT ACTION CAN BE MEASURED.
THIS
PROBLEM IS NOW BEING EXACERBATED BECAUSE THE
MOMENTUM IN REIMBURSEMENT IS TOWARD FINDING SOME
WAY TO COVER THE UN INSURED.
THIS MEANS THAT
REIMBURSEMENT FOR MOST HEALTH PROMOTION
ACTIVITIES IS, ALAS, PROBABLY FAR OFF.
III ENCOURAGING SIGNS
A)
YET THERE ARE SEVERAL REASONS TO FEEL
ENCOURAGED.
WE HAVE LEARNED OVER THE PAST FEW
YEARS THAT MANY TH INGS THAT CAN PROMOTE HEALTH
AND/OR PREVENT DISEASE ARE UNDER THE CONTROL OF
THE INDIVIDUAL -- THEY DO NOT REQUIRE
INTERVENTION BY MEDICAL PROFESSIONALS.
IN OTHER
WORDS, WELLNESS CAN TO SOME EXTENT BE ACHIEVED BY
PERSONAL DECISIONS AND BEHAVIOR.
BRIEFLY, THESE
ARE: :
I)
NUTRITION --
(FOR EXAMPLE, HIGH-FIBER
DIET CAN REDUCE RISK OF
COLON CANCER)
�4
II)
EXERCISE--
(FOR EXAMPLE EXERCISE
PROGRAMS CAN REDUCE THE RISK
OF HEART ATTACKS)
III)
ENVIRONMENT - - (FOR EXAMPLE, AVOIDING
PROLONGED EXPOSURE TO THE
SUN REDUCES RISK OF SKIN
CANCER)
IV)
ALCOHOL AND
TOBACCO --
(FOR EXAMPLE, ABSTAINING
FROM DRINKING AND SMOKING
REDUCES THE RISK OF SUCH
DISEASES AS CIRRHOSIS OF THE
LIVER, LUNG CANCER, AND
HEART DISEASE,)
V)
ATTITUDE --
(FOR EXAMPLE, WE KNOW THAT
THE SEVERITY OF ILLNESS AND
THE SPEED OF RECOVERY CAN BE
MARKEDLY AFFECTED BY THE
PATIENT'S STATE OF MIND)
VI)
ACCIDENTS --
(FOR EXAMPLE, WEARING SEAT
BELTS GREATLY REDUCES THE
RISK OF SEVERE INJURY DURING
AN AUTOMOBILE ACCIDENT,)
�5
B)
ALTHOUGH IT IS BASED ON IMPRESSIONISTIC EVIDENCE,
I THINK IT IS SAFE TO SAY THAT THERE IS GROWING
MOMENTUM AWAY FROM PRACTICE BASED ON THE
TREATMENT OF ACUTE DISEASE TOWARD HEALTH
PROMOTION AND DISEASE PREVENTION.
I THINK YOU
WILL AGREE THAT THIS CONFERENCE WOULD NOT HAVE
HAPPENED TEN YEARS AGO -- OR EVEN FIVE.
IV NEEDS
A)
BUT THERE IS STILL UNFINISHED BUSINESS, NAMELY,
THE CRITICAL NEED TO REFOCUS OUR PRIORITIES FROM
SUPERB SPECIALIZATION TO A HOLISTIC APPROACH.
BY
HOLISTIC, I MEAN AN APPROACH WHICH DEALS NOT ONLY
WITH THE BODY, BUT ALSO WITH THE MIND AND
SPIRIT.
THIS WILL REQUIRE A COMPLETELY DIFFERENT
ORIENTATION.
B)
THE NEED IS NOT NEW -- 2400 YEARS AGO, THE GREEK
HISTORIAN HERODOTUS LAMENTED, uEACH PHYSICIAN
TREATETH ONE PART AND NOT MORE.
AND EVERYWHERE
IS FULL OF PHYSICIANS; FOR SOME PROFESS
THEMSELVES PHYSICIANS OF THE EYES, AND OTHERS OF
THE HEAD, OTHERS THE TEETH, AND OTHERS OF THE
PARTS ABOUT THE BELLY, AND OTHERS OF OBSCURE
SICKNESSES. u
�6
C)
HERODOTUS WAS CORRECT IN HIS VIEW THAT A
DISCONTINUITY OF CARE CAN RESULT FROM THE TREND
TOWARD OVERSPECIALIZATION.
WE NEED SPECIALISTS,
OF COURSE, BUT THE INDIVIDUAL MUST BE ABLE TO
DECIDE WHICH SPECIALIST IS WARRANTED.
THERE CAN
BE NO GREAT MYSTERY AS TO HOW TO CORRECT THIS
PROBLEM, FOR THE UNIVERSITIES ARE THE TRAINERS OF
ALL OF OUR HEALTH PROFESSIONALS.
THERE IS A REAL
NEED TO REVAMP UNIVERSITY- BASED EDUCATION IN
HEALTH IN ORDER TO DO TWO THINGS:
I) INFUSE AN APPRECIATION FOR, AND AN
UNDERSTANDING OF, HEALTH PROMOTION AND
DISEASE PREVENTION INTO THE TRAINING OF
EVERY HEALTH PROFESSIONAL.
THIS WILL
REQUIRE THE INCLUSION OF THE BEHAVIORAL
SCIENCES, AN UNDERSTANDING OF CULTURAL
BELIEF SYSTEMS, AND PRINCIPLES OF
COUNSELING AND COMMUNICATIONS SKILLS WITHIN
THE CURRICULUM.
II) TRAIN EVERY HEALTH PROFESSIONAL TO
COOPERATE WITH EVERY OTHER HEALTH
PROFESSIONAL IN A COOPERATIVE PRACTICE OF
MEDICINE.
�7
D)
BECAUSE OF THE SCOPE OF KNOWLEDGE NEEDED FOR
HOLISTIC HEALTH, IT WILL BE NECESSARY TO BUILD A
DIVERSIFIED HEALTH TEAM, IN ORDER TO REACH PEOPLE
IN THEIR HOME, WORK, AND LEISURE-TIME ACTIVITIES.
E) IN PRACTICE, THIS WOULD MEAN AN INTERDISCIPLINARY
TEAM OF HEALTH PROFESSIONALS, INCLUDING FAMILY
PHYSICIANS, BEHAVIORAL SCIENTISTS, NURSE
PRACTITIONERS, A PEDIATRICIAN, AN OBSTETRICIANGYNECOLOGIST, A DENTIST, A NURSE-MIDWIFE, AND A
NUTRITIONIST.
THE KEY TO SUCCESS HERE LIES IN
POOLING THE VARYING FIELDS OF EXPERTISE
REPRESENTED BY THESE PROFESSIONS IN ORDER TO
DEVISE HEALTH PROMOTION AND DISEASE PREVENTION
STRATEGIES TO MEET THE NEEDS OF PEOPLE.
F) IN ORDER FOR SUCH A TEAM TO BE ASSEMBLED AND TO
FUNCTION IN THE REAL WORLD, IT WILL BE NECESSARY
FOR INSURANCE COMPANIES AND HMO's TO DEVISE
CREATIVE NEW PATTERNS OF COMPENSATION THAT
REIMBURSE POSITIVE ACTIONS TO PROMOTE HEALTHY
LIFESTYLES.
V WHAT IS AT STAKE?
A)
A CENTURY IN WHICH THE NEED FOR MEDICAL CARE CAN
BE MINIMAL.
IT CAN BE A TIME WHEN DEATH FROM
�8
INFECTIOUS DISEASES, HEART DISEASES, CANCERS, AND
STROKES RARELY OCCURS.
PEOPLE WILL LIVE A FULL
SPAN OF LIFE -- PROBABLY TO WELL PAST 80 YEARS -THEY WILL BE PHYSICALLY ACTIVE AND MENTALLY ALERT
UNTIL A BRIEF PERIOD OF ILLNESS IMMEDIATELY
BEFORE THEIR DEATH.
B)
HARDLY.
IS THIS VISION A PIPE DREAM?
THE ESTIMATED ANNUAL EXCESS MORTALITY
FROM CIGARETTE SMOK ING EXCEEDS 350,000 PREMATURE
DEATHS -- ALMOST AS MANY LIVES AS WE LOST DURING
ALL OF WORLD WAR II.
THE TOTAL HEALTH CARE BILL
FOR THIS IS PUSHING $20 BILLION.
C)
ALTHOUGH SMOKING IS OUR LARGEST PREVENTABLE
HEALTH PROBLEM, IT HAS PLENTY OF COMPANY.
AMONG
THEM ARE:
I)
II)
III)
IV)
V)
D)
OBESITY
HEART DISEASE
ACCIDENTS
ALCOHOLISM AND TOBACCO
DRUG ABUSE
AN ALL-OUT EFFORT TO PREVENT THE ONSET OF THESE
PREVENTABLE CONDITIONS WOULD SAVE ABOUT A MILLION
LIVES AND MORE THAN $40 BILLION ANNUALLY.
STAKES COULD BE HIGHER THAN THIS?
WHAT
�9
E) "THE DOCTOR OF THE FUTURE WILL GIVE NO MEDICINE,
BUT WILL INTEREST HIS PATIENTS IN THE CARE OF THE
HUMAN FRAME, IN DIET AND IN THE CAUSE AND
PREVENTION OF DISEASE."
F) I WISH I HAD SAID THAT BUT ACTUALLY IT WAS THOMAS
ALVA EDISON.
WHEN HE SAID IT MORE THAT 60 YEARS
AGO, IT WAS VISIONARY.
Now
IT IS WITHIN OUR
GRASP, IF YOU ARE ABLE TO FULFILL YOUR MISSION TO
CHANGE IN YOUR RESPECTIVE INSTITUTIONS.
IN THIS
CRITICALLY IMPORTANT TASK, I WISH YOU GODSPEED.
0943N
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Russell Mawby Papers
Subject
The topic of the resource
Charities
Family foundations--Michigan
Philanthropy and society
Description
An account of the resource
The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe.
The digital collection includes a selection of field notes, speeches, itineraries, and other materials.
Creator
An entity primarily responsible for making the resource
Mawby, Russell G.
W.K. Kellogg Foundation
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Contributor
An entity responsible for making contributions to the resource
Johnson Center for Philanthropy
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Language
A language of the resource
eng
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
JCPA-01
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1938-2012
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Source
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-01_1988-10-04_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech, Unfinished Business
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given October 4, 1988 for the W. K. Kellogg Foundation at the Deomstrating Excellence in Health Promotion conference.
Contributor
An entity responsible for making contributions to the resource
Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Subject
The topic of the resource
Philanthropy and society
Family foundations--Michigan
W. K. Kellogg Foundation
Charities
Speeches, addresses, etc.
Health
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
1988-10-04
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
-
https://digitalcollections.library.gvsu.edu/files/original/36ccdf5d368cbc4da00ed5da8435970e.pdf
9a8a07cbe15811df1157f3dc1b3aec84
PDF Text
Text
..
J
.-
r
"UNFINISHED BUSINESS"
Remarks by Dr . Russell G. Mawby
Chairman and Chief Executive Officer
W. K. Kellogg Foundation
Battle Creek, Michigan
Oakland University
October 9, 1984
In the quarter century since Oakland University was
founded, much has been done, both here and elsewhere, to
achieve the goals of continuing education that were made
vividly explicit at the time of its origin.
Chancellor
Varner and his associates and successors carried forward
and gave concrete expression to the constantly enlarging
themes of service which, on this campus and elsewhere,
have begun to change the character of American higher
education.
Appreciation is expressed to Dr. C. O. Houle, Professor
Emeritus of the University of Chicago and Senior Program
Consultant with the W. K. Kellogg Foundation, for his
assistance in the preparation of these remarks .
�Page 2
Even ln the most traditional form of university-based
continuing education - - courses offered for credit -- the
number and proportion of adults has had an accelerated
growth.
The number of students over the age of 25 rose
from two-and-a-half million in 1972 to four-and-a-third
million in 1982, a gain of 72 percent.
In 1982, adults
made up 35 percent of the total student body of all
colleges and universities.
These figures deserve respect but they are only a
small part of a vastly larger whole which includes such
continuing educational services as conferences, seminars,
lecture and concert series , telecommunication through many
media, field-staffs reaching out to places sometimes
far-distant from the home campus, and the provision of
learning opportunities for many constituencies, including
agriculture, industry, commerce, labor, families,
voluntary associations, and solitary individuals.
�Page 3
While the continuing education movement has grown
prodigiously,
w~
all sense that it is still young.
Most
Americans have not fully grasped the concept of lifelong
learning.
They do not understand that the dominant
conception of education should not be an institutional
ladder constructed for children and youth but a much
larger idea of a lifetime of learning in which people at
every stage of their existence have opportunities to
fulfill all their individual and collective
potentialities.
We have far to go in perfecting the
schooling of children and youth 'but much farther in
creating satisfactory systems for conveying the skills,
knowledge, and sensitiveness needed during the later and
much longer segments of the life-span.
My assigned task today is to deal with only a part of
the grand design of the present and the future.
been asked to talk about how foundations can best
I have
�Page 4
collaborate with universities In the creation of
excellence In continuing education.
Both foundations and
universities have many other partners, as we all know, but
their relationship to one a not he r has been and will be a
particularly rich and fruitful one.
It will soon become
apparent to you that when I say "foundations" I mean, most
of the time, the W. K. Kellogg Foundation.
The general
can sometimes best be conveyed by the description of the
particular and such is the case today.
But, to be
completely candid, let me say that our Board and staff
have identified themes to guide our immediate future and I
would like to convince you that we choose some of the
right ones.
I am enthusiastic about them and would like
for you to share my enthusiasm.
Let me begin by telling you the story of what happened
In another place and another era.
�Page 5
II
The time was 1905 and the place was College Station,
Texas.
Three men were involved.
The first was the
President of Texas A. and M., David F. Houston, who
introduced the other two.
-The second was Wallace
Buttrick, head of a new foundation, the General Education
Board, established by John D. Rockefeller to alleviate the
economlc deprivation of the South.
The third, and
dominant, figure was Seaman Knapp, a complex man of great
power and diversity.
In the 1880's, for example, he had
been the most prosperous hog producer ln Iowa, the
president of Iowa State College, one of the SlX founders
of the land-grant college association and the author of
and Congressional lobbyist for the Hatch Act, which
established a national network of agricultural experiment
stations.
The dominant theme of his life was the
establishment of systems of education for farmers, their
�Page 6
wives, and their children.
In 1905, nearly 70 years old,
he was working for the United States Department of
Agriculture as a Special Agent.
He had assigned himself
nothing less than the task of changing the practice of
agriculture in the South by teaching farmers how to use
the principles of scientific farming.
President Houston made his introduction and withdrew,
leaving the other two men alone to spend two days talking
with one another.
The next nine years were influenced
momentously by that meeting .
The cotton boll weevil,
which had already crossed the Rio Grande, multiplied and
devastated the agricultural economy of the South.
Mr .
Knapp was
, one of the few people who then realized that a
complete change ln farming methods was the only way to
stop the infestation.
He was also a man who , after a
lifetime's experience, knew how to get farmers to change
their minds and their practices.
Consequently he turned
�Page 7
his central attention t o the needs of cotton farmers,
being aided In that task by an increased flow of money
from an alarmed Congress as well as from railroads,
mail-order houses, and other people who depended on
farmers.
But Mr . Knapp's interests in reform extended far
beyond cotton; he wanted nothing less than to change all
agriculture in the South.
It was In these larger concerns
that the General Education Board could help him, whereas
Congress, despite all its wisdom, wouldn't.
Public funds
could be used only in counties In which the boll weevil
was already rampagIng, but could not be spent In other
counties, to prevent its spread.
(This may seem a strange
policy to you as it does to me but, later on , I shall
mention a modern example that IS equally strange .)
Fortunately, Mr. Buttrick's new foundation could pr ovide
balancing funds to support prevention as well as cure and
�Page 8
thereby enable a broad-based Cooperative Extension Service
to come into being.
Between 1903 and 1914, slightly under
four million dollars had been spent on its development, 49
percent coming from the Federal government, 24 percent
from the General Education Board, and the remaining 27
percent from other sources.
In 1913, David Houston re-entered the scene, this time
as the newly appointed Secretary of Agriculture.
Knapp
had died but his work continued, though in an increasingly
diffuse and unco-ordinated form.
Houston believed that it
needed a firm establishment based in the land-grant
colleges--not in the USDA, in the public schools, ln the
state departments of agriculture, or any of the other
institutions which were then fighting to claim the
program.
As a land-grant college leader, he was no
stranger to politics, and with the support of the
President of the United States, himself the former head of
�Page 9
a university, the structures and processes which Knapp had
devel oped and Buttrick had helped to finance became the
established basis of the world's largest and most
influential system of lifespan learning.
Countless pe ople
have been served by it from the dawn to the ending of
their consciousness.
As only one consequence, the
excellence of this field service helped the land-grant
colleges to become universities because voters were
themselves currently benefitting from their own learning
activities and wanted to assist the institutions which
served them so well.
This story has distinctive elements which gIve it the
interest that any narrative should have, but it also
suggests some principles which well-established
foundations like to follow.
First, a foundation has purposes and themes which
focus its granting of funds.
It is not merely a grab-bag
for those who are nearest to it or can get there fas test.
�Page 10
Second, it often seeks out the people and institutions
which can best help to achieve those purposes and who can
best use its help.
Mr. Buttrick had had a long, slow, and
discouraging Journey through the South before he finally
found the man and the program In which he could have full
confidence.
These days it IS more likely that an
institution will seek a foundation but, if so, it will
usually not succeed In gaining support unless its proposal
fits within the broad themes around which the foundation
has chosen to shape its programs .
Third, the foundation helps 'out in a distinctive
fashion.
Sometimes, general institutional support is
granted but more often the foundation wants to find the
specific way in which it can best help.
Fourth, once an agreement IS reached and the money is
granted, the foundation allows the greatest freedom of
management which is consistent with ultimate
�Page 11
accountability.
It wants to see results but it does not
want to dictate the ways by which they are achieved.
Fifth, if possible, the foundation would like to have
its funds achieve a major and enduring social change.
The
eradication of the boll weevil was a great accomplishment
and the General Education Board might well have taken
pride if it had helped out more directly in that task.
Its purpose was broader, as was that of Mr. Knapp, and it
helped achieve that purpose far more spectacularly than it
could ever have hoped.
We who work In foundations are
hungry for more such successes.
Foundations follow many more principles than these and
sometimes they work in entirely different ways, the chief
exception being when they administer programs themselves,
as they often feel they must do.
In such cases, they may
have a great impact on universities (as I shall illustrate
later), but it is a different sort of impact than that
�Page 12
which exists ln collaborative situations such as the one
which ultimately produced the Cooperative Extension
Service.
If I may draw one more lesson from that example, let
it be the necessity for expecting changes to occur ln the
working out of programs.
Who could have guessed in 1905
that the ultimate provider of funds for the Extension
Service would not be John D. Rockefeller, then the richest
man in the world, but David Houston, then the president of
a little Texas college?
How did higher educational
institutions, who were not the original grantees for
either governmental or foundation funds, become the
ultimate administrators of the established program and
therefore the secondary beneficiaries of its services?
It
seems to me that as we move into new ventures ln lifespan
education in the future, we should always be ready to
revise our course of action, keeping ln mind the profound
�P
ag
e 13
ch
ang
e
s wh
i
ch o
c
c
u
r
r
e
dI
nt
h
ed
ev
e
lopm
en
to
fa
g
r
i
c
u
l
t
u
r
a
l
e
x
t
e
n
s
i
o
nI
nt
h
en
I
n
ey
e
a
r
sb
e
tw
e
en 1905 and 1914
,a
p
e
r
i
o
d wh
i
ch w
eu
s
u
a
l
l
yt
a
k
et
oh
av
eb
e
en f
a
rmo
r
e
t
r
a
n
q
u
i
lt
h
a
nou
r own s
to
rmyt
im
e
s
.
I
I
I
Wh
a
t s
h
o
u
l
db
et
h
en
ew v
e
n
t
u
r
e
so
fc
o
l
l
e
g
e
s and
u
n
i
v
e
r
s
i
t
i
e
sa
sf
a
ra
sl
i
f
e
s
p
a
ne
d
u
c
a
t
i
o
ni
scon
c
e
rn
ed
?
Wh
a
t th
em
e
sa
r
et
h
emod
e
rn e
q
u
i
v
a
l
e
n
t
so
ft
h
eG
e
n
e
r
a
l
E
d
u
c
a
t
i
o
nB
o
a
r
d
'
sm
i
s
s
i
o
n t
oa
l
l
e
v
i
a
t
et
h
ee
conom
i
c
d
e
p
r
i
v
a
t
i
o
no
ft
h
eSou
th
? Th
e
~~
o
u
n
d
a
t
i
o
n
'
s Bo
a
rd
0
0 F
and s
t
a
f
fh
av
ea
sk
ed t
h
em
s
e
l
v
e
st
h
e
s
eq
u
e
s
t
i
o
n
s and h
av
e
d
ev
e
lop
ed s
ev
enb
ro
ad g
o
a
l
s wh
i
ch i
n
c
l
u
d
ea numb
e
ro
f
s
t
r
a
t
e
g
i
e
s
. I hop
et
h
a
tw
es
h
a
l
lb
ew
i
s
e enough t
or
e
v
i
s
e
t
h
e
s
eg
o
a
l
s and s
t
r
a
t
e
g
i
e
sa
s ch
ang
es
e
em
sn
e
c
e
s
s
a
r
y bu
t
a
tt
h
eend o
ft
h
e1
9
8
0
'
s
,w
es
h
a
l
lp
r
o
b
a
b
l
yt
u
r
nou
tt
o
h
av
ec
o
n
c
e
n
t
r
a
t
e
dc
h
i
e
f
l
yon th
em
.
�Page 14
They are not suggested as being universally the most
important topics with which mankind, or even Americans,
should deal.
At the Foundation we must make choices.
We
cannot ignore our charter, and our Congressionally-imposed
limitations.
On some crucially important issues, such as
the prevention of nuclear war, we do not see how we can be
directly helpful.
Our resources are so limited that we
can assist only a few of the many people who bring
worthwhile projects to our attention.
But within such
general limitations, we have established programming
priorities to guide us in making 'de c i s i on s in allocating
our resources,
I shall not go through the whole structure
of our purposes, particularly since it 1S reported so
fully 1n our annual reports and elsewhere.
Instead, I
shall go a bit deeper into a few of our goals, selecting
the ones most relevant to lifespan education and to
universities.
�Page 15
So far as schooling is concerned, so important in the
early years of the lifespan, the Foundation is starting 1n
the community and moving toward the university.
This
country has recently had an abundance of reports pointing
out all that is wrong with our system of formal education
and suggesting countless recommendations for change.
When
such universal prescriptions are tried at the local level,
it is often hard to make them work.
Also, one discovers
able and articulate teachers and administrators who feel
that society has dumped many of its most intractable
problems upon the schools and then blamed them because, 1n
the resulting conflicts, their fundamental tasks are not
being carried out.
Many of these professionals have been
locally innovative and have achieved success stories which
have never been widely told or appreciated.
We at the Foundation have therefore decided that so
far as formal schooling 1S concerned, we shall limit our
�Page 16
own efforts to Battle Creek and to Michigan to see how
schools can improve themselves with our help, and perhaps
set new patterns which will be useful elsewhere.
a precedent to follow.
We have
More than fifty years ago, Mr.
Kellogg helped establish a public school ln Battle Creek
ln which handicapped children were educated along with
those who were not handicapped.
We believe that this
local school, to which visitors have come for many years
from allover the world, was instrumental ln the national
growth of the idea of mainstreaming.
We hope that other
fresh ideas for change will arise within our local schools
and go on to have a far greater influence elsewhere .
How do universities come into this picture?
At the
moment, we think of them as supporting and reinforcing our
Battle Creek and Michigan schools, to be called on as
needed.
The middle-sized cities in our state are now
working together to assist elementary school principals to
�Page 17
lmprove their performance .
They have asked Michigan State
University to help coordinate and guide their work and we
are supporting this effort.
We hope that such
arrangements will multiply.
Richness of field contacts
will help the universities know how to guide the lifelong
learning of educational professionals and thereby improve
the work of the schools.
Let me add that the Foundation staff, partly because
of its own past experiences, is very much aware of the
non-school learning activities of children and youth and
has supported many projects for t hem outside formal
education, both in this country and abroad.
A few of
these activities are related in some way to higher
education; work ln 4-H clubs, for example, is administered
in the United States by land-grant institutions.
At this
point we do not have any policy as to how programs for
out-of-school youth should be generally linked to colleges
�Page 18
and universities other than to say that it seems likely
that as the concept of lifelong education matures In
practice, such linkages will appear.
A second major theme of our Foundation's programmIng
is to help that concept (of lifelong education) become
more fully developed at the point at which it is now
weakest , the provision of opportunities for continuing
education during the years of adulthood.
Since the
midpoint of this century, we have been interested in the
growth of university-based residential centers .
This
movement, which we take pride in having originated, has
now been so widely ad opted that we cannot get an a ccurate
count of the number of such centers o r a valid taxonomy of
their purposes and programs.
We have also helped two-year
colleges to evolve from junior colleges to community
colleges .
Both of these institutional forms, now solidly
In place, need to evolve and change to meet emerging adult
�Page 19
needs and desires for learning.
Perhaps the Foundation
can help them do so.
More generally, colleges and universities need to
consider whether they are servlng their present and future
students as well as possible.
As I have said, at least 35
percent of current enrollees ln formal classes are over
the age of 25.
A good deal of anecdotal evidence suggests
that these forms of instruction, originally designed for
an immature student body, have not been adequately adapted
to serve as suitable methods of learning for experienced
men and women.
Even the new me thod s of instruction bear
traces of the old.
Elaborate systems of telecommunication
too often produce only arid lectures and factual
question-and-answer sessions.
More than that, the
countless providers of adult education do little
net-working to help one another strengthen and integrate
their offerings, to provide counseling for adults who are
�Page 20
searching for learning opportunities, and to explore new
areas of service .
Educators who really listen to
seekers- of-knowledge will find them to be an inexhaustible
s our ce of programming ideas.
The need for re-thinking the lifelong sequence of
learning 1S particularly evident so far as the professions
and the other users of advanced technology are concerned .
. The chief change 1n higher education in the twentieth
century has been the addition to the traditional classical
and lib eral curriculum of the bodies of content which
support these occupations.
But 'with rare exceptions,
universities have not followed their students out int o
their fields of ser vice to do creative pr ogramm1ng either
al one o r collabo ratively with other providers:
professional and technical associations, governmental
bureaus, work-sites (such as hospitals, schools,
factories, and executive suites), o r profit-seeking
�Page 21
providers of knowledge (such as publishers, sellers of
supplies and equipment, or the operators of
entrepreneurial schools).
Perhaps universities should
stick to pre-servlce education and leave the later years
of learning to other providers but I am not yet convinced
that that is true.
For it seems to me that universities have several
inherent advantages which they do not now use as fully as
they should.
They are major sources of the new knowledge
indispensible to all professionals and advanced
technicians.
They alone can provide continuity of
learning throughout youth and adulthood.
They have the
authority to initiate collaboration among the other
providers of learning.
Most important, they are the homes
of a variety of fields of knowledge and therefore the
places where the professions can collaborate ln carrying
out their educational programs.
The lifelong learning
�Page 22
patterns of physicians, dentists, lawyers, englneers,
architects, and nurses have basic similarities as do the
programs which provide that learning.
The educators who
operate these programs should learn from each other, and
.
'
they should establish ln the pre-servlce years a basis for
inter-professional learning activity and help maintain it
through all the years of practice.
If universities and other institutions are to develop
strong programs of adult continuing education, they must
develop a sound knowledge base to give intellectual
support to their work.
Also administrators and other
people responsible for adult education must have an
adequate preparation for their professional life and not
carry it forward merely on the basis of lore, tradition,
hunch, and trial-and-error, valuable though such
experiences may be.
�P
ag
e 23
Aq
u
a
r
t
e
r
c
e
n
t
u
r
yago
,t
h
eF
o
u
n
d
a
t
i
o
nh
e
lp
ed t
h
e
U
n
i
v
e
r
s
i
t
yo
fW
i
s
co
n
s
i
ne
s
t
a
b
l
i
s
ha c
e
n
t
e
rf
o
re
d
u
c
a
t
i
n
g
t
h
el
e
a
d
e
r
so
fC
oo
p
e
r
a
t
i
v
eE
x
t
e
n
s
i
o
n
. Al
a
r
g
enumb
e
ro
f
t
h
ep
e
o
p
l
e who d
i
r
e
c
tt
h
a
tS
e
r
v
i
c
et
o
d
a
yp
a
r
t
i
c
i
p
a
t
e
di
n
theC
e
n
t
e
r
'
sa
c
t
i
v
i
t
i
e
sand a
l
lsu
chl
e
a
d
e
r
sh
av
eb
e
en
i
n
f
l
u
e
n
c
e
dby i
t
swo
rk
.
R
e
s
p
o
n
s
i
b
i
l
i
t
yf
o
rb
u
i
l
d
i
n
g an
a
d
e
q
u
a
t
e know
l
edg
eb
a
s
e and e
d
u
c
a
t
i
n
gl
e
a
d
e
r
swho c
an u
s
e
i
tmu
s
t b
es
h
a
r
e
dby a
l
li
n
s
t
i
t
u
t
i
o
n
swh
i
ch spon
so
ra
d
u
l
t
c
o
n
t
i
n
u
i
n
ge
d
u
c
a
t
i
o
n
,b
u
to
n
l
yu
n
i
v
e
r
s
i
t
i
e
sh
av
et
h
e
b
r
e
a
d
t
ho
fc
o
n
t
e
n
t
,o
r
i
e
n
t
a
t
i
o
nt
oe
d
u
c
a
t
i
o
n
a
lp
r
a
c
t
i
c
e
,
and a
c
c
e
s
st
ot
h
ee
a
r
l
i
e
r
~
o
fl
e
a
r
n
i
n
gi
nt
h
e
l
i
f
e
s
p
a
nt
oc
a
r
r
yfo
rw
a
rd an a
d
e
q
u
a
t
e comp
r
eh
en
s
iv
e
app
ro
a
ch t
ot
h
etw
i
nt
a
s
k
so
f know
l
edg
ep
r
o
d
u
c
t
i
o
n and
d
i
s
s
em
i
n
a
t
i
o
n sof
a
ra
sa
d
u
l
te
d
u
c
a
t
i
o
n 1S con
c
e
rn
ed.
A
ta b
r
o
a
d
e
rl
e
v
e
l
,t
h
es
h
i
f
tf
r
om you
th
-dom
in
a
t
ed
e
d
u
c
a
t
i
o
nt
oa l
i
f
e
l
o
n
gl
e
a
r
n
i
n
gc
o
n
c
e
p
t
i
o
nw
i
l
l r
e
q
u
i
r
e
c
o
u
n
t
l
e
s
s ch
ang
e
s 1n p
o
l
i
c
yw
i
t
h
i
nu
n
i
v
e
r
s
i
t
i
e
s
,i
nt
h
e
i
r
/
�P
ag
e 24
r
e
l
a
t
i
o
n
s
h
i
p
sw
i
t
ho
t
h
e
ri
n
s
t
i
t
u
t
i
o
n
s
,and l
ngov
e
rnm
en
t
and o
t
h
e
r sy
s
t
em
so
fc
o
n
t
r
o
land
~
H
e
r
ew
e
mu
s
t h
av
er
e
a
land p
r
a
c
t
i
c
a
l ch
ang
ei
n
v
o
l
v
i
n
gn
ew l
i
n
e
son
o
r
g
a
n
i
z
a
t
i
o
nc
h
a
r
t
s
,h
i
g
h
e
rp
l
a
c
e
sf
o
ra
dm
i
n
i
s
t
r
a
t
o
r
so
f
c
o
n
t
i
n
u
i
n
ge
d
u
c
a
t
i
o
nl
nt
h
ebox
e
si
nt
h
o
s
ec
h
a
r
t
s
, and
m
a
jo
r r
e
a
l
l
o
c
a
t
i
o
n
so
fr
e
s
o
u
r
c
e
s
. We h
av
eh
ad enough
g
e
n
e
r
a
lt
e
s
t
am
e
n
t
st
oc
o
n
t
i
n
u
i
n
ge
d
u
c
a
t
i
o
nand
e
v
a
n
g
e
l
i
s
t
i
capp
ro
a
ch
e
st
oi
tt
os
u
s
t
a
i
nu
sf
o
rt
h
et
im
e
b
e
i
n
g
. We nown
e
ed t
os
e
e
'
n
ewp
o
l
i
c
i
e
s wh
i
ch a
r
er
o
o
t
e
d
i
ns
u
s
t
a
i
n
e
dp
r
a
c
t
i
c
e
. U
n
i
v
e
r
s
i
t
i
e
s mu
s
t m
ak
e su
ch
ch
ang
e
sf
o
rt
h
em
s
e
l
v
e
s
. Th
ey c
an a
l
s
ob
et
h
eg
e
n
e
r
a
t
o
r
s
o
fb
r
o
a
d
e
r ch
ang
e by s
p
o
n
s
o
r
i
n
gcomm
i
s
s
ion
so
r comm
i
t
t
e
e
s
o
fi
n
q
u
i
r
yi
n
t
oa
d
u
l
tc
o
n
t
i
n
u
i
n
ge
d
u
c
a
t
i
o
n
,u
s
i
n
gt
h
e
i
r
p
r
e
s
t
i
g
et
oa
t
t
r
a
c
tt
osu
che
n
t
e
r
p
r
i
s
e
st
h
el
e
a
d
e
r
sand
p
o
l
i
c
y
-m
a
k
e
r
so
fs
o
c
i
e
t
y
.
I
nt
h
el
a
s
tf
ewmom
en
t
s
, Ih
av
eb
e
en t
a
l
k
i
n
gabou
t
w
ay
s o
fs
t
r
e
n
g
t
h
e
n
i
n
gt
h
ep
r
o
v
i
s
i
o
no
fa
d
u
l
tc
o
n
t
i
n
u
i
n
g
�Page 25
education.
Each of these tasks could be undertaken
separately, as has been the pattern in the past, but if
they were parts of an integrated approach by a single
university or state-wide system of higher education, the
cumulative impact might be far greater than if each
strategy were followed separately .
The University of
Georgia is making such a unified thrust, involving many
parts of the institution as well as outside collaborators
and such centers of control as the Governor and
Legislature.
We are happy to be able to assist the
University of Georgia in this integrated effort and hope
that the lessons learned there will have an influence
nationwide.
Georgians are certain that theirs is the
oldest state university, dismissing rival claims by North
Carolina, and it would be pleasant if they could celebrate
their bi-centennial year by moving toward the forefront of
public institutions as far as a complete system of adult
continuing education is concerned.
�Page 26
The remaining themes of Foundation programming about
which
I
shall talk today deal not with the improvement of
the general structures and practices of lifespan education
itself but with certain major changes which such education
can help bring about.
Any of our other Foundation goals
could be used for purposes of illustration but
I
shall
include only brief statements about several which seem
particularly relevant to the purposes of this conference.
The third theme which, In our VIew, should guide
strategies for future change has to do with health
promotion.
You will remember that in the early years of
the development of the Cooperative Extension Service, the
government would help only those farmers whose fields had
already been infested with the boll weevil and that Mr.
Knapp had to find foundation support to help farmers who
wanted to maintain healthy crops.
A roughly similar
situation now exists so far as health IS concerned.
�Page 27
Magnificent research and dissemination efforts have
conquered many diseases and expanded both the length and
quality of life .
As an unintended consequence, "health"
connotes "disease" and so do its allied terms .
"Health
care " really means the care of the ill or the infirm.
While society must maintain the programs of care which
have been so painstakingly developed, it is becoming ever
more apparent that the major new frontier of workers ln
health should be both disease preventi on and active health
promotion .
A strong case can be made that the greatest
gains in human welfare and happiness will now be made by
an approach which is grounded in a broad and positive
conception of health .
This complex aim can be sought in many ways which can
be roughly divided into two kinds of initiatives:
those
which have to do with individual lifestyles and those
which have to do with the removal of public hazards to
�Page 28
health.
In the first case, change can come only if people
intervene In their own lives, controlling their diet,
their exercise, their causes of stress, their use of
potentially dangerous substances, their habits of driving
and the use of tools, and in many other ways.
In the
second case, the public must intervene to remove dangers
which fall outside individual control, such causes of risk
as pollution of the environment, unsafe highways, and
inadequately prepared health professionals.
We cannot
rely on education alone to create a wholly satisfactory
system of health promotion.
Better engineering of roads
and work-sites is required as is better enforcement of
laws and increased knowledge about the nature and spread
of infections.
But people will not control their own
lives or give active support to public initiatives unless
they are taught how to do so.
Therefore, while education
is not sufficient, it IS essential.
�Page 29
What is the role of higher education In this regard?
Here are a few suggestions.
First, the age group 15-24 IS
the only one which has shown an increase in mortality In
recent years.
These are the heaviest years of higher
educational enrollment, a fact which suggests that
colleges and universities have a responsibility to aid
their young students immediately as well as to prepare
them for later years of life.
Second, universities must
alter their pre-service and in-service programs of
educating health professionals so that all of them are
more oriented to a positive conc eption of health.
Third,
more health professionals should be educated for the
specialist concerns of education and promotion, including
service In public health departments.
Fourth, programs
should be devised which help all adults, particularly the
elderly, know how to intervene in their own lives to make
them more healthful.
Getting people to change their bad
�Page 30
habits is a hard task, but perhaps one of the best
approaches to it is to set such habits within the broader
concern of the achievement of good health.
At any rate ,
society has to try to change its whole orientati on to
health and I hope that colleges and universities will not
be laggards in this respect.
The fourth theme I wou d like to mention today deals
with fostering patterns of community leadership.
The
decision makers of our society galn their strength and
authority by learning how to control the destiny of ever
larger and more complex groups 'and institutions .
This
process starts early ln life as children, in both school
and out-of-school settings, learn from the experlence of
managing clubs and teams and projects and local chapters
of national organizations.
It continues in much the same
fashion ln higher education, often becoming elaborately
exercised ln fraternity and sorority life and ln systems
�Page 31
of student government.
The responsible exercise of
authority shapes and polishes the individual both as an
influential person and as a manager of collective
affairs.
This process continues in adulthood In career patterns
In which individuals move upward on a promotional scale as
their abilities and talents are rewarded .
In such cases,
it is now thought necessary to accompany experience with
formal training.
We no longer leave matters to the
extra-curriculum as is true in school and college, but
expect that experience will be refined and extended by
formal stud y of some s ort.
The best known example of this
practice is to be found In business and industr y where
marvelously complex forms of management education have
been devised and are now financially supported on a
massIve scale because their success has been widely
accepted.
But the idea is pervasive; for example,
�Page 32
semInars are annually available to new university
presidents and their wives and to state supreme court
justices.
The most highly developed systems of all are to
be found in the military services (especially in the
officer corps) where, from beginning to end, duty time is
alternated with study time and even during periods of duty
time, educational opportunities are available to
everyone.
Now turn to public affairs and more specifically to
the boards, councils, commissions, and committees which
control almost every aspect of our community life.
The
general pattern here is to have a group of citizens set
policy, exercise authority, and serve as sponsors for an
institution whose staff is made up of members of one or
more professions.
We have such boards in both public and
private life, controlling:
our schools; our colleges and
universities; our health, cultural, and welfare
�Page 33
institutions; and our voluntary associations .
Here we
find the influential substructure of our s ociety,
immediately powerful in every particular case and
crucially significant because it provides a ladder of
leadership i n which citizens move upward and outward In
their capacity to guide and control the institutions of
society.
But it is aston ishing to observe how badly many
boards behave.
Almost any issue of any newspaper provides
accounts of the stresses which boards face and how
frequent IS their failure to reach satisfactory solutions
for their problems .
It is universally agreed that success
In the work-life requires study as well as experience, but
it is not generally understood that education is also
needed for those who control the destinies of our social
institutions.
Who should provide such education?
The need is so
great that the answer to that question might well be:
�Page 34
anybody who identifies the need.
specific than that.
But we can be more
Each board should help its present
and future members to understand what they need to know
about their own institution.
There are associations of
boards largely based on specific kinds of service such as
schools, public libraries, higher educational
institutions, and hospitals.
Each such association
fosters the learning distinctive to its institutional
form.
National associations, statewide coordinating
boards, and collaborative systems of financing community
service (such as the United Way) have a responsibility to
educate the boards of local chapters or local institutions
so far as their collaborative ventures are concerned.
But there
1S
a more general level of knowledge drawn
from the fact that most boards face the same problems.
(How large should a board be?
be composed?
How should its membership
How can board members be persuaded to take
�Page 35
responsibility?
be?
How long should the tenure of members
How can a gradual increase in personal responsibility
be fostered?
What
1S
the proper relationship of a board
and its chairman to the chief executive officer of an
institution?
To its staff?)
These questions sound
trivial to inexperienced people but vital to anyone who
has served on many boards.
Those who know the answers to
such questions can work powerfully within our community
institutions.
knowledge?
Who should offer this generalized
So far, community colleges have been the major
sponsors and the Kellogg Foundation has been delighted to
be able to help them.
It is my hunch, however, that we
have an opportunity for service here which should be
re alized by other kinds of institutions, particularly
large universities whose professional graduates are
profoundly influenced by the boards for which they work.
�Page 36
My fifth theme also deals with leadership but treats
it as a personal opportunity for development.
Almost
every serious student of the span of life has concluded
that sometime around the age of forty, most people have
achieved a sense of stability In their personal and social
lives and suddenly awaken to a need to re-examine who and
what they are and how they wish to re-direct their
continuing existence.
This fact IS as true of university
administrators and faculty members as of everyone else.
The young scholar today goes deep into specialization and
has an increasingly angular view of life.
The associate
professor or assistant dean is oriented to a discipline or
a specific managerial assignment and often feels more
identification and loyalty to it than to the institution
as a whole or to the society which surrounds and supports
it.
�P
ag
e 37
Th
eF
o
u
n
d
a
t
i
o
nd
e
c
i
d
e
d som
ey
e
a
r
s ago t
ot
r
yt
of
o
s
t
e
r
b
r
o
a
d
e
rl
e
a
d
e
r
s
h
i
pf
o
ri
n
s
t
i
t
u
t
i
o
n
so
fh
i
g
h
e
rl
e
a
r
n
i
n
gby
c
r
e
a
t
i
n
ga n
a
t
i
o
n
a
lf
e
l
l
ow
s
h
i
pp
rog
r
am wh
i
ch wou
ld s
e
l
e
c
t
abou
tf
i
f
t
ya
c
ad
em
i
c
se
a
chy
e
a
r who h
ad f
e
l
tt
h
en
e
ed t
o
u
n
d
e
r
t
a
k
ep
e
r
s
o
n
a
lp
rog
r
am
st
ob
ro
ad
en t
h
e
i
rv
i
s
i
o
n and
comp
e
t
en
c
e
. Th
ey s
t
a
yon t
h
e
i
rj
o
b
sw
i
t
h al
i
g
h
t
e
n
e
dl
o
a
d
o
fr
e
g
u
l
a
rwo
rk and a
r
eg
i
v
e
ns
u
p
p
o
r
tt
oemb
a
rk on
p
e
r
s
o
n
a
l
l
y
d
e
v
e
l
o
p
e
dp
r
o
j
e
c
t
s wh
i
ch w
i
l
lg
i
v
e th
emb
r
o
a
d
e
r
i
n
s
i
g
h
t
st
h
a
nt
h
e
yp
r
e
v
i
o
u
s
l
yh
ad
. Du
r
ing t
h
e
i
r
t
h
r
e
e
y
e
a
rt
e
n
u
r
e
,t
h
e
ya
l
lp
a
r
t
i
c
i
p
a
t
ei
ns
ev
en
s
em
i
n
a
r
s
, e
a
cho
f wh
i
ch i
s
~
d
e
s
i
g
n
e
dt
op
r
o
v
i
d
e
a
st
o
t
a
lan imm
e
r
s
iona
sp
o
s
s
i
b
l
el
nsom
ec
l
u
s
t
e
ro
f
s
o
c
i
a
lp
rob
l
em
s
, su
cha
sl
abo
r
-m
an
ag
em
en
tr
e
l
a
t
i
o
n
s
h
i
p
s
,
mod
e
rn r
u
r
a
ll
i
f
e
,o
rt
h
ed
i
f
f
i
c
u
l
t
i
e
sf
a
c
e
dby an
e
c
o
n
om
i
c
a
l
l
yd
e
p
r
i
v
e
dn
a
t
i
o
n
.
We h
av
el
e
a
r
n
e
dsom
et
h
i
n
g
sf
romo
u
rf
i
v
ey
e
a
r
s-o
f
e
x
p
e
r
i
e
n
c
ew
i
t
ht
h
eK
e
l
logg N
a
t
i
o
n
a
lF
e
l
l
ow
s
h
i
pP
rog
r
am
.
�Page 38
Several might be worthy of mention.
We have been pleased
to see that when mid-career scholars and administrators
are glven the opportunity to go beyond their disciplines
and assignments, they eagerly do so.
In fact, among the
most educative aspects of the program are the special
cross-field projects initiated by fellows.
Second, we
have found that keeping them at their own home bases means
that they are ln positions to influence their colleagues
and to walk across campus to follow up on associations
with people in other fields to which they have been
initiated during their fellowships.
Third, we have come
to realize how readily university life can be adjusted to
support such endeavors as the one we have undertaken.
It
was always intended that the program would go beyond
academic leadership to include people at a similar career
stage ln business, politics, public administration,
agriculture, and other spheres of work.
When we began to
�Page 39
seek out such individuals, ' we found how incredibly
complicated it is for them to adapt their work patterns
even for the minimal time requirements of the fellowship.
We are persisting In our efforts to reach new categories
of people but this task may never become easy.
Fourth,
the initial decision that we would have to administer this
particular program ourselves In order to insure its
breadth still seems right to us.
We have not ye t found
any other institution to which we could comfortably
transfer its administration .
This venture into a highly specialized form of adult
continuing education has seemed at this early stage to be
successful; many fellows seem to have had almost a
conversion experience.
No final judgments can, of course,
be made until we see the trajectory of the fellows'
careers and try to estimate whether they are in fact more
broadly based leaders than they would have been
�Page 40
otherwise .
To the degree that the program is successful,
however, it raises the disturbing question as to why there
are not more efforts to design education which will give
our society, in all its ways and works, a larger number of
responsible men and women who have both a creative vision
of what could be accomplished and the practical capacity
for doing so.
To come closer to home, if the academic
life is particularly suited to that kind of study which
would achieve breadth of viewpoint and help our present
and future scholars and administrators to make wise
choices at the time of their major mid-career reviews
whenever they occur, why are so few opportunities to do so
now being provided?
IV
By this time, you may believe that I have suggested
more tasks than colleges and universities may be able to
assume.
But institutions of higher education have shown
�Page 41
again and again that they can meet the challenges which
they set for themselves or which are required of them by
society.
To cite only one example, they are successfully
broadening the base of their own enrollment by enrolling
not only adults but other students whom they have
traditionally under-served.
In 1972, women made up 43
percent of their total student bodies; in 1982, it was 51
percent.
In 1972, 10 percent of their enrollment came
from racial minorities; in 1982, that figure was 14
percent.
Such profound changes, coupled with the massive
growth of adult enrollments, i nf l u e nc e some institutions
more than others but the over-all impact will eventually
be very great.
The question which sets our theme at this conference
has been a concern of the leaders of Oakland University
for twenty-five years.
serve its publics?
How does a public university best
The record of the past indicates that
�Page 42
we may have confidence in the future that this and other
colleges and universities will accomplish the creative
tasks which they confront at each stage of their
development.
As f or higher education as a whole, the
central thrust of my comments
IS
that its leaders can best
achieve their purposes if they not on l y strike out on
their own but also collaborate with government, industry,
labor, and other institutions and associations in sharing
common tasks .
I hope that American foundations will have
an important part in many such mutual endeavors.
"unfinished business" for us all'.
472
wpc:
10/8/84
There is
�
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_1984-10-09_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech, Unfinished Business
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given October 9, 1984 for the W. K. Kellogg Foundation at Oakland 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
1984-10-09
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/3ef41a760bcf7682ce3b804fdf3c8cc2.pdf
14e276ae95062eb23220d372a9f46ff1
PDF Text
Text
)p
/ -Cj - (; (; -
W. K. KELL<Y'uG FOUIIDATION'S INTEREST IN THE COMMUNITY COLLEGES -c
Russell G.
wby
Vi e President - Programs
w. K. Kellogg Foundation
I appreciate very much the opportunity of meeting with you today .
On
behalf of our Foundation, may I extend greetings and express our appreciation
for being identified with the Community Col l ege Leadership Program .
Mr . Banfield and I have
informal.
Therefore, I
reed that this luncheon session should be very
ill make just a fe
Foundation ' s interest in co
comments to the topic of our
unity colleges .
Then hopefully
together some of the kinds of questions that
e can discuss
ill be of greatest interest to
you .
To provide for you sane general information regarding the Foundation,
h ve copies of our Gener 1 Information "br ochure .
This
e
ives a brief historical
and philosophical statement, describes the seven pro ram Divisions and the
organizational structure , and indicates limit tions to our aid and procedures
for submitting requests .
Of particular interest to you will be the fact that
effective September 1, the new Director of our Division of Public Affair::; and
Education will be D • Robert E. Kinsinger .
been identifi d
ith the community college movement in a variety of ways, most
recently
ith the development of paramedic
system
the State of New York.
0
Many of you know Bob since he has
programs in the community college
He is the person wi t h
ham many of you wi l l
have contact in the future .
One of the challenges to a Foundation such as ours is to "be sensitive to
current developments, to the dynamics of situations of the day, to problems that
need the kind of resources that a private foundation can provide .
o
ende vor with whi ch
In the fields
e are concerned- - -education and public affairs,
iculture,
�- 2 -
medicine and pUblic health , nursing , dentist ry and hospital administ ration- - - e
are continually concerned with someho
sensing the trends of t he t ime , anticipat ing
significant developments , and determining how our limited Foundation resources
may make a maximum contribution t o the well-being of peo Ie .
In the late 1950 's , as we were assessing the situation in education in this
country , and specifically anticipating needs i n higher eaucation , our Foundation
became convinced that the most signifi cant educetional
de -re.Lopment,
of this
century for our country was the development of community colleges .
convinced that t hi s is t rue .
We are still
Consequently Dr . Morris , our Foundation President ,
recommended t o our Board of Trustees that the community college movement is one
(
with which our Foundation sh oul.d be strongly identified .
Subseqaent appropri tions
by our Board pr ovides tan ible evidence of this Foundation commitment to the
community college movement for mich yo u are providing vital leadership .
Our Foundation first assisted in a major
,~y
t he community college movement
throu h the American Association of J unior Colleges , when in 1960
substantial grant
e made a
0 AAJC to help strengthen their rol e of leadership .
The
wisdom of t hi s de cis i on is ev i denced by t he flourishing pr ogram of AAJC and the
vi ble leadership it i3 providing for two year institutions of higher education ,
nationally and internationally .
I n t he r api d development of t hese institutions i n t hi s aecade , i t
immediately became apparent that a crisis existed in terms of administrative
leadership for individual i nst i t ut ions t hroughout the count ry .
Thus a next
J
10 lcal phase of our support was assistance t o ten i nst itutions in establishing
Community College Leadership Programs f or the pr ser vi ce and inservice t raining
of community college administrators • . As participants in t hi s Semin
obviously are avmre of these Centers and their activities .
, you
�- 3F
i
n
a
l
l
y, s c un
it
yco
l
l
eg
e
sh
ave f
i
rm
lye
s
t
a
b
l
i
sh
edt
h
e
ir co
l
l
eg
e
p
a
r
a
l
l
e
lp
ro em
s
, in
ca
s
i at
t
e
n
t
i
onh
a
sb
e
eng
iv
entot
h
es
i
g
n
i
f
i
c
a
n
t
c
o
n
t
r
i
b
u
t
i
o
no
ft
h
e
s
ein
:
:
:
t
i
tu
t
ion
sino
c
cup
a
t
i
o
n
a
leduc
a
t
i
o
n
. Toen
c
ou
r e
u
ch
tod
ev
e
lop h
e
s o
ccupt
i
on
a
lp
r
o ro
s, u
rF
ound
a
tionb
ea
n
~
fou
ry
s
0
to m
ak
esm
a
l
ld
ev
e
lopen
t
n
t
st
oi
n
d
i
v
idu
a
lco
lleg
estoa
s
s
i
s
t
i
nd
ev
e
lop
ingp
i
l
o
to
rd
emont
r
a
ti
o
np
r
o sm
si
n
~
sp
e
c
i
a
l
i
z
e
df
i
e
l
d
s
r
a iugf
r t
h
eh
e
a
l
t
hre
la
tdcc
cu
p
a
tio
n
st oughd
a
t p
r
oc
e
s
s
ingt
of
i
s
h
e
r
i
e
s
t
e
chno
l
ogy
. lt
hth
erp
i
d ow
th i
nth
en
umbe
ro
fsu
chi
n
s
ti
tu
tion
s
,i
t
w
a
s
soonapp e
n
ttou
sth
a
t
cou
l
dno
t po
s
s
ib
l
ym
e
e
t t
h
ed
em
and
so
fa
l
li
nt
i
-
t
u
t
i
o
n
sf
o
r uch d
ev
e
lopm
en
t
a
l s
s
i
s
t
a
n
c
e
. Thu
sla
s
ty
e
a
rw
em
ad
e not
h
e
r
s
i
g
n
i
f
i
c
a
n
t comm
i
ten
ttoAA
JC t
oe
s
t
a
b
l
i
s
ht
h
r
e
eT
a
sk Fo
rc
es w
it
hp
r
o
f
e
s
s
i
o
n
a
l
t
a
f
ftop
r
ov
id
en
a
t
i
on
a
ll
e
ad
e
r
s
h
i
pi
neng
in
e
e
r
i
n
g~
,
bu
si
n
e
s
sre
l
a
td
,
and h
e thr
e
l
a
ted o
c
cup
a
t
i
o
n
a
lfi
e
l
d
s
. Th
ef
u
l
l
t
im
ep
er
s
onn
e
lh
a
v
eb en
re
c
r
u
i
ted
, theT
a
sk Fo
rc
e
sa
r
ecampl
e
t
i
nt
h
e
i
ro
r
g
an
iztion
a
ld
et
a
i
l
s
, and
in
ce
a
s
i
n
g
l
yth
isph
a
s
eo
f
C
f
s 1a
d
e
r
sh
ipand s
e
r
v
i
c totwo
y
e
a
ri
n
s
t
i
t
u
t
i
o
n
s
w
i
l
lb
ea
v
a
i
l
a
b
l
e.
V
e
ry b
r
ie
f
lyth
en
,t
h
i
si
sou
r in
te
re
s
ti
ncommun
it
yc
o
l
l
eg
e
s
. We a
r
e
s
t
i
l
lconv
in
c
edt
h
a
tt
h
ec
d
ev
e
l
:m
i
t
yco
l
l
c
t
i
em
o
v
em
e
nt i
son
eo
fth
em
o
s
ts
i
g
n
i
f
i
cn
t
en
t
si
nh
igh
e
redu
c
a
t
ionfo
rth
is ce
n
t
u
ry. We h v
eb
e
en re
a
tlyimp
r
e
s
s
ed
h
etr
em
endou
s
-n
tht
~
t
h~ hs t
ak
enp
lc
e
, it
ht
h
eacc
ep
t
an
c
eo
ft
h
e
co un
i
tyc
o
l
l
ee id
e
a
i
ncommuni
t
i
e
st
h
roughou
tt
h
ecoun
t
r
y
, and 1
i
thth
e
ex
c
e
l
l
en
c
eo
ft
h
ep
ro sm
snow und
e
r aye O
u
r ound
at
i
onh s
b
e
e
nv
e
ryp
Ia
s
ed
t
ob
ei
d
e
n
t
i
f
i
e
di
t
ht
h
i
sd
ev
e
lopm
en
t, and Ie n
t
i
c
i
p
a
t
eth
a
tth
e
r
ew
i
l
lb
e
o
t
h
e
r ay
si
nt
hf
u
t
u
r
ei
n i
e
hou
rFound
a
tionc a
u
s
i
s
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_1966-07-09_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech, W. K. Kellogg Foundation's Interest in the Community Colleges
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given July 9, 1966 for the W. K. Kellogg Foundation on the Community College Leadership Program.
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.
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
1966-07-09
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/b8cd56d73ab592a155dff4d3a252dad2.pdf
f0d25ba9ddbadd8dfa2149369587d6d7
PDF Text
Text
�-
- --- -
--
-"'----~~-r·
-_. _- - -- - - -
-
.
-- - ~- - -- -- - -
-_
-
-
_ .--
-
-_ . _ - _
._-- _
-
- - ----- -- -_._--_.
_ . - .'-
-_ .
.. _-
-----_ ._------ - --------- ._- - - - ---_. . .• .. . _----.. -- - -._
. .. .. _ . _ ~-
- --
-
_
..
_
..
_._- -_._--_._- ._--_. . . __..__. ._ .
_.- -'
. -._- - -
. . _.. ..-
--
- --- ....
_ ._._- - -.- - -- . . - - '._- _._-- - _.- .
~-
".
-
.. ..• . -
'
-. - -- _.- - _
. _- - - -
.. __ . ._ -
-
----
- _ . ~.
--- - ..._
_ ._-- -
-_ ._-- -
..
-
-
--- - _...---- _ .-
-.-
. . ..
__
_.
-
- -
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Russell Mawby Papers
Subject
The topic of the resource
Charities
Family foundations--Michigan
Philanthropy and society
Description
An account of the resource
The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe.
The digital collection includes a selection of field notes, speeches, itineraries, and other materials.
Creator
An entity primarily responsible for making the resource
Mawby, Russell G.
W.K. Kellogg Foundation
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Contributor
An entity responsible for making contributions to the resource
Johnson Center for Philanthropy
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Language
A language of the resource
eng
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
JCPA-01
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1938-2012
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Source
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-01_1977-03-15_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech, We Don't Want More of the Same
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given March 15, 1977 for the W. K. Kellogg Foundation to discuss changes in educational programs to reflect the changes in agriculture.
Contributor
An entity responsible for making contributions to the resource
Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Subject
The topic of the resource
Philanthropy and society
Family foundations--Michigan
W. K. Kellogg Foundation
Charities
Speeches, addresses, etc.
Education
Agriculture
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
1977-03-15
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
-
https://digitalcollections.library.gvsu.edu/files/original/8d976a474389df11205416ccb6e6dcbc.pdf
0c077ca7b69a39b0ce00d2b31f8d9f94
PDF Text
Text
\ffiAT'S HAPPENING IN THE STATE OF MICHIG~~ AND
HOW DOES PHILANTHROPY FIT IN?
An Outline of Remarks by Russell G. Mawby
W. K. Kellogg Foundation
at the Northern Michigan Members Meeting
with the Board of Trustees of the
Council of Michigan Foundations
Midland, MI
June 9, 1988
I.
As we all know, when we reflect on where we have been and where Michigan is as
a state, Michigan has a long and proud history of social concern.
also has a long and proud history of philanthropic commitment.
Our state
Michigan has
been a leader in the nation in adopting laws and implementing programs to
protect the environment, assure social justice to all people, provide quality
educational opportunity, and in other ways serve human concerns and needs
creatively and effectively.
At the same time, Michigan has been home to some of history's entrepreneurial
geniuses, who not only were committed to economic growth, but also to leaving
behind a legacy of social commitment.
The list is long and impressive:
Ford,
Kresge, Mott, Kellogg, Skillman, Dow, Wege, and a host of others represented
here this evening and in the membership of the Council of Michigan
Foundations.
Michigan has a great tradition of philanthropy, i.e. private
initiatives for the public good.
Michigan's citizens give individually; as
corporations and businesses; and through organized philanthropy in private,
community, and corporate foundations.
�-2-
These two historical attributes -- social concern and philanthropy -- of
course, are not unrelated.
Throughout the state's history, the vision of
Michigan's future has benefited from the synergism of the efforts of political
and private sector leaders who are committed to improvements in our state's
social fabric.
As we enter the final turn of the race toward the 21st century
a race which
will culminate in only 12 more years -- it is appropri ate that we as a
community examine those things that have changed in our society in order that
we are better able to adapt to the needs of new generations.
Early in this century, Woodrow Wilson wrote:
"America is now sauntering
through her resources and through the mazes of her politics with easy
nonchalance; but presently there will come a time when she will be surprised
to find herself grown old -- a country crowded, strained, perplexed
when
she will be obliged ••• to pull herself together, adopt a new regimen of life,
husband her resources, concentrate her strength, steady her methods, sober her
views, restrict her vagari es, trust her best, not her a ve r a g e , members.
will be the time of change.
That time is upon us.
Is our le adership, in both the public and private
sectors, up to the task?
That
�-3II.
In thinking about what is happening in Michigan, I was tempted to begin with a
list of concerns:
education -- K-12 and higher; health care; environmental
issues; cultural and performing arts; economic development and jobs; the list
goes on and on.
A useful resource, were I to proceed in this way, is this
publication, "Michigan in Brief, An Issues Handbook for 1987-88," produced by
our good friends at Public Sector Consultants in Lansing, under the leadership
of Dr. Gerald Faverman and colleagues.
I feel that it would be presumptuous and inappropriate for me to impose a long
expose on a cafeteria of issues.
You are knowledgeable about the concerns in
our state and particularly in your home communities.
Rather, I have chosen, in broad overview, to share very briefly six
observations about things going on in Michigan, for which the implications for
philanthropy are rather apparent.
I hope you will forgive my frequent
reference to Battle Creek and activities of the H. K. Kellogg Foundation
these are the examples I know best.
You will see your community and yourself
in the illustrations I suggest.
Observation 1 concerns the seeming inability of our political processes and
institutions to deal with significant issues in substantial ways.
�4
T
h
i
si
smo
s
t v
i
v
i
da
tt
h
en
a
t
i
o
n
a
ll
e
v
e
lwh
e
r
e Cong
r
e
s
si
ss
t
r
u
g
g
l
i
n
g
i
n
e
f
f
e
c
t
i
v
e
l
yw
i
t
h su
chc
o
n
c
e
r
n
sa
sf
i
s
c
a
land f
i
n
a
n
c
i
a
lr
e
s
p
o
n
s
i
b
i
l
i
t
y
,t
r
a
d
e
im
b
a
l
a
n
c
e
,f
a
rmp
rog
r
am
s
, and f
o
r
e
i
g
na
f
f
a
i
r
s
.
I
nL
a
n
s
i
n
g
,o
u
rs
t
a
t
ep
o
l
i
t
i
c
i
a
n
sa
r
ee
q
u
a
l
l
yi
n
e
f
f
e
c
t
i
v
eon m
a
t
t
e
r
s o
fs
c
h
o
o
l
f
i
n
a
n
c
e
,o
u
rs
t
a
t
eb
u
d
g
e
t
, Wo
rkm
en
'
s Comp
en
s
a
t
ion
, and a h
o
s
to
fo
t
h
e
r
c
o
n
c
e
r
n
s
.
A
t t
h
el
o
c
a
ll
e
v
e
l
,you c
anm
ak
e you
r owna
n
a
l
y
s
i
so
fe
f
f
e
c
t
i
v
e
n
e
s
si
nd
e
a
l
i
n
g
w
i
t
h hum
an s
e
r
v
i
c
e
s
,e
n
v
i
r
o
nm
e
n
t
a
lc
o
n
c
e
r
n
s
, and a
l
lt
h
er
e
s
t
.
T
e
chno
logy h
a
s ch
ang
ed t
h
en
a
t
u
r
eo
fp
o
l
i
t
i
c
sand p
o
l
i
t
i
c
i
a
n
sd
r
am
a
t
i
c
a
l
l
y
.
N
ew t
e
c
h
n
i
q
u
e
so
fs
o
p
h
i
s
t
i
c
a
t
e
d
,i
n
s
t
a
n
t
a
n
e
o
u
sp
o
l
l
i
n
g and t
h
ei
n
f
l
u
e
n
c
eo
f
m
a
s
s
~
t
r
e
a
tm
e
n
to
fe
v
e
r
yi
s
s
u
eand p
e
r
s
o
n
a
l
i
t
ys
e
em
st
oh
av
ef
o
r
c
e
d
e
l
e
c
t
e
do
f
f
i
c
i
a
l
st
ob
e
com
el
e
s
st
h
e"
l
e
a
d
e
r
s
"o
fs
o
c
i
e
t
yand mo
r
e t
h
e
f
o
l
l
ow
e
r
so
fh
e
rd i
n
s
t
i
n
c
t
. Th
e
r
ei
sa t
end
en
cyt
ol
e
a
don
ly wh
en con
s
en
su
s
h
a
sb
e
en r
e
a
c
h
e
d
,t
ow
a
i
t t
os
e
ewh
i
ch w
ay t
h
ep
a
r
a
d
ei
sgo
ing and t
h
e
nru
sh
t
oi
t
sh
e
ad
. O
t
h
e
r ch
ang
e
s wh
i
ch h
av
ei
n
f
l
u
e
n
c
e
dt
h
ep
o
l
i
t
i
c
a
lp
r
o
c
e
s
st
o
s
o
c
i
e
t
y
'
sd
i
s
a
d
v
a
n
t
a
g
eh
av
eb
e
en t
h
ep
r
o
l
i
f
e
r
a
t
i
o
no
ft
h
enumb
e
r and t
h
e
d
r
am
a
t
i
ci
n
c
r
e
a
s
ei
ns
k
i
l
lo
fs
p
e
c
i
a
li
n
t
e
r
e
s
tg
roup
so
fe
v
e
r
yv
a
r
i
e
t
yand t
h
e
c
o
n
c
e
p
to
fe
n
t
i
t
l
em
e
n
twh
i
ch h
a
sh
a
n
d
c
u
f
f
e
dp
o
l
i
t
i
c
a
lr
e
s
p
o
n
s
et
och
ang
ing
n
e
e
d
s
.
Tod
ay
, t
h
e
r
ea
r
ef
ewi
ne
l
e
c
t
e
do
f
f
i
c
ewho c
o
u
l
db
ed
e
s
c
r
i
b
e
da
ss
t
a
t
e
sm
e
n
,
w
i
t
hv
i
s
i
o
n
, comm
i
tm
en
t
, and a c
o
n
c
e
r
nf
o
rt
h
ewho
l
e
.
P
a
t
t
e
r
n
so
fp
o
l
i
t
i
c
a
l
�-5power also have changed dramatically, with greater diffusion and less loyalty
to party and purpose.
The net effect of all of these changes has been the lessened ability of
government at all levels to be a source and catalyst for social change.
This, then, suggests an enhanced potenti al role of private sector initiatives
to demonstrate new answers to societal needs, to initiative ventures, to
provide the vision and comprehensive approach which politics fails to provide.
Observation 2 concerns the seeming return (shift back) to local responsibility
and control in addressing societal needs.
For a span of about six decades -- from the "progressive era" at the turn of
the century to the late 1960s, and particularly beginning with the "New Deal"
in the decade of the '30s
the federal government took an ever increasing
part in meeting the needs of the American people.
trend has first slowed, then seemed to reverse.
Since the early 1970s, that
Increasingly, states and
localities are being called upon to deliver services and provide benefits to
people at the community level.
This fact is reflected by statistics from
Harold "Bud" Hodgkinson in his address at the United IJay of Michigan's
Leadership 2000 Conference.
The number of federal employees is the same today
as in 1950; however, the number of state and local government employees has
risen dramatically.
�-6This fact poses problems for Michigan, as well as for all states and
localities.
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 answer usually lies not
in dollars alone but in the increased commitment and involvement of people who
care.
Again, opportunities for private sector initiatives are obvious:
there
is a desperate need to become more efficient and more effective in using
limited resources and in mobilizing local leadership.
Observation 3 concerns the increasing rhetoric about public/private
collaborations.
We hear it from the President, the Governor, 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.
In
our state, we think of initiatives dealing with economic development/job
generation such as the Industrial Technology Institute and the Michigan
Biotechnology Institute; the observance of Michigan's Sesquicentennial; and
other efforts in which many of us have been involved.
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, the cultural and performing arts, and a host of other examples.
�r
-7A 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."
They are not always anxious to be helpful to private
philanthropy in addressing such concerns as increasing the resources available
for philanthropic purposes.
The current evidence of this relates to the
proposed tax credit for gifts to community foundations.
While the
administration has given verbal endorsement in a variety of ways to this
concept, they have been less than arduous in following through in ways
necessary to ensure legislative action.
The jury is still out on whether the
administration will produce as they have promised.
A further concern relates to the audit activities of the Internal Revenue
Service here in Michigan, which some of us have experienced recently.
In the
most recent audit of the W. K. Kellogg Foundation, which in some respects is
still underway, we received a virtual "no-change audit" on all accounting
procedures.
But the agent then chose to extend his activities into a detailed
review of sub-purposes of a few selected grants.
His effort was really to
define very narrowly the concept of "charitable purpose.
In the examples he
selected, those grants which dealt specifically with economic development and
job generation -- instances in which the concern was increasing total jobs and
not solely jobs for chronically unemployed, handicapped, or minorities -- he
wished to disallow them because they were not purely "charitable" in his
judgement.
�-8-
If this kind of mentality prevails, some very important areas of private
philanthropy, including some in which collaboration with the public sector is
most effective, will become impossible.
I think our continuing approach should be to be cooperative with public
institutions and organizations, but to be cautious and not be coerced.
Next
year, after the elections this fall, I feel confident that we will again
confront tax legislation, probably at both the state and federal levels.
Whenever tax issues are opened up, philanthropy is vulnerable.
We need to be
ready, through our Council of Michigan Foundations and the Council on
Foundations at the national level, to address our concerns effectively.
Observation 4 concerns the dichotomy between the nature of the problems which
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 most often devised to address such issues tend
to be narrow, discipline- or profession-oriented and biased, simplistic, and
inadequate to the task.
�-9A major contribution of philanthropy in addressing societal needs can be to
encourage and demonstrate programs which are comprehensive, collaborative, and
provide continuity.
This is a somewhat human characteristic --
a resistance to change, when we
are comfortable with that which we know.
Sometimes, even when the evidence is overwhelming, both individuals and their
institutions are reluctant to respond.
It is a truism that "in most areas of
human concern, we know better than we do."
be of special interest to you:
Think only of the areas which may
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 in education, yet
most youngsters and most communities lack comprehensive pre-school programs of
high quality.
The evidence is clear that the elementary years are most
important and that drop-out can really be predicted by grades six or seven.
Yet, we persist in accrediting our schools at the high school level, starving
the elementary years whenever resources are limited.
Every teacher will tell
you that it takes the first three months of the new school year to catch up to
�1
0
wh
e
r
e s
t
u
d
e
n
t
sw
e
r
e wh
en s
c
h
o
o
lend
ed i
nt
h
es
p
r
i
n
g
,y
e
tw
ep
e
r
s
i
s
ti
nh
av
ing
at
h
r
e
e
-m
o
n
t
hb
r
e
a
ki
nl
e
a
r
n
i
n
gd
u
r
i
n
gt
h
esumm
e
rmon
th
s
as
c
h
o
o
l
y
e
a
r
mod
e
l e
s
t
a
b
l
i
s
h
e
dby an a
g
r
a
r
i
a
ns
o
c
i
e
t
ymo
r
e t
h
a
na c
e
n
t
u
r
yago
.
I
nt
h
em
a
t
t
e
ro
fp
e
n
a
lr
e
f
o
rm
,t
h
eGov
e
rno
ro
fP
e
n
n
s
y
l
v
a
n
i
ar
e
c
e
n
t
l
y
comm
en
t
ed
,"
I
tc
o
s
t
su
s $24
,000 a y
e
a
rt
ok
e
ep a p
e
r
s
o
ni
nt
h
es
t
a
t
ep
en
,b
u
t
o
n
l
y $8
,000 a y
e
a
ra
tP
enn S
t
a
t
e
.
"
We a
sa s
o
c
i
e
t
y
,t
h
r
o
u
g
ho
u
ri
n
s
t
i
t
u
t
i
o
n
sand o
r
g
a
n
i
z
a
t
i
o
n
s
, mu
s
t p
u
tt
o
b
e
t
t
e
ru
s
et
h
a
twh
i
ch i
sa
l
r
e
a
d
yknown
. P
h
i
l
a
n
t
h
r
o
p
yc
an b
ea k
ey c
a
t
a
l
y
s
t
.
U
s
u
a
l
l
yp
rog
r
am
so
f hum
an s
e
r
v
i
c
ea
r
eb
a
d
l
yf
r
agm
en
t
edand l
a
c
kc
o
n
t
i
n
u
i
t
y
.
I
nB
a
t
t
l
eC
r
e
ek
, f
o
rex
amp
l
e
,w
eh
av
e 67 i
d
e
n
t
i
f
i
e
dv
o
l
u
n
t
a
r
y
,n
o
n
p
r
o
f
i
t
g
roup
sd
i
r
e
c
t
e
dt
ot
h
en
e
ed
so
fy
o
u
t
h
. P
l
u
r
a
l
i
sm i
sgood
;c
om
p
e
t
i
t
i
o
nc
an
a
l
s
ob
eh
e
a
l
t
h
y
,b
u
ti
n
f
i
g
h
t
i
n
g
,a
d
v
e
r
s
a
r
i
a
ls
t
a
n
c
e
s
,and comb
a
t
iv
eb
e
h
a
v
i
o
r
a
r
e
~
Th
ec
l
e
a
r
e
s
tex
amp
l
ei
no
u
rhom
e towni
si
nh
e
a
l
t
hc
a
r
e
, wh
e
r
ew
eh
av
e two
h
o
s
p
i
t
a
l
s
,v
i
r
t
u
a
l
l
ya
c
r
o
s
st
h
es
t
r
e
e
tf
rome
a
ch o
t
h
e
r
,e
a
ch 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
cup
an
cy
. I
na
d
d
i
t
i
o
n
,w
eh
av
et
h
eu
s
u
a
lh
o
s
to
fo
t
h
e
r
h
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
g Nu
r
s
eS
e
r
v
i
c
e
,D
ep
a
r
tm
en
t o
fP
u
b
l
i
c
H
e
a
l
t
h
, Am
e
r
i
c
an R
ed C
r
o
s
s
, Ho
sp
i
c
e
, M
e
a
l
s on Wh
e
e
l
s
, v
o
l
u
n
t
a
r
y ambu
l
an
c
e
s
e
r
v
i
c
e
s
,and m
any mo
r
e
.
�-11-
Unhappily, while each is composed of intelligent, able, dedicated, and
well-intentioned individuals, each also tends to address issues from the
perspective of their organizational or institutional objectives.
Each is
concerned with their own niche, too often not sensitive to the activities of
others and with insufficient attention to the comprehensive health needs of
the people of the community.
Again, a challenge for philanthropy to be an influence in bringing about
services which are comprehensive, collaborative, and continuous.
From all of these observations, each of us can identify marvelous
opportunities for philanthropy to contribute, ever more importantly.
The
opportunities are virtually endless -- I will share with you one new example
which our Foundation is undertaking.
Mr. Kellogg established the Foundation nearly 60 years ago because of his
concern for young people.
Thus, youth programming has always been a major
component of our grantmaking.
We have done a wide range of the usual things
in our own community, in Michigan, and nationally.
Recently, we have become
increasingly concerned that, whether the grantee is a public agency or a
nonprofit organization, the approaches too often are fragmented, lack
continuity, and are narrow in construct.
Thus, after very thoughtful and
careful analysis and deliberation, our Foundation is launching a Kellogg Youth
Initiatives Program in three Michigan communities.
�-12One is Calhoun County, including our home base of Battle Creek, which we
describe a s rural, small-town, farm and non-f arm.
The second community is
Marquette and Alger counti es in the Upper Peninsula, the "Appalachi a" of
Michigan, with special economic and demographic characteristics.
The third is
in center city Detroit, the service area of Northern High School, including
the high school and thos e middle and elementary schools which feed it, and the
communities in which the young people attending these schools live.
In each of these three locales we have identified a Foundation staff
professional, native to the community with special training, experience, and
skills necessary for this particular job.
The Kellogg Foundation has no
solutions and will not be prescriptive in our approach.
Rather, we will try
to be a catalyst in stimulating collaborative efforts by individuals, and in
particular by organizations a nd institutions which share our concerns with
making each community a better place for young people to live -- in effect,
seeking to make the community one of the best places in the world for a young
person to be born and grow up.
Concerns will be broad -- home, family, and housing; schools, churches, public
agencies and their programs; all of the nonprofit organizations and their
activities; juvenile justice; he alth services; jobs ; and all of the other
influences that bear upon child/human development.
A first step, and the only activity which the Foundation itself will operate,
will be the Kellogg Youth Development Seminar series -- a two-year program of
�-13seminars in each of the three communities.
In each community, we are
identifying 35 to 50 people who are concerned with young people and who agree
to participate in the seminar series, one day per month for two years,
analyzing the problems and needs of youngsters and exploring and initiating
action programs.
Resource people will be brought in as the groups decide they
could be useful and the entire seminar group -- or small sub-groups -- will
travel throughout Michigan or nationally to observe programs in other
communities which address similar problems and might be adapted here.
The seminar participants will represent a broad cross section of the
community -- educators (superintendents, principals, teachers), business
people, government officials, labor leaders, parents, and youth.
complex approach, and a long-term initiative.
This is a
Our Board of Trustees has
agreed with our staff that we must make a long-term commitment -- at least a
generation, 20 years and perhaps 30.
We are not sure what can be accomplished -- this is high risk and
experimental.
We are persuaded that the issue is so important that such
efforts must be undertaken.
kind.
We are anxious to have collaborators of every
We hope some of you will join with us, either in these three locales or
in complementary efforts of similar purpose in your own communities.
anxious to learn, to cooperate, and to share.
We are
�-14III.
In conclusion, what is happening in Michigan?
A lot -- much of it good:
While we are continually concerned with dealing with problems and addressing
shortcomings, we need to keep these troublesome concerns in. perspective.
We
read a lot about the problems of teenagers today, but most teenagers do
well -- they are not on drugs, they do not get pregnant, they do not drop out.
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 philanthropy -- whether in corporate grantmaking, community foundations,
or private foundations -- must be responsive to changing circumstances and
opportunities.
Some 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, proposed solutions to
perplexing issues.
We in philanthropy 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.
�-15Michigan has a great tradition of soci al concern.
We in philanthropy -- and
those who have preceded us -- have been important partners in this progress.
There is unfinished business demanding the best efforts of us all!
848kj
�
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_1988-06-09_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech, What's Happening in the State of Michigan and How Does Philanthropy Fit in
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given June 9, 1988 for the W. K. Kellogg Foundation at the Northern Michigan Members Meeting with the Board of Trustees of the Council of Michigan Foundations.
Contributor
An entity responsible for making contributions to the resource
Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Subject
The topic of the resource
Philanthropy and society
Family foundations--Michigan
W. K. Kellogg Foundation
Charities
Speeches, addresses, etc.
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
1988-06-09
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
-
https://digitalcollections.library.gvsu.edu/files/original/305caa40b91c13a5e7bf1cd591f9936e.pdf
349ef65077271e9720dd2f6ad286049c
PDF Text
Text
/1 -
"WHERE NEXT IN 4-H ?"
Remarks by Dr. Russ ell G. Mawby ,
Vi ce Pre sident, W. K. Kellogg Foundati on,
a t the St a t ewi de Yout h Conf erence
University of Mi s s our i
November 6 , 1967
I.
It is good to be wi th Ext en s i on pe op l e a gain , and especially with t hose
concer ned with youth.
Whe n Frank Graham cal l e d a nd invited me t o
i n thi s program, i t seemed a n awf ul l y good idea to say yes.
pa r t ~c ipat e
Howe ver , a s
t he day a nd time drew ne a r, I was l e ss a nd l e ss certain that I could make a
us eful co nt r i but ion to yo ur program .
I am sur e y ou have this s ame experi ence ,
also ; but s o much of my li f e, bot h personally and profes s i onally, has been
e ntwi ned with Ext ensi on a nd 4-H that I could not r e sist the t empt ati on to
j oin you today.
In a dd it ion to wha t ever cont r i but ion I can make to your profess ional
deliberations , I confe s s that I have a lso a s el f i sh motive in b eing her e.
In
my role with the Founda ti on , we a re co nt i nual l y l ooking f or idea s a nd f or
innovative instit uti ons.
I n s e ek i ng a uni ver si t y rea l l y addr e s si ng i ts el f
t o the problems of youth in a comprehensive way, where better to come than
to your Univer s i ty whi ch is out front, p ioneering, setting the pac e in
Uni vers i ty Extension .
This was true when I was an Extension pro fe s s ional ,
a nd it i s true today .
I ha d then a nd have now grea t admiration for your
Univer s ity which would make such a c omprehens i ve commitment t o Ext e ns i on
a nd for the leaders hip of su ch indivi du als as Br ice Ratchford.
Cer tai nl y
the challenge whi ch ha s just been pre s ented t o you by your Vi c e Pr e s i dent and
by y our Dean must be enc oura ging, s timulating, gr a t i f y i ng .
What mor e co ul d
you ask in t erms of l i c e ns e a nd s upport?
When I was act i vely involved in 4-H sta t e l e ader ci rc les , I r ec all how
en vious many of us wer e of Frank a nd his staff who could wor k wit h you in
G ~
�experimental new efforts, while we could onl y discus s such ideas theoretically.
While the setting, the leadership and institutional support must be
ri ght, I recognize, of course, that t he a cti on is really in counties and
l oc al communi t i e s ; and that mean s you .
So I am deli ght ed t o be here, both
t o share a nd to ga i n fr om thi s opportunity t o think together .
II .
As I wa s meditating on how to launch into our co ns i de r a t io ns today, I
bec a me very co nsc i ous of my mode st c r ede nt i a l s for t h is occas ion.
If this
wer e a t rad it ional 4-H meeting , o f cour s e , we co ul d s tart by reciting the
4··H pledge , t hen join in s i ng ing two ver s e s of t he Plowi ng Song , and opt i mi s ti cally conclude that "we're on t he upwar d t ra i l ."
This, however, is not a traditi onal 4-H meet i ng .
My contribution,
therefore, will be that of an int erested ob s e r ve r , one who has opportunity
t o travel, to visit, to listen; and I will shar e with you some of the
r e sult ant thoughts which hopefully may b e use ful t o you.
As I survey the menu of t his co nf erenc e , i t i s a pp ar ent that I am t he
on ion soup between th e hor s d 'oeuvr e s (Ratc hfo rd) and the ma i n cour se
(d iscuss ion ) whi ch start s a s soon as I am dispo s ed of .
So that ther e will
be no mi sunderstanding, I will l et you in on my under s t anding of the
confe rence s i t ua t i on a s it was de s cribed t o me.
Fi rst , this is a n uns truct ur ed ses s ion .
I am often s usp ic ious that
group process people use thi s term to de sc r i be a situati on which is chaoti c
a nd disorganized.
Actually, of co ur s e , an unstruc tur ed meet i ng is the most
stimulating with opportunity f or g i ve and take, f or clarification, for
interaction.
My remarks will be in t hat vein.
�Second, you are professionals.
th e term "professi onal."
There have been many definiti ons of
From varied s our ce s I have drawn certai n
phrases which I find helpful in co ns i der i ng the profes si on al role:
(1) pro-
f e s si onal s dea l more wi th people tha n with t h ings; (2 ) professi on a l s a r e
mor e co ncer ned with the publ ic interest than with self-limited priva te
interests : (3) in profes sionali sm, something more than techniQue i s
empha s i zed;
(4 ) as a pro f e s s ional , the individual mus t be as expert a s
he c an b e in his field, but profes si onalism i s more t han specialization :
a nd fina l l y ( 5 ) ab ove a l l , prof e ssi onali sm implies co mmi t me nt .
Therefore, in my remarks I assume that a s professionals you are well
r ead, up t o date, knowl edgeable in the disciplines a nd field of study
relating to Extensi on yo ut h work.
There i s no need to review h ere the
de velopmental tasks o f yout h , f or example, a s described by Havighurst
and other s .
Rather, I will survey the s c e ne broadl y and synthesi ze s ome
ideas which I hope may be us eful to you in your pr ofe s s i onal resp ons i b il it ie s .
�I
I
I
.
A
s a poir
r
to
fd
e
p
a
r
t
u
r
ei
no
u
rd
e
l
i
b
e
r
a
t
i
o
n
s
,l
eGIs r
em
i
n
do
u
r
s
e
l
v
e
so
f
c
e
r
t
a
i
nob
se
r
-va
t
.Lona "w
ld
c
l
lm
ayb
eo
b
v
i
o
u
sb
u
t'V
lH
i
c
hsom
e
t
im
e
sa
:
.
:
eo
v
e
r
l
o
o
k
e
d
OJ
:
f
o
r
g
o
t
t
e
n
.
F
i
rst,1)i..W.' YOU
i
.1g p
e
o
p
l
et
o
d
a
yr
e
p
r
e
s
e
n
tt
n
eg
r
e
a
t
e
s
t"
n
e
x
tg
ene
r
a
ti
o
n
"
L
l
:
"S\
:
;0
.
C
ynas e
v
e
rknown
: Wn
en comp
a
r
e
d
.w
it
t
lp
r
i
o
rg
e
n
e
r
a
t
i
ons, o
u
r you
th
f
u
l
,
s
f
)
n
f
;
ra
tion i
sb
r
i
g
i
l
t
e
r
;b
e
t
t
e
re
o
u
c
a
t
e
d;h
e
a
l
t
h
i
e
r
; mo
r
eh
i
g
h
l
ym
o
t
i
v
a
t
e
d
;
I
lD
:
•
.
"
econ
c
e
z
-n
ed,W
i0L
l
ag
r
e
a
c
e
rs
e
n
s
eo
f so
c
ia
.L c
o
n
s
c
i
e
n
c
et
h
a
ne
v
e
rb
e
f
o
r
e
.
i
v
i
d
.
sSm
e
dia and
.o
t
h
e
ri
n
f
l
u
e
n
c
e
sa
:
"
'
ep
ro
r
.
et
od
.
is
t
.
o
r
tt
h
i
sby f
o
c
u
s
i
ng on
t
h
e "u
g
ly f
ew
,
" andw
e need t
okeep th
et
r
u
ep
i
c
t
u
r
ei
nf
o
c
u
s
.
S
e
cond
,a
t the s
am
et
im
e
,th
ey
o
u
t
hr
o
l
eiDo
u
rs
o
ci
e
t
yh
a
s
~c
e
v
ag
u
e
,i
n
d
e
f
i
n
i
t
e
,u
n
c
e
r
t
a
i
n
,c
o
n
f
u
s
e
d
. I
na s
i
g
n
i
f
i
c
a
n
ts
e
n
s
e
,young p
e
o
p
l
e
I
no
u
r so
c
i
e
"Cya
r
e"
i
n:
im
b
o
.
"W
e
'
r
e aw
a
r
eo
fv
a
r
i
o
u
sf
a
c
e
t
so
ft
h
i
s
sit
.u
a
t
.Lon
c
t
.n
ech
ang
ei
nt
h
ee
conom
i
cs
t
a
t
u
so
fa
d
o
l
e
s
c
e
n
t
s
,t
h
el
e
n
g
t
h
e
n
i
n
g
o
ft
h
es
c
h
o
o
lp
e
r
i
o
ds
ot
h
a
tt
h
enumb
e
ro
f"
u
n
p
r
o
d
u
c
t
i
v
ey
e
a
r
s
"(
f
r
omti
l
e
~a
p i t
o
ft
h
ei
n
d
i
v
i
d
u
a
l
)i
si cre~ e
th
ev
a
r
i
o
u
si
n
f
l
u
e
n
c
e
so
fs
o
c
i
e
t
y
wh
i
c
i
lp
roI
o
n
gt
h
eado
.L
e
a
ce
i
r
ty
e
a
r
s
,t
h
ew
ay
s i
.
lw
r
l
i
c
i
lw
e keep tn
em c
n
iLdda
h
an
dth
en wond
e
r why t
h
e
yb
eh
av
el
i
k
ek
i
d
s
b
u
tw
ef
a
i
lt
or
e
c
o
g
n
i
z
et
h
e
p
ene
tra
ting i
n
f
l
u
e
n
c
e
sand imp
li
c
a
t
i
o
n
so
ft
h
i
sc
i
r
c
um
s
t
a
n
c
e
.
T
h
ird
, the
r
ei
satem
p
t
a
t
i
on anda t
e
n
d
e
n
c
yt
oe
era i~p
and l
a
o
e
l
,
t
oc
a
t
e
g
o
r
i
z
eyoung p
e
o
p
l
ei
nv
a
r
i
o
u
sc
l
a
s
s
i
f
i
c
a
t
i
o
n
s
: t
h
eg
i
f
t
e
d
,t
h
e
ex
cep
tLcnaL
,t
i
l
eu
r
b
an,t
i
l
ed
i
s
a
d
v
a
n
t
a
g
e
d
, you c
a
ngo on
. W
i
l
i
l
e w
ea
r
e
i
n
c
l
i
n
e
d
,t
o0
.0 t
h
i
s
,w
e know t
h
a
ti
tc
an'
t
'
b
edon
e
. I ame
n
c
o
u
r
a
g
e
dbywh
a
t
Ir
e
g
a
r
da
sc
o
n
v
i
n
c
i
n
ge
v
i
d
e
n
c
et
h
a
to
l
r
rs
o
c
i
e
t
yi
sb
e
com
ing i
n
c
r
e
a
s
i
n
g
l
y
co
n
c
e
r
-n
ed f
o
rt
h
eLnd
.L
vi
.du
a
.
c, We c
a
ns
e
et
h
i
si
nf
o
rm
a
le
d
u
c
a
t
i
o
n
,i
n
p
rog
r
am
s i~e 4
-H
, ins
o
c
i
a
lw
e
l
f
a
r
ea
g
e
n
c
i
e
s
,~
r
em
e
d
i
a
land r
p
.
h
a
b
i
l
i
t
a
t
i
v
e
ef
f
o
r
t
s
. Ac
o
n
c
e
r
nf
o
ri
n
d
iV
i
d
u
a
l
i
t
yi
si
n
d
e
e
dd
i
f
f
i
c
u
l
tt
oim
p
l
em
e
n
t
,
th
ef
i
r
s
ts
t
e
pi
sa commHm
en
tt
ot
h
ec
o
n
c
e
p
t
.
~
�,
Fou
rt
h
,in
c
r
eas
ing
ly p
rof
e
s
s
i
o
n
a
l
sine
d
u
c
a
t
i
on
, wh
e
th
e
r fo
rm
a
l0
r
in
fo
rm
a
l, a
r
ebe
g
i
n
ni
n
gtor
e
co
gn
i
z
ethe h
uman d
ev
e
lopm
en
t
a
lp
r
o
c
e
s
sa
s
ju
s
t tha
t, w
i
tho
u
td
i
s
c
r
e
e
t comp
a
r
tm
en
t
s
. T
h
er
ei
sn
on
e
ed t
ob
e
l
a
b
o
rt
~
p
o
in
tw
it
hyou s
i
n
c
e4
-H C
lu'
oWo
:
.
.':"': gene
ra
lly ca
l
l'
c
er
eg
e
.
rd
eda
so
n
eo
ft
i
l
e
be
s
texam
pl
e
so
fthe p
r
a
ct
i
c
a
li
f
f
i
p
l
em
e
n
ta
t
i
o
no
ft
h
e
s
ep
rin
ci
p
lp
s.
Iwou
ld di
r
ec
t you
r a'
t
t
e
r
r
tLon, howeve
r,t
oa s
l
i
g
h
t
l
yd
i
f
f
e
r
e
n
tr
am
i
f
i
ca
tion o
fthi
spo
in
tw
i
.
\
;
hti.l
equ
es
cLon, "w
"
l
a
"
\
j
's t
h
eyou
ti
l eegm
e
r
r
to
f
E
x
tens
i
on?
" I'
l
ln
o
t an
sw
E;r
,b
u
tIw
o
u
ldc
au
t
.
i
o
nth
a
t as a p
r
of
e
s
si
o
n
a
lyou
cann
o
tp
e
rm
i
t
y
o
u
r
s
e
l
fthelQ
;
c
u
:
,
,
'
yo
f say
in
g"
t
.na
'
tIs no
t ou
r re
sp
cn
si.ofL
at
y
'Qe
C
a
'U
3
ew
e
'
r
e conce
r
-n
e
d
n.Lne
t
e
e
r
r
th b
i
r
t
h
d
a
y
s
.
"
~
fo
r;
c
i.le ye
a
r
s'
ce
tw
e
ent
:
n
en
i
n
t
hand the
I
fyou a
r
et
r
u
l
ycon
c
e
rn
e6
.w
i
t
h you
th6
.
ev
e
lopm
en
t
,
you ha
v
et
ob
e con
c
ern
ed w
i
ththe y
ea
r
sb
o
th b
e
f
o
r
e and a
f
t
e
r
.
?i
n
a
l
l
y
,i
t
seem
sw
e
l
lt
or
e
m
ind o
u
r
s
e
l
v
e
so
ft
i
.
l
ed
i
f
f
e
r
e
n
c
e 0:
'
:d
i
s
c
r
ep
an
cy inou
rs
o
c
i
e
t
yb
e
tw
ee
np
r
o
b
l
e
m
s and s
ol
u
t
i
o
n
s
.M
o
s
t o
fthe p
rob
l
ems
w
h
ich con
c
e
rn U
sa
r
eg
ene
ra
l, un
sp
e
c
i
a
l
iz
ed
, linke
dtog
e
t
h
e
r
,i
n
t
e
rd
ependen
t
.
T
oqu
ic
k
ly ci
t
eex
am
p
l
e
s
,w
em
igh
tm
e
n
tion pr
o
bl
em
so
fai
r
pol
l
u
t
i
o
n
,c
i
v
il
righ
ts,you
th d
ev
e
l
o
pm
e
n
t, u
rb
an g
h
e
t
t
o
s
. Bu
tw
h
il
et
h
e
s
ep
ro
b
lem
sa
r
e
g
ene
ra
l and i
n
te
rd
epe
nden
t,th
es
o
l
u
t
ion
s wh
i
c
hs
o
c
i
e
t
yc
o
n
t
r
i
v
e
su
su
al
l
y
a
resp
ec
if
i
c
,u
n
r
el
a
t
e
d
,d
e
tache
d, d
i
s
c
r
e
e
t
,o
v
e
r
l
a
p
p
ing
. I
fyouw
i
l
lt
ir~
b
a
ckt
ot
h
ep
rob
l
em
s Ij
u
s
tc
i
t
e
d
,youw
i
l
lr
e
c
o
g
n
i
z
et
h
ev
a
l
i
d
i
t
yo
ft
h
i
s
po
i
l
:
.
t and t
h
ep
rob
l
em
sp
e
rpe
tra
ted t
h
e
r
e
b
y
.
IV. N
owle
tu
s looka
ts
o
m
e o
ft
h
ei
.
s
su
e
swh
i
ch s
e
emt
ob
ec
r
i
t
ica
lf
romt
h
e
s
tan
6
.p
oi
n
tb
ot
ho
ft
h
eind
ividu
a
l ando
fs
o
c
i
e
t
y
. AP
r
e
s
i
d
e
n
to
fth
eUn
i
t
ed
S
ta
te
s, sp
e
ak
in
go
fth
ed
em
a
n
d
so
fch
an
ge
,s
t
a
t
e
d
,"T
h
ed
o
gm
a
so
ft
h
eq
u
i
e
t
pa
s
ta
r
ein
ad
equ
a
t
et
oth
es
to
rmyp
r
e
s
en
t.
.
•
a
sou
rc
a
s
ei
sn
ew
,s
o m
u
s
t
!
l
i
n
ka
n
ewa
n
da
c
tan
ew
.
" Th
a
tP
re
siden
t w
a
sA
b
r
a
h
am L
in
co
lnsp
e
ak
i
n
gi
n
w
et
1662
.
�To h
a
r
kb
a
ck
,4
-Hw
a
s s
t
a
r
t
e
da
tth
et
u
r
no
ft}J
.A
.c
en
twoy'
comee
t
. 8
p
e
c
i
f
i
c
need
so
fyou
th ands
o
c
i
e
t
y
. A
t t
h
a
tt
i
m
e t B0yS andG
i
.
r
l
sC
luo
~
w
a
s 0
'U
t
.
f
r
on
t edu
c
a
t
i
o
na
l
lY
td
e
a
l
i
n
gw
i
t
hc
o
n
c
e
r
n
sc
r
e
s
t
i
n
gt
i
l
e
n
. A
sp
r
o
f
e
s
si
o
n
a
l
s
t
th
e ques
tLo
nc
o
n
f
r
o
n
t
ingu
s nowt o
fco
u
r
s
e
,i
s"Wh
a
ta
r
et
n
eL
ssu
e
sc
r
e
st
i
n
g
tod
ay?
"
b
s
e
r
v
a
t
i
o
n
sw
i
l
lb
ebot
hi
nt
e
rm
so
ft
h
ei
n
d
i
v
i
d
u
a
lando
fs
o
c
i
e
t
y
M
y o
as a w
h
o
l
e
. I
'
l
l
om
i
t som
eo
ft
h
eobv
iou
sL
ssu
e
sw
i
.
t
hwh
i
ch you a
s4
-H
p
r
o
fe
s
s
i
o
n
a
l
sa
re g
rapp
lingt .10
tb
e
c
a
u
s
e t~
e
:
l
:
'eu
n
impo
rt
.
a
r
r
tb
u
tb
e
c
a
u
s
e
th
ey a
l
r
e
a
d
yhave y
o
u
ra
t
t
e
n
t
i
o
n
t
h
ee
rnphas
i
.
s on s
c
i
e
n
c
et on p
r
og
r
am
si
.n
ur
b
ancommu
r
r
itiest on r
e
a
c
h
i
n
gti
l
edisadv
antag
e
dt on i
n
v
o
l
v
ang boy
st on
r
e
c
r
u
itingandb
e
t
t
e
rp
r
e
p
a
r
i
n
g ad
u:
t
L
e
ad
e
rs. - n
av
en
o
ta
t
t
.
en
.p
t
.
edt
o
rankth
e
s
e item
s,t
h
el
i
s
t
i
n
gi
sno
'
tc
om
p
l
e
t
e
,h
o
p
e
f
u
l
l
yyouw
i
l
l add
.t
o
;
bu
t I do f
e
e
lth
e
s
e thought
sh
av
er
e
l
e
v
a
n
c
e.
as w
el
o
o
kt
ot
h
ec
h
a
l
l
e
n
g
e
s
co
n
f
r
o
n
t
i
ng E
x
t
e
n
s
i
o
nt
o
d
a
y
.
1
. W
e s
e
ei
no
u
r so
cte
t
.y a g
row
ing con
c
e
r
-nfo
:c t
.n
em
ann
er o
f ~i
t
h
e'
l
u
a
l
i
t
yo
fl
i
f
ea
s~
tra te
i
o
r
w
i
t
ht
h
eo
l
d
e
rcon
c
e
?
t
.o
fs
t
a
n
d
a
r
d
o
fl
i
v
i
n
g
.W
e
'
r
e a
s
k
in
go
u
r
s
e
l
v
e
si
nt
h
eU
n
i
t
e
dS
t
a
t
e
s
, "W
I
!i
l
ei
t
'
s
t
r
u
eth
a
t w
eh
av
e the h
igh
esc;
;
c
and
a
ruo
f1
:1
.v
i
i
.g i
nt
h
ew
o
r
l
dt do w
e
a
l
l
yhave t
h
eb
e
s
tl
i
f
ei
nt
h
ecomp
l
e
t
e
l
:
.u
:m
an s
e
n
s
e
?
"
re
A
sw
el
o
o
ka
t
.l
i
f
ei
l
lJ
."1
.<Ta
lAae
ric
at
o
d
a
y
t w
er
e
c
o
g
n
i
z
et
i
l
eh
a
r
sh
....e
a
l
i
t
i
e
so
ft
h
e"
r
u
r
a
ln
JytJ
.
l
.
"
~ ~e 'We
l
law
a
r
eo
fs
o
c
i
e
t
y
'
sc
o
n
c
e
r
n
f
o
rtheim
p
o
v
e
r
i
s
h
e
d
,t
h
edi
s
e
l
:
.
f
r
a
l
lC
h
i
s
e
d
,t
h
ed
i
s
a
i
l
v
a
u
t
l
'
tg
ed
;b
u
tw
e
r
e
c
o
g
n
i
z
ea
l
s
ot
h
a
td
e
p
riv
a
t
i
o
ni
sn
o
tw
"
c
e
s
s
a
r
i
l
y ac
o
r
o
l
l
a
r
yo
f
p
o
v
e
r
t
y
. M
any r
u
r
a
lAm
e
r
i
c
an
s
, f
o
rex
amp
l
e
,l
iv
"
ingi
ni
s
o
l
a
t
e
d
commu
r
.L
tL
e
s, don
o
tn
av
et
n
ea
d
v
a
n
t
a
g
e
s01 '
l
u
a
l
i
t
ys
choo
.
l
Lng
, qua
l
i
t
y
hea
l
t
hc
a
r
e
,q
u
a
l
i
t
ys
o
c
i
a
land p
r
o
t
e
c
t
i
v
es
e
r
v
i
c
e
s
,c
u
l
tu
r
a
lo
p
p
o
r
t
u
n
i
t
i
e
s
,n
o
tb
e
c
a
u
s
eo
fe
conom
i
cp
o
v
e
r
t
yp
e
rs
eb
u
tb
e
c
a
u
se o
ft
h
e
"
s
o
c
i
a
lc
o
s
to
fs
p
a
c
e
.
"
�2
. T
h
e
r
e js a swe
.
l
.
l
.L
r
.g c
o
n
c
e
r
nf
o
rth
e gu
a
l
i
t
yo
ft
h
eenvironm
e
n
t in
,
,1
:
:
'
:
;
'
(
.
;
:1w
e ..J-.J..v
e
.
L
:
.h
i
sn
ew
c
o
o
s "Not.
§£R
i
c
h~
Y
o
uT
h
inkt
"Geo
r
g
e
S
t
ew
a
r
t oo
se
r
'v
e
s: "
\
'T
n
e
nsom
ef
u
t
u
r
eh
i
s
t
o
r
i
a
ns
i
t
sdow
nt
osumma
ri
z
e
w
:
l
a
tt
h
ep
r
e
s
e
z
r
tg
e
r
:
.
e
r
a
t
i
o
no
fA
z
u
e
r
i
.
ca
n
sh
a
sa
c
comp
l
is
h
edt hi
sc
lim
a
c
t
i
c
s
en
t
.
en
c
ec
o
u
l
dr
e
a
d
: 'O
ft
h
ew
a
t
e
r
st t
h
e
yma
d
e a ces
s
p
o
o
l
;o
ft
h
ea
i
r
,
ad
e
p
o
sito
r
yo
fp
o
i
s
o
n
st and o
ft
h
egood e
a
r
t
hi
t
s
e
l
f
, a dum
p • • .,
I
I
A
sw
et
h
i
n
ko
ft
h
e4
.
lA
a
.
l
it
yo
ft
h
eenv
ir
o
nm
en
t
,w
e ar
eco
n
ce
r
n
ed
w
i
c
aa
i
r
,w
a
t
e
r
st st
.
r
e
am
st l
a
k
e
s
t b
e
a
u
t
yt h
o
u
s
i
n
g
, commun
i
tie
st s
p
ace.
We a
r
econ
c
e
r
-n
edW
i
t
:
l n
;
'o
an a
n
dc
o
u
n
t
.
.
"ysid
ed
e
v
e
l
o
pm
e
n
t
. W
e
'
re
a ~
l
.
fi
ci
sn
e
c
ess
a
r
-yf
o
rp
e
o
p
l
e
,a
a
u
l
c
sa
r
idy
o
u
t
ha
l
i
k
e
,i
n
-
i
.
a
b
Ly t
otr
u
d
g
ef
romc
o
u
n
t
r
y
s
i
d
et
otownf
o
re
conom
i
co
p
p
o
rt
,
u
.nitLes?
e
vi
A
n
dU
.
iG
:d
,ng o
ft
h
ei
r
r
.
p
l
i
c
a
t
i
o
n
so
ft
h
i
sc
o
n
c
e
r
no
fs
o
c
i
e
t
yt
o:F
;x
t
eu
s
i
o
n
y
o
u
tn p
r
-og
r
am
s, Iwou
ld c
a
....t
i
o
nt
;
'
l
a
tt
h
ep
r
o
b
l
e
mi
sb
i
g
g
e
rt
h
a
nr
u
b
b
i
s
h
c
l
e
a
n
u
pand "
p
l
a
nandp
l
a
n
tf
o
rb
e
a
u
t
y
.
" Su
ch t
a
n
g
i
b
l
ea
c
t
i
v
i
t
i
e
s
c
a
nb
ea p
a
r
to
ft
h
ec
u
r
r
i
c
u
l
umb
u
ta b
a
s
i
cp
u
r
p
o
s
emu
s
tb
er
e
l
a
t
e
dt
o
th
e developm
e
n
to
fa
t
t
i
t
u
d
e
s
,c
o
n
v
i
c
t
i
o
n
s
,a
n
dphi
l
o
s
o
p
h
y
.
3
. Inc
reas
ing
ly, o
u
rs
o
c
i
e
t
yi
sc
o
n
c
e
r
n
e
df
o
rt
h
ep
o
l
i
t
i
c
a
li
n
s
t
i
t
u
t
i
o
n
s
o
fd
emo
c
r
acy.
A
so
u
rs
o
c
i
e
t
yh
a
sb
e
e
nb
u
f
f
e
t
e
db
yt
h
eon
r
-u
sh o
fs
o
c
i
o
-
e
c
o
nom
i
cch
a
n
g
e
,m
any o
fo
u
rt
r
a
d
i
t
i
o
n
a
lp
o
l
i
t
i
c
a
lunits h
av
eb
e
com
e
di
s
f
u
n
c
t
i
o
n
a
la
n
d
~
et ~
........ ~
~
.
.
.
A
tm
any l
e
v
e
l
s
,d
em
o
c
r
a
t
i
cp
r
o
c
e
s
sh
a
sb
e
e
n
ch
a
ra
c
t
e
r
i
z
e
db
yc
i
t
i
z
e
nap
a
thy r
a
t
h
e
rt
h
an c
i
ti
.
z
enp
a
r
t
i
c
i
p
a
t
i
o
n
. Wh
i
l
e
m
any wou
ld e
x
p
r
e
s
sa c
o
n
c
e
r
nf
o
rt
h
eexp
an
di
n
gr
o
l
eo
ff
ed
e
.
l
.
'
a
lg
o
v
e
r
n
L
:
.
e
.
:
.
t
,i
no
b
j
e
c
t
i
v
ea
n
a
l
y
s
i
si
ts
e
em
sa
p
p
a
r
e
n
tt
h
a
tt
h
ef
'
e
d
e
r
e
.L r
o
l
e
h
a
s exp
and
ed i
nd
.
i
.
re
ct p
r
o
p
o
r
t
i
o
nt
ot
h
ed
e
g
r
e
et
owh
i
c
;
'
ll
o
c
a
l
t c
o
u
n
t
yt
and s
t
a
t
ep
o
l
i
t
i
c
a
lu
n
i
t
sh
av
ep
r
o
v
e
nt
ob
eu
n
e
q
u
a
lo
ru
n
r
esp
o
n
s
i
v
e
t
ot
h
et
a
s
k
sdem
and
ed b
ys
o
c
i
e
t
y
.
�4
. We a
sa p
e
o
p
l
e are i
n
c
r
e
a
s
i
ng
]y con
c
e
vr
i
edf
o
rt
h
ei
n
s
t
i
t
u
t
i
o
no
f
t
h
ef
a
m
.
:
:
':
:.y.
w
er
e
c
o
g
n
i
z
eth
a
tt
h
e"p
r
o
b
l
empeop
l
e
"o
f
r~ a i
o
t
.
.
rs
o
r
.L
e
t
y
t
h
es
c
h
o
o
ld
ropou
"
t
s
,t
h
ec
h
r
o
n
i
c
a
l
l
yunem
pl
o
y
e
d
,j
u
v
e
n
i
l
e
del
i
n
quen
ts,tho
s
epe
r
e
n
ni
a
l
l
yon
do n
o
tp
e
rz
'
o.cmt~
e
~
are
c·
.
'
i
r
r
.
ina1s
a
n
do
cue
rs vuo
p
r
o
d
u
c
t
i
v
er
o
l
e
sexp
e
ct
.
e
ro
fth
emby so
cd
e
t
.y
-o
e
.
r
e
a pr
o
duc
to
fin
adp
.
CJ.ua
t
ehom
e anI'; f
am
i
l
ys
i
.
t
u
a
t
i
o
n
s
. Wh
i
l
e s
o
c
i
e
t
y
ha
s
~ e
i e
r.
.w
.
t
:
:
'p
l
e an
d
m
a
ssiv
e,
:o
:
'
:
''
f
.
·
e
c
t
i
o
n
a
lar
i
a
.r
e
h
a
b
i
l
i
t
a
t
i
v
e
l
J
ro
g
ram
s, w
e haveg
en
er
a
lly'o
e
enun
au
cc
e
ss
f
'u
.Li
nove
r
com
i
.ugth
e
e
f
'
f
'
ec
ts o
ft
.n
eundes
i
:
ca
b
l
eL
n
f
'Luen
ce
s 0'Z hom
e6
.
.1d fo
.
:
.nil
yil
lt
.u
eea
:
.
.
·
l
y
y
e6
.
r
s
. I
ns
t
r
e
s
s
i
n
gt
n
eimpo
r
-.:;
a
n
c
eo
ftn
ef
am
.
i
ly
,w
e
, o
fc
o
u
.
r
s
e
,
m
u
s
t oe awa
r
eo
fe
h
e chang
i
ng r
o
l
eo
ft
h
efam
i
l
yi
no
u
r so
c
i
e
ty,
f
ew
e
rp
r
e
r
o
gat
i
v
e
sav
ail
a
b
le t
oth
ef
a
m
i
l
yw
i
th ea
c
hpass
ing
~t
e ~r
A
t
t:
.
es
am
eG
iu
;e
,a
l
leviden
c
et
e
l
l
su
st
h
a
tt
h
ehom
e an
df
am
i
l
yi
s
h
l
f
l
u
e
n
tia
l inth
ef
o
rm
a
t
i
v
e e
a
r
lyy
e
a
r
so
fl
i
f
e
. Wh
e
r
e a
r
eo
u
r
young peop
le t
r
a
i
n
e
dt
ob
ee
f
f
e
c
t
i
v
eh
u
s
b
a
nd
s andw
i
v
e
s
, mo
th
e
r
s and
fa
t
h
er
s
7
5
. W
ea
re pe
rpl
e
x
ed pythe pr
o
b
l
em
so
f rel
a
t
ing e
du
ca
tion o
ft
h
e
schoo
lstot
h
er
e
a
li
t
i
e
so
f life
. Int
o
om
any s
c
hool
s
,y
o
u
n
g
s
t
e
r
s
s
t
u
d
yma
t
.hema
t
.Lcs
, pn
ys
lcs, e
a
r
l
yc
i
v
i
l
i
z
a
t
i
o
n
,gov
e
rnm
en
t
,h
i
s
t
o
r
y
,
so
c
i
a
ls
t
u
d
i
e
si
l
l
t
.n
es
t
e
r
i
l
ea
t
mos
p
h
e
r
eo
ft
.
n
ec
l
a
s
s
r
o
om
,w
it
hlittle
a
ttem
p
to
ro
p
p
o
r
t
u
n
i
t
yt
or
e
l
a
t
et
h
e
s
es
u
b
j
e
c
t
san
dd
i
s
c
i
p
.
l
i
n
e
st
o
l
i
f
ea
si
t
i
sl
i
v
ed
.
:
:
:11r
e
f
l
e
c
t
i
v
em
om
en
ts,
w
e mu
s
t a
c
c
e
p
t th
e ha
r
d
fa
c
ttha
to
u
r ed
u
ca
t
i
o
n
a
ls
y
s
t
emd
e
v
e
l
o
p
sp
e
o
p
l
ew
ho a
r
ep
r
e
t
t
ygood
t
e
c
h
n
i
c
i
an
sb
u
twho a
r
en
o
tv
e
r
y good a
tf
am
i
l
yand com
m
u
n
i
t
y'
:
;
'
i
f
e
;
ye
tt
:
l
i
sl
a
tt
e
ri
st
h
ea
r
e
n
ai
nwh
i
ch t
h
ene
x
tg
e
n
e
r
a
t
.L
on w
i
l
lb
e
r
e
a
l
l
yt
e
s
'
c
ed
:
�Iwou
ld em
ph
a
si
z
et
b
;
;
.
tth
e
r
ei
smu
ch o
f
~ ic
w
ec
anb
ep
rou
c
;i
n
ou
re
l
em
e
n
t
a
r
yand s
e
cond
a
rys
choo
lsy
s
te
n
,i
nt
h
i
sc
o
u
n
t
r
y
,b
u
ta
tt
h
e
sam
et
im
eIwou
ld emph
a
s
i
z
et
h
a
tw
e mu
s
tb
r
e
a
kt
h
e"
l
o
c
ks
t
e
p
"o
f t~
e
fo
rm
a
lsy
s
t
ema
sw
ehav
ed
ev
e
lop
ed i
t
o
rp
e
rm
i
t
t
e
di
t
t
oevo
lv
e
.
M
i
c
l
.
ig
a
i
. Ch
iu B
u
l
l
e
t
i
n No
. 1
,p
u
b
l
i
s
h
e
di
n1915
, in
c
l
uded a
s on
e
ob
je
c
t
i
,
v
e
: "
t
os
t
r
e
n
g
t
:
i
e
nt
h
es
choo
l
sa
tt
h
e
i
rw
e
ak
e
s
tp
o
i
n
t
.
"
P
e
rh
ap
st
h
a
tr
.eAQ
.i
sag
!
i
.L
i
-O
rs
t
i
l
l
p
e
r
t
i
n
e
n
t
.
6
. Inc
r
e
a
s
i
n
g
l
y
,w
er
e
c
o
g
n
i
z
eth
en
e
ed t
od
ev
e
lop a p
a
t
.
te
i
no
f
~ e
lon
e
;l
e
a
rn
ing, and ac
ce
p
t
.
an
ceb
o
tn i
nph
ilo
sophy aw
li
np
r
a
c
t
i
c
et
h
a
t
edu
c
a
t
i
o
ni
san un
end
ingp
r
o
c
e
s
st
r
~
l
i
f
e
. Ah
igh s
choo
lo
r
c
o
l
l
e
g
ed
.
ip
:oru
a si
.n
.p
Ly Lnc
.
ic
s
te
st
.n
a
t
.a
l
iind
.
i
v
i
d
u
a
lh
a
sp
a
s
s
ed!i
.
c
e
r
t
a
i
napp
ren
t
i
c
e
s
h
i
ps
t
a
g
eandi
sq
ua
l
i
f
i
e
dt
oemb
a
rkupon a voy
ag
e
o
fd
i
f
f
e
r
e
n
te
d
u
c
a
t
i
o
n
a
loppor
t
u
n
i
t
i
e
sand
.a
l
t
e
r
n
a
t
i
v
e
s
. I
ti
s
\
l
l1n
e
c
e
s
s
a
ryt
or
em
indo
u
r
s
e
l
v
e
sa
sp
r
o
f
e
s
s
i
o
n
a
l
st
h
a
tou
rp
e
r
fo
rm
an
c
e
on t
h
i
sp
o
in
t mu
s
t be exem
p
l
a
r
y
. Wha
ti
syou
r pe
rso
n
a
lp
lanfo
r
c
omp
let
e
l
yre
f
u
r
b
i
s
h
ingyou
r"
i
n
t
e
l
l
e
c
tua
l equ
ipm
en
t
" ev
e
rys
ev
en
y
e
a
r
s
?
7
. Youngpeop
l
emu
s
t b
ea
r
'
ro
r
-d
ed o
p
p
o
r
t
u
n
i
t
i
e
st
op
a
r
t
i
ci
p
a
t
ei
nt
h
e
m
ai
n
s
tre
amo
fl
i
f
e
. Ado
l
e
s
c
en
t
si
nou
rs
o
c
i
e
t
ya
r
ei
s
o
l
a
t
e
df
l
'omt
h
e
k
ey i
s
s
u
e
so
ft
h
ed
.
ay
. H
h
i
l
ew
ed
e
p
l
o
r
et
h
e
i
rl
a
c
ko
f ev
i6
.
en
tcon
c
e
rn
and s
en
s
eo
fr
e
s
p
o
n
s
i
b
i
l
i
t
y
,w
es
im
u
l
t
a
n
e
o
u
s
l
ys
e
tth
emapa~t f
romt
!
r
e
soc
ia
lt
i
d
e
. Iw
i
l
lu
s
et
h
r
e
eq
u
o
t
a
t
i
o
n
st
oi
l
l
u
s
t
r
a
t
et
h
i
sp
o
i
n
t
.
F
i
r
s
t
,D
r
. B
.R
. S
en
,t
h
e
nD
i
r
e
c
t
o
rG
en
e
r
a
lo
fFAO
, sp
e
ak
inga
tt
h
e
~
Wo
r
ld Food andJ
ev
e
lopm
en
tWo
r
ld Con
f
e
r
en
c
ei
nTo
ron
to i
n
S
ep
t
emb
e
r1
9
6
7
:
�"In pre sent i ng to you my thoughts on the involvement of yo uth
i n d ev e l opment work, more particularly in r ura l development
whic h is our special concern, I should like to stress that we
must place a t uhe t'oundat i.o..s of any long-range pro gram a
dee;;er ui..rlel·sGanding of the moral, aesthetic and hurnan.l s t Lc :
ur ges of t .ne younger generation of today.
The changes in
soci a 1 climate brought about by affluence, teclmology and
:c.'u.c::"e a r weapons or, t he one hand and hunger , insecurity ana
despair on the other, are having t h e i r profound impact on
the youth
0 :;:'
t ile •.•id-twei.:..tietil century.
'I'lie f'e rm errt manLf'e s't s
it self in var i ous g e st.ur e s of' d.efiance and. rebellion.
HU
We can
longer i gnore t h e s e sympt.oms of v naz appear-s to be a tragic
-alier.ation of youth.
We lliUSt realize that yout.h are no
Longer content to conform and follow, and t ilat t.ney are eager
t o experiment and lead.
We must make sure, therefore, that
anything we wis h to do to :J.i..t er e s t youth in tnis p.coject is
in line wi th their t hinking and does not appear as laying
down the law for them."
Next , f'r om an OEO report entitled, "Ycuth ?articipation in Community
Action:
California" (19 67):
"TLe teena ger needs to earu money a nd Lear-n in the process the
responsibilities of a money-·paying job.
vated to stay in schoo l ,
He need.s to be moti-
He n e e ds to gain experience in
working productively with people--both individuals a nd groups,
to communicate effectively.
He needs to feel responsible for
self, neighborhood, community, state, nation, world improveme nt.
�H
en
e
ed
s to u
nd
e
rs
t
a
n
d howh
i
sc
ommu
n
i
t
yi
so
rg
ani
z
e
d and
howt
og
e
ta
ct
i
o
nfo
ri
t
sb
e
t
t
e
rm
e
n
t
. H
eneed
st
og
a
in
expe
ri
en
c
ei
ni
d
e
n
t
i
f
y
inga
n
din he
l
p
i
ngso
lve commun
f
,
t
y
p
r
ob
l
e
m
s
. H
en
e
ed
stofe
e
la s
en
s
eo
fa
c
co
mp
l
i
shm
en
ti
n
do
i
n
gs
om
e
th
i
n
go
fv
al
u
eand'o
e
i
.
ngr
e
c
o
gn
i
z
edf
o
ri
t
b
y
b
o
th h
is pee
rs andh
is e
l
d
er
s
.
"
I
fth
e
se n
e
ed
sa
r
e1:0(; m
et
,
a
sw
e~
e
ampLe e
v
i
d
e
n
c
er
io
t
onl
yin a
W
t
t
sandi:o
.
rle
;
;
1b
u
t ac
ro
s
st
.h
el
a
aQ
.
,w
ew
i
l
l
n
ave
u
nhe
a
lt
h
y
, di
s
t
u
r
b
e
o
.you
th an
ds
i
c
k
,f
r
i
g
h
t
e
r
.
e
a
.c
ommun
it
i
e
s
.
"
?
l
n
al
l
yD
r
.R
oy W
. Mel
.
n
L
:g
er o
fth
e M
enn
inge
r Fo
u
nd
a
tions
p
e
a
k
d
.n
g.
i
.n
Jan
sas C
i
t
yin A
u
g
u
s
t
,1
96
7
:
"T
h
er
ear
es
u
r
e
l
yw
a
y
s i
nwh
i
cI
la m
a
rria
geo
ft
h
e
s
es
oc
i
o
p
c
ou
rc
~ca
rr~
i tie
n
e
eds o
f ou
r ado
l
e
s
cen
t
sandt
h
ehum
a
nn
p
.
e
d
so
f
canb
em
ad
e
,w
i
t
hi
n
e
s
t
im
a
b
le p
rofi
tfo
r Dot
h
.
Pe
r
h
ap
sth
i
sp
ro
ce
ss ca
nb
e begu
nb
yth
e m
a
n
y vo
lu
n
t
a
r
yse
rv
ice
o
rg
aniz
a
tion
s devo
te
dto you
th
. Iw
o
u
ld ho
pe80, bu
t I am
aw
a
reth
a
tth
i
sc
anno
to
c
cu
rw
i
thou
tas
imu
l
t
an
eou
sl
o
o
k
ah
a
rd
l
o
oka
tthe a
r
t
if
i
c
i
al
i
t
ya
n
di
r
re
l
e
v
a
n
c
e
, thebu
sywo
rk an
d
t
r
i
v
i
a
l
i
t
yt
h
a
ta
ll toomanyo
fou
ryout
ho
rg
an
i
z
a
t
i
o
n
spu
t
fo
r
t
hu
nd
e
rth
e rub
r
i
co
f'
c
h
a
r
a
ct
e
rb
u
i
l
di
n
g
.
'T
obesu
re
,
s
o
m
e l
e
a
r
n
i
ng d
o
estak
ep
l
a
c
e
, ev
enf
romthefun
typ
eavoca
t
.Lona
.
l
,
pu
rsu
i
tsth
a
tm
o
s
t jn
i
d
d
le c
l
a
s
sor
i
e
n
t
e
d you
th o
rga
n
i
z
at
i
o
n
s
p
u
t be
f
o
r
eth
e
i
rc
on
s
t
i
t
u
e
n
t
s
. B
u
t t
o
oo
f
t
e
n
,t
h
i
sl
e
a
r
n
ingi
s
l
i
m
i
t
ed t
op
rom
o
t
in
g su
chs
e
l
f
i
s
hcon
c
e
r
n
sa
s on
e
's own adv
an
c
e
me
n
t
, indu
lg
en
c
eo
rg
r
a
t
i
f
i
c
a
t
i
o
n
.
�"Con
f
r
o
n
t
a
t
i
o
n i t~ t
:
i
ev
a
s
t
l
yg
rea
teJ."1
l
e
ed
so
ft
h
es
e
g
r
e
g
a
t
e
d
,
i
g
no
red
,d
e
p
ri
.v
e
dk
i
d
s isr
a
r
e
. Eng
ag
em
en
t
,o
fo
u
rm
id
.d
le
cl
a
s
syou
th i
na
ctua
.
l
.
Iywo
rk
i
l.gw
i
t
ht
.nesel
e
s
sf
'o
r
t
.un
a
'
t
e
k
i
d
s
t
:
i
.
e on
e
so
u
ry
o
u
t
ho
rgF
.n
i
z
a
,
e
ion
sp
r
a
c
t
i
c
a
l
l
yn
e
v
e
r
rf
.'
a
c
·
!
1
i
8 ev
enr
a
r
e
r
,f
o
ri
t
s
e
em
st
h
a
ti
t
i
st
!
l
ep
a
t
t
e
i
.
'u o
f
a
l
lt
.oomanyyo
u
th g
r
-oup
st
oi
e
s
ci
nt
h
ecom
fo
r
t
aoL
e com
p
l
a
c
e
n
c
eo
fp
r
o
moti
.ngg
00
c
l so
.
l
id
,l
l
l
id
c
i
l
ec
l
a
s
sVE
l
,
'LUeS o
f
a
c
u
Levemer
r
t, p
rog
r
ess, e
du
ca
ti
.
cn
,c
o
rn
p
etLt
i
l
r
. a
n
dt
h
elL
;
:
e
andt
oig
n
o
r
eo
rs
i
l
e
r
;
i
,
:
'
yavo
.
id con
z
'
r
cn
t
.
aui
.onw
it
i
l
,l
e
t
s
.L
one e
l
i.g
ac
;e
J
j
,
e
l
iG w
i
e
h
,s
o
m
eo
ft
.hec
r
i
t
i
c
a
lc
o
n
c
e
r
n
so
fo
u
r'
r
r
e
n
t s
o
c
i
e
t
y
r
a
c
i
a
land s
o
c
i
a
lj
u
s
t
i
c
e
,p
o
v
e
r
t
y
,d
e
p
r
i
v
a
cu
t
i
o
n
,d
e
l
i
n
q
u
e
n
c
y
, andth
ea
b
s
e
n
c
eo
fi
n
d
i
v
i
d
u
a
ld
i
g
n
i
t
y
f
o
rso.-.
.
an
y
."
hS a s
o
c
i
e
t
yw
ed
eny young peop
le t
h
eo
p
p
o
r
t
u
n
i
t
yt
opa
r
t
i
c
i
p
a
t
e
,t
o
eng
ag
e, t
orea
lly i
n
v
o
l
v
et11
em
s
e
:
"
y
e
sL
.
.t
h
ef
a
b
r
i
co
fr
e
a
ll
i
v
i
n
g
. We
m
us
t som
ehow e
n
a
bl
eyoung peop
leto p
a
:
c
'
c
i
c
i
p
a
t
el
e
g
i
m
a
t
e
l
y i
nt
h
e
s
o
c
i
a
li
s
s
u
e
so
fo
u
rt
im
e
,
t
os
t
r
u
g
g
l
ew
i
t
h su
chp
rob
l
em
so
fs
o
c
i
a
l
p
r
ej
u
d
ice, s
o
c
i
a
land e
conom
i
cd
e
p
r
i
v
a
t
i
o
n
,s
e
l
fgov
e
rnm
ent
,
t
h
e
deve
lopm
en
to
fcon
cep
t
ionso
fs
e
r
v
i
c
et
oo
t
h
e
r
s
.
8
. F
ina
l
l
y
,w
ea
r
eco
r
,
c
e
rn
edf
o
rhum
anre
la
t
i
onsh
i
p
s
i
nt
h
ef
a
m
il
y
,t
h
e
~
~t
n
a
t
i
o
n
a
l
l
y
,i
n
t
e
r
n
a
t
i
o
n
a
l
l
y
. I
nd
i
s
c
u
s
s
i
n
gf
o
r
e
i
g
na
i
d
,
S
ena
to
rW
a
l
t
e
r F
. Mond
a
l
e o
f:v
I
inn
e
so
t
aob
s
e
rv
ed
.
, "W
es
e
ema
sa
.c
o
u
n
t
r
y
t
.o'
o
eo
u
to
fp
h
a
s
ew
it
:
lo
u
ri
d
e
a
l
s
.
"T
h
i
s wou
ld app
e
a
l
't
ob
et
r
u
e
d
om
es
t
i
c
a
l
l
ya
sw
e
l
la
si
n
t
e
r
n
a
t
i
o
n
a
l
l
y
.
I
nt
h
e
i
rw
o
r
l
d andt
im
e
,t
h
eyoung p
e
o
p
l
eo
ft
h
i
se
co
z
r
e
c
t
.Lng o
u
rm
i
s
t
a
k
e
s
.
er~ti
w
i
l
lb
e
Th
er
e
a
ld
e
te
rm
i
n
a
n
to
fthe qu
a
.
lityo
flifei
n
�~ e yea
:
.c 19GO 01
:+
.
l
l
ey
e
a
r 2000 w
i
l
lb
ed
e
t
e
rm
in
edbyt
h
ep
r
o
gr
e
s
sand
su
c
c
e
s
st
h
e
ya
ch
ie
v
ei
nl
e
s
.
r
l
..i
n
gsom
ehowt
ol
i
v
eon
ew
i
th ano
t
h
e
rt
:
.
o
c
a
l
l
y
t i
.
.
i
a~.l
y
,and i
n'
c
hewo
r
ld
commun
i
tyo
fw
h
ich ou
rc
o
u
n
t
r
y
W
e cou
ld
.go oniden
tify
ing o
c
;h
e
ri
s
s
u
e
so
ft
o
d
a
yandtomo
r
row
,b
u
t th
e
s
e
e
ig
h
'
tw
i
l
l su
f
'
f
'L
c
et
oi
'
:
:
"
lu
s
t
r
s
.
t
et
i
.
..e k
ino
.
.
so
fs
o
c
i
a
lcon
c
e
rn
stowh
i
ch i
t
.
:
;
e
e
i
l
lS i
rr
,p
e
r
a
.
ti
v
ee
x
ten
sion andu
n
i
v
e
r
s
i
t
i
e
sJUUS'C cire
c
'
tt
h
e
i
ra
t
t
e
n
t
i
o
n
.
V
. A
.3 YO"tJ.. mov
ef
'z
-om Con
.
;n
i
tmen
tt
oA
ct
i
o
n
,W
:
:
.
.
t
l
l
t~ e
-o
ro
ad
en
edcon
c
ep
to
f
pur
-p
o
s
e 0,1>'(. p
ro[:;:c"aYu w
J
.
l
i
chseem
st
oc
n
a
r
a
c
t
e
r
i
z
eyou
rp
r
o
f
e
s
si
o
n
a
ld
e
l
i
b
e
r
a
t
i
o
n
s
,c er~a~
tn
i
ng
s se
emev
id
en
c
;
.
F
i
r
s
t
,i
t
w
i
l
lb
en
e
c
e
s
sa
r
y1;0 i
n
v
o
l
v
et
h
er
e
s
o
u
r
c
e
so
fth
et
o
t
a
i
un
i
ve
rs
i
ty r
e
a
lly
. I
'
v
eh
e
a
rdm
uch andr
e
a
dm
uch t
ot
h
ee
f
f
e
c
tt
J
.
.
a
t
,G
J
.
l
roug
i
.
l
tens
ion
,th
er
e
s
o
u
r
c
e
so
ft
h
e un
i
v
e
r
s
i
t
ya
r
ea
v
a
i
l
a
b
l
et
oa~
Ex
p
eop
l
eu
f
th
es
ta
te
. B
u
t I haves
e
e
nl
i
t
t
l
e ev
id
en
cet
oi
n
di
cp
.
t
etH
a
tt
h
i
si
si
nf
a
c
t
tr
u
e
. Ifyou as Ex
t
en
s
ion You
th p
r
o
f
e
s
s
i
o
n
al
sa
r
er
e
a
l
l
yt
ose
rvet
h
e
c
rit
i
c
a
l need
sandb
e
s
t in
t
er
e
s
t
so
fyou
ng p
eop
l
e tod
e
.yandtomo
r
row
t
~
t
h
i
scon
cep
t m
u
st b
e im
p
lem
en
ted
.
av
eb
e
en·
.L'
;
l
p
re
ssed w
i
thyou
r dis
cu
s
sLou
so
fa
l
t
e
r
n
a
t
i
v
e
S
econd
lyt Ih
p
rog
ramapp
ro
a
ch
e
s
: t
h
eo
rg
a..iz
a
tion
a
l app
ro
a
chsu
cha
s4
-&
;an i
n
t
e
r
o
rg
an
i
z
a
t
i
o
n
a
lapp
ro
ach i
nwh
i
ch u
n
i
v
e
r
s
i
t
yp
e
r
s
o
n
n
e
lwo
rk w
i
t
h th
epr
e
i ~a
andv
o
l
u
n
t
e
e
rl
e
a
d
e
r
so
fa
l
ly
o
u
t
h
s
e
r
v
i
n
go
r
g
a
n
i
z
a
t
i
o
n
s andp
rog
r
am
s
; and
th
ee
x
t
r
a
o
r
ga
n
i
z
a
t
i
o
n
a
lapp
ro
a
ch
, wh
e
r
et
h
es
t
r
u
c
t
u
r
eo
fo
r
g
a
n
i
z
a
t
i
o
np
e
rs
e
i
sno
t invo
lv
ed
. I
nc
o
n
s
i
d
e
r
i
n
gt
h
e
s
ea
l
t
e
r
n
a
t
i
v
e
st o
fcou
r
s
et youmu
s
t
b
ew
e
igh
ing t
h
em
e
r
i
t
s andsho
r
t
com
ing
so
fd
i
r
e
c
tv
e
r
s
u
si
n
d
i
r
e
c
tc
o
n
t
a
c
t
�w
i
th y
oun
g cl
i
e
n
tel
e
n
c
l
u
d
i
ng t
h
em
u
l
t
i
p
l
i
e
rc
on
c
ep
ti
nm
ax
im
i
z
in
g
t i
p
ro
fe
ss
ion
a
lc
on
tribu
t
i
o
n
.
T
h
irdt youm
u
s
t r
e
co
gn
iz
eth
e m
u
l
ti
p
l
ic
i
t
yo
fi
n
f
l
u
e
n
c
e
sw
hi
c
hb
e
a
rupon
you
t
hd
eve
l
o
pm
e
n
t. I s
h
a
l
ls
im
p
l
i
fyth
e
s
et
ot
h
ree:
(a)
t
h
ei
n
f
l
u
e
n
c
eo
fth
ef
am
ily andt
h
en
e
ed t
or
e
a
c
hin e
ff
e
c
t
i
v
e
w
aysthe p
ar
e
n
ts o
fth
eyoung
s
te
r
sw
i
th w
homyou a
r
ec
on
c
e
rned
;
(
b
) t
h
es
u
b
s
t
a
n
t
i
a
lin
f
lue
n
c
eo
ft
h
e scho
o
:
:
"
s and are
l
a
t
.
edcon
c
e
r
-n
t
the
r
e
fo
r
e
o
rthequ
a
lity o
fs
ch
o
ol
i
n
g
,t
h
ev
a
ri
e
t
yo
f
t f
e
du
c
a
tion
al a
l
t
e
r
n
a
tiv
es, p
ub
l
icsu
pp
or
tf
o
re
d
u
c
a
t
i
on
, and
the s
h
o
r
t
c
o
m
ing
s
e e
ie~t ar
0
: t:
l
eo
rg
an
i
z
a
ti
o
n
al e
s
t
a
b
l
i
s
hm
en
ta
tthe
and s
e
c
o
nd
ar
yl
e
v
e
l
s
.T
ob
ec
r
u
d
e
l
yc
a
ndi
d
,i
f
4
·
ni
sinar
u
t
,as s
om
ewou
ld a
v
ow
,t
h
e
nou
r fo
rm
a
ls
choo
l
s
~r e
i
na d
i
t
c
h
. If w
e lookah
e
a
di
nfo
rm
a
le
l
e
m
en
tar
ya
n
d
s
e
c
c
nu
s
.
r
yed
u
ca
tio
n
,w
e mus
te
n
v
i
si
o
nl
2
mm
:
.
t
ho
pe
r
a
t
i
.on, a
re
1
.at
i
o
n
s
h
i
po
fc
l
a
s
s
roomt
ot
h
er
e
a
lwo
r
ld
, t
h
ee
l
im
i
n
a
t
l
o
n
07
:a
r
tiI
'L
c
La
.L c
:
.
.'
e
d
en
t
.
i
a
l
i
n
gand s
t
a
nda
r
d
s
,t
h
ee
mph
a
s
i
so
f
f
i
:
.
l
an
ci
a
lsup
po
r
c toirr
.
.
.p
rov
eQ
ua
li
ty d
t
J
'
ingth
ee
l
em
e
n
t
a
r
y
y
e
a
r
s
e~e
t
h
ep
a
y
o
f
fw
i
l
lb
eg
r
e
a
t
e
s
t
;and
(
,
:
)
ti.:
.ei
n
f
l
u
en
ce
so
fc
omm
u
u
ft
y
,o
fh
ea
lth s
e
r
v
ic
e
s
,s
o
c
i
a
ls
e
r
v
i
c
e
s
,
yo
u
tn o
r
g
a
n
i
za
t
io
n
s
, rec
rea
tio
na
l opp
o
r
t
u
n
i
ti
e
s
,em
p
loym
en
t,
p
r
o
t
e
c
t
i
v
es
e
rV
i
c
e
s
,you
th invo
lv
em
en
tan
di
s
s
u
e
s
.
�V
I
.
T
h
a
t
'
s al
o
to
fo
n
i
o
ns
o
u
p
, and i
t
'
s
t
im
et
omov
e on t
ot
h
em
a
in c
o
u
r
s
e
.
I
'
l
l
b
ei
n
t
e
r
e
s
t
e
dnow i
ny
o
u
rd
i
s
c
u
s
s
i
o
n
,t
os
e
ei
f
anyo
ft
h
e
s
et
h
o
u
g
h
t
s
a
r
ei
nf
a
c
tr
e
l
e
v
a
n
tt
oyou
rp
r
o
f
e
s
s
i
o
n
a
lr
o
l
e
,t
os
e
ei
fI h
av
e commun
i
c
a
t
e
dm
yt
h
o
u
g
h
t
st
oyou i
na m
e
a
n
i
n
g
f
u
lw
ay
.
I
nt
h
i
sp
r
o
c
e
s
s
,w
ew
i
l
lb
e
e
n
g
a
g
i
n
gi
nt
h
ea
s
p
e
c
to
fyou
rr
o
l
ewh
i
ch m
ak
e
s a
d
r
e
n
a
l
i
nr
u
nf
a
s
t
,wh
i
ch
i
sa
ton
c
et
h
es
o
u
r
c
eo
ff
r
u
s
t
r
a
t
i
o
nand s
a
t
i
s
f
a
c
t
i
o
n
,t
h
e~
a
e
e
o
f
a
c
t
i
o
n
.
I
ti
smy c
o
n
v
i
c
t
i
o
nt
h
a
tE
x
t
e
n
s
i
o
ni
st
h
emo
s
t d
em
and
ing r
o
l
eo
ft
h
e
u
n
i
v
e
r
s
i
t
y
. TNh
en I w
a
s an E
x
t
e
n
s
i
o
np
r
o
f
e
s
s
i
o
n
a
l
, Io
f
t
e
nl
o
o
k
e
dw
i
t
h
envyt
ot
h
et
e
a
c
h
e
r
,w
i
t
hh
i
sc
a
p
t
i
v
ea
u
d
i
e
n
c
e
,c
o
u
r
s
er
eQ
u
i
r
em
e
n
t
s
,and
t
h
ecompu
l
s
iv
ew
e
apon o
ft
h
eg
r
a
d
ep
o
i
n
ta
v
e
r
a
g
e
; and t
ot
h
er
e
s
e
a
r
c
h
e
r
,
w
i
t
hh
i
sp
r
o
b
l
em
s
,Q
u
e
s
t
i
o
n
s
, e
x
p
e
r
im
e
n
t
a
t
i
o
n
,r
e
s
u
l
t
s
,i
n
f
r
eQ
u
e
n
t
l
y
c
a
l
l
e
dupon t
ot
r
a
n
s
l
a
t
eh
i
swo
rk i
n
t
om
e
a
n
i
n
g
f
u
la
p
p
l
i
c
a
t
i
o
n
.
Ir
e
c
o
g
n
i
z
et
h
a
tt
h
i
si
sanu
n
f
a
i
ro
v
e
r
s
im
p
l
i
f
i
c
a
t
i
o
n
,b
u
t I am
c
o
n
v
i
n
c
e
dt
h
a
tE
x
t
e
n
s
i
o
ni
st
h
emo
s
t d
em
and
ing k
i
n
do
fe
d
u
c
a
t
i
o
n
a
le
n
d
e
a
v
o
r
,
f
o
ryou a
r
ed
e
a
l
i
n
gw
i
t
hp
e
o
p
l
ei
nr
e
a
l
l
i
f
es
i
t
u
a
t
i
o
n
s
,w
i
t
hp
rob
l
em
so
f
i
r
r@
ed
i
a
t
ea
sw
e
l
la
s long
·
r
ang
es
i
g
n
i
f
i
c
a
n
c
e
. T
h
i
si
swhy E
x
t
e
n
s
i
o
ni
s
s
u
b
j
e
c
tt
os
c
r
u
t
i
n
y
,f
o
rp
e
o
p
l
ea
r
es
e
n
s
i
t
i
v
et
oE
x
t
e
n
s
i
o
np
e
r
f
o
rm
a
n
c
e
i
t
s
p
e
r
s
o
n
a
ln
a
t
u
r
e
,i
t
simm
ed
i
a
cy
,i
t
sp
e
r
t
i
n
e
n
c
e
. Bu
tt
h
i
si
sa
l
s
owhy y
o
u
r
p
r
o
f
e
s
s
i
o
n
a
lc
a
r
e
e
ri
sr
i
c
h
,e
x
c
i
t
i
n
g
, and s
a
t
i
s
f
y
i
n
g
.
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Russell Mawby Papers
Subject
The topic of the resource
Charities
Family foundations--Michigan
Philanthropy and society
Description
An account of the resource
The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe.
The digital collection includes a selection of field notes, speeches, itineraries, and other materials.
Creator
An entity primarily responsible for making the resource
Mawby, Russell G.
W.K. Kellogg Foundation
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Contributor
An entity responsible for making contributions to the resource
Johnson Center for Philanthropy
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Language
A language of the resource
eng
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
JCPA-01
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1938-2012
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Source
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-01_1967-11-06_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech, Where Next in 4-H?
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given November 6, 1967 for the W. K. Kellogg Foundation at the Statewide Youth Conference at the University of Missouri
Contributor
An entity responsible for making contributions to the resource
Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Subject
The topic of the resource
Philanthropy and society
Family foundations--Michigan
Charities
W. K. Kellogg Foundation
Speeches, addresses, etc
Youth
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
1967-11-06
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
-
https://digitalcollections.library.gvsu.edu/files/original/a11a9e9f0dccee70ec27c1c32cf7b430.pdf
31c5db3ecb3ec34fcbb95f40c45aadd9
PDF Text
Text
"WHICH POCK
ET?"
O
u
t
l
i
ne o
fR
em
a
rks b
yD
r
. Rus
s
e
ll G
.M
awb
y
, Ch
ai
rm
a
n
a
n
d Ch
ief E
xec
u
ti
v
eO
ffi
c
e
r
W
. K
. K
e
l
l
ogg F
o
u
n
d
a
t
i
o
n
B
a
t
t
l
eC
r
e
e
k
, Mi
c
h
ig
a
n
E
conom
i
cC
l
u
bo
fG
rand R
ap
ids
J
a
n
u
a
r
y 16
, 1984
~d V;
~OOd
1
.
IN
TRODUCTION
tob
eb
a
ck "home
"i
nG
r
and R
api
d
s:
1
.
N
a
t
i
ve of K
e
n
tC
o
u
n
t
y
2
.
G
r
a
d
u
a
t
eo
fG
r
an
dR
api
d
s
'C
r
e
st
o
nH
i
g
h Schoo
l
B
.
~nce ~ovember CMF Conference in GrandRapids:
1
.
"Th
eG
r
and R
a
p
i
d
s
Stor~~ '
as t
o
l
db
yD
i
c
kG
i
l
l
e
t
te
,a
s
w
e
l
l a
sr
e
l
a
t
e
dr
em
a
r
k
s by R
i
c
h
a
r
dD
eVo
s
, B
il
l
Se
i
dm
a
n
a
n
do
t
h
e
r
s
.
2.
R
e
c
o
r
dC
o
n
f
er
e
n
c
etu
r
nout
;d
r
a
m
a
ti
c
,posi
t
ive im
p
r
e
s
s
i
o
n
o
fG
r
and Ra
p
i
d
s
,i
t
s pe
o
p
l
e
, its h
o
sp
i
t
a
l
i
t
y
.
~~
A
.
~~
Publ
i
cpurposes~are
,
i
ntwop
rim
ary
-
�..
B
y gove
r
nm
e
n
t
: e
x
p
e
n
d
i
t
ur
e
sfromthe p
u
bl
i
csec
t
or
'
s
"
t
a
xp
o
c
k
e
t
.
"
a.
~
~t g
o
v
e
r
nm
e
n
tw
i
ll
,in 1984, ~
i
nt
a
xc
o
ll
e
c
t
ions from a
l
l
of u
s. .
$66
0 bi
l
lion
~~
~
b
. Ap
o
c
k
et fromw
h
i
c
hg
o
ve
r
nme
n
tw
il
l
,i
ntu
rn,
r
e
d
i
s
t
r
i
b
u
t
e sam
e re
s
ou
rc
e
s-p
lus $189 bi
l
lio
n
d
o
ll
a
r
s it d
o
esn
'
thav
e -- f
o
rp
u
b
li
cp
u
r
poses
.
c
. Purpo
se
s as
: o
e
f
e
n
s
e ($239 b
ill
i
o
n
)
;so
cia
l
F
serv
i
ces ($300b
i
ll
i
o
n
)
;edu ca t
~n
($
13.5b
i
llio
n
)
;
veter
a
n
s' bene
f
i
U(
$
2
6b
i
l
li
o
n)
;a
long w
i
-
b
i
l
l
i
o
nju
st top
a
y in
t
e
r
es
ton o
u
rn
a
t
i
ona
l
-
d
e
b
t
!
~
oo an
a 348
on~
P
u
b
l
i
cp
u
r
p
o
ses a
lso fu
lfilled throu
g
h vo
l
u
nt
a
r
y
c
o
n
t
r
i
b
ut
i
on
si
no
u
r soc
ie
ty f
r
oma
n
o
t
her
,"pr
i
va
t
e
s
e
c
t
o
rp
oc
k
e
t
."
a
. I
nto
t
a
ld
o
l
l
a
r
s
,t
h
is pocke
tof reso
u
r
c
e
s no
t
as im
p
r
e
s
siv
ea
s gover
n
m
en
ta
l coun
terpar
t
. Som
e
2
�w
ay
s mo
r
e im
p
o
r
t
a
n
t
,mo
r
e refle
ct
i
v
e
,of Am
e
ri
c
a
n
va
l
ues a
n
db
el
i
efs
.
b
. E
ach y
e
a
rAm
e
r
ica
n
~s
L,;'9~~ .
.
.
-lL
....
;+10"8 i
t
hc
o
r
p
o
ra
t
i
o
n
s
a
n
d fo
u
nda
tions, dona
te $60 b
illi
o
ni
n
t
o"
p
r
i
v
a
t
e
-
s
e
c
t
o
rp
o
c
k
e
t
"o
fo
u
rs
o
c
i
e
ty fo
rc
h
a
r
i
t
a
b
l
e
cause
sa
n
dp
u
r
p
oses
. N
ine
t
yp
er
c
en
t (
$55 b
i
lli
o
n
)
i
scon
tribut
e
dby i
n
d
i
v
i
d
u
a
l
s
.
c
. M
o
re than h
al
f
Am
e
r
i
c
ans a
l
s
ore
g
u
l
a
r
l
yvo
l
un
te
e
r
t
h
ei
rtim
e
. E
s
t
im
a
ted t
h
a
t Am
e
r
ic
a
n
sw
i
ll
v
o
l
u
nt
e
e
r$
6
4b
i
l
l
i
o
n in servi
c
e
st
oo
ur co
mmun
itie
s
i
n1
9
8
4
.
d
. Tot
a
l g
i
v
i
ng of t
im
e
,t
a
l
e
n
t
,and m
o
ne
y by
Amer
i
c
a
nc
it
i
zens i
n1
9
8
4 wi
l
l
be abou
t$124
b
i
l
l
ion -sam
e as 15 p
e
r
cen
tof al
l
F
ede
r
a
l
go
v
e
r
nm
e
n
te
x
p
e
n
d
i
t
u
res f
o
ra
ll p
u
r
p
o
s
e
s
.
e
. N
early every f
u
nc
tion now p
e
r
f
o
r
me
db
yg
o
v
e
r
nm
e
n
t
once prov
ided by v
o
l
u
n
t
a
r
yg
r
oups in o
u
rs
o
c
i
e
t
yeducat
i
on, w
e
lf
a
re, care o
f the aged, a
n
dt
h
e
b
u
il
d
i
n
gof r
o
a
d
s
.
3
�f. R
ecen
t p
e
r
i
o
d inAm
e
rican h
isto
r
y(
1
960s a
n
d
197
0
s) b
e
l
i
e
v
e
d ev
eryt
h
i
n
g co
u
l
d be done o
u
to
f
the governm
e
n
t's "
t
a
xp
o
c
k
et
.
" "L
e
tt
h
eg
o
v
e
r
nme
n
t
do i
t
"w
a
s the c
r
y
. B
illio
n
so
nb
i
l
l
i
o
n
so
f
----
dol
l
a
r
sspent as g
o
vernm
e
n
tt
o
o
ko
ver
,o
r be
g
a
n
~
..
r
e
g
u
l
a
t
i
n
g
,e
d1
. facets o
fo
ur n
a
t
i
suu
tl
i
f
e
.
g.
S t !~a
'
Part reason w
hy U
n
ited S
t
a
t
es
faces esti m
a
ted $189 b
il
l
i
o
n de
f
i
c
i
tth
is y
e
a
r
;
h
as acc
um
u
l
a
t
e
da $
1
.
3t
r
i
l
l
i
on dolla
rna
t
ion
a
l
d
e
bt
.
h
.
.
.
.
. P
e
rson
a
.
l
.
.
l a
v
d
o
la
r
s
.
e
c
o
n
om
i
c
sa
t
e
"t
h
a
t tri
l
lion-p
lu
sd
o
l
l
a
r
of American a
utomob
ile
so
rb
u
s
h
e
ls o
fw
he
a
t it
wou
ld buy?
4
�~ ~~ ~
h
i
l
e
i
.W
~
d~ ; :
e
:
.
•
"
.~ ~ ; a t On
s
t
ar
t
jngt
oundeF
et
d"
t
h
r
ow
i
n
g" g
o
v
ernm
en
t
ya
t soc
ia
lp
r
o
b
l
em
sd
o
es
n't so
lve them
.
mone
j
.
R
e
c
o
g
n
i
ze im
p
o
r
t
a
n
c
eof tha
tot
h
e
r"
v
o
l
u
n
ta
r
y
s
e
c
to
rp
o
c
k
et
"of t
im
e
,e
n
e
r
g
y
, and comm
i
tme
nt
i
no
u
r so
cie
ty. B
eginn
in
g to s
e
ec
i
ti
z
e
n
sand
i
e
sd
e
v
o
t
et
h
e
i
rown hum
an an
df
i
nan
cia
l
commun
it
re
s
o
u
r
c
e
st
oso
l
v
ing p
r
o
b
l
em
s-r
a
t
h
er than
w
a
i
t
in
g fo
r governm
e
n
ta
l
one to do i
t
fo
r th
e
m
.
~c ~ ~
{
~
•
)nl~
~ ~ ~~ ~ ~
r:J..
i
III. THE GRAND "
RAP
ID
S EXAMPLE
A
.
L
ook
in
ga
r
o
u
n
d the na
tion, no b
et
t
e
rexam
p
le of s
u
c
h
vol
u
n
t
a
r
yi
n
i
t
i
a
t
i
v
e
s
;o
f suc
c
e
s
s
fu
l"
r
e
b
a
la
n
c
i
n
g
"g
o
v
er
n
m
en
t and c
iti z
e
nr
e
spons
i
b
ility than w
h
at b
e
e
n accompl
i
s
h
e
d
h
e
r
ei
nG
r
and R
ap
i
d
s
.
B
.
~c~ t.~ ~ ~c
D
ic
kG
i
l
l
e
t
t
e ca
~ t
t
h
e2
5
y
e
a
r
,"
f
o
u
r
c
o
r
n
e
r
s
t
o
n
e
"
effo
rt. B
u
i
lt u
p
o
nl
o
c
a
l
,pr
i
v
a
te m
o
n
e
y as "stim
u
l
an
t
"
f
o
rap
p
r
o
p
r
i
a
t
eg
o
v
e
r
nm
e
n
t
a
li
n
v
o
l
v
em
e
n
tin fund
ingo
f
f
o
u
rc
o
r
n
e
r
s
t
o
n
e
s
:
�1
.
G
r
a
n
dR
a
p
i
d
s' e
x
p
r
e
s
sw
a
ya
n
du
r
b
a
nr
e
n
e
w
al
,
2.
down
tow
no
f
f
i
ce a
n
dg
o
v
e
r
nme
n
t
a
lc
om
p
l
e
x
,
3
.
r
e
d
e
v
e
l
o
pm
e
nt o
f strong r
e
t
a
i
l
b
u
si
n
e
s
s
e
sd
own
t
ow
n
;
a
n
d
4.
G
r
a
n
dR
a
p
i
d
s as a c
o
n
v
e
n
t
i
o
n
/
e
n
t
e
r
t
a
i
nm
en
tc
e
nt
e
r
.
C
.
E
a
r
l
yp
r
iv
ate mon
e
yc
o
mmi
tm
e
n
t
si
n
c
l
u
d
e
dt
h
eG
ra
n
dR
a
p
i
d
s
;v;
~
~
F
o
u
n
d
a
t
i
o
n
, St
e
e
l
c
a
s
e
, Amw
ay
, G
r
a
n
dR
a
p
i
ds b
a
n
k
s.
>
:0
.-6'
I
t
1.
G
r
eat
l
ycom
pounded scope of o
t
h
e
r
,l
a
t
e
r doll
a
r
c
o
n
t
r
i
b
u
t
i
o
n
s
. E
xem
pl
a
ry comm
itm
e
n
t
stended t
os
e
t
h
i
g
he
x
p
e
c
t
a
t
i
o
n
sf
o
r ot
h
e
r
si
nG
ra
n
dR
api
d
s
.
2.
Comm
i
tm
en
to
f these founda
tio
n
s, i
n
d
i
v
i
d
u
a
l
s
,co
rpo
ra
tions,
b
a
n
ks a
d
d
e
db
e
li
e
v
a
b
i
l
i
t
ya
n
dc
r
e
d
i
b
il
i
t
yto t
u
r
n
i
n
g
ad
r
e
am fo
rG
r
a
n
dR
a
p
i
d
s
' fu
t
u
r
ei
n
t
osom
e
t
h
ing
a
c
h
i
e
v
a
b
l
e
.
D
.
~
a
tc
o
r
p
g
r
a
e±ons in t
h
i
scommun
i
ty
~~
p
r
o
v
i
d
e
dc
e
n
t
r
a
l le
a
d
e
r
s
h
i
p
.
c
a
s
e
s
,t
h
e
~~d~a~~
a
n
k
sa
r
e
c
o
r
p
o
r
a
ti
o
n
sa
n
db
s
t
a
k
ei
nt
h
i
s comm
u
n
i
t
ya
n
di
t
sfu
ture.
6
'
~
~
D
-
~ ~ '
-
�1
.
G
r
and R
a
p
i
ds
's
u
c
c
e
s
sal
s
or
e
f
l
e
c
t
s an
ew p
e
r
ce
pt
i
o
n
a
b
o
u
tw
h
a
t is p
r
o
p
e
r
,a
n
d poss
i
b
l
e
,f
o
rc
o
r
p
o
r
a
ti
o
n
s
in t
e
rm
so
ft
h
e
i
rl
a
r
g
e
rr
o
l
ei
no
u
rs
o
c
i
e
t
y
.
~ ~
.I
-
IV
.
ROLE OF CORPORAT
IONS
A
.
o
r
p
o
r
a
t
i
o
n
se
v
o
lved a
n
dd
e
v
e
l
o
p
e
dt
h
r
o
u
g
h years,
A
s c
s
o
c
i
e
t
y
'
se
x
p
e
c
t
a
t
i
o
n
sh
a
v
ec
h
a
n
g
e
db
e
y
o
n
dt
h
e
i
rh
i
s
t
o
r
i
c
p
u
r
p
o
s
e
:c
r
e
a
t
i
o
nof g
o
o
d
s and s
e
r
vi
c
e
sa
ta p
r
o
f
i
t
.
B.
My p
e
r
s
o
n
a
lb
el
i
e
fth
is h
is
t
o
r
i
cp
u
r
p
o
s
ei
sst
i
l
l
c
e
n
t
r
a
l
a
n
dv
a
l
i
d
. J
o
h
nD
e
smond G
l
o
v
e
r of H
a
r
v
a
r
d
'
sB
us
i
n
e
s
s
S
c
h
o
o
lh
as n
o
t
e
d extrao
rd
ina
ry l
e
v
e
l
so
fAm
eri
c
a
nproduc
tion,
an
dc
o
n
s
um
p
t
i
o
n
,no
tp
o
ss
i
b
l
ew
i
thou
t an i
n
d
u
s
t
r
i
a
lo
r
g
a
ni
z
a
t
i
o
n
r
e
p
r
e
s
e
n
t
e
db
yc
o
r
p
o
r
a
t
i
o
n
s
: "C
o
rpo
ra
tio
n
sa
r
et
h
e '
p
r
i
n
c
i
p
l
e
e
n
g
i
n
e
s
'c
r
e
a
t
i
n
gp
l
e
n
t
y
,p
u
s
h
i
n
gg
row
th, a
n
d lead
in
g
c
h
a
n
g
e in t
h
eU
n
i
te
dS
t
a
t
e
s
."
1. P
as
t80 years, r
e
a
ld
is
p
o
s
a
b
l
e in
com
e trip
led w
h
il
e
wo
rk tim
ed
e
cl
i
n
e
db
y a th
ird i
nt
h
eU
.S
.)
~ ~; ;
r~~
7
�C
.
P
u
b
l
i
c de
b
a
t
eo
v
e
r the r
o
l
e of c
o
r
p
o
r
a
t
i
o
n
sl
i
k
e
ly t
o
c
o
n
ti
n
u
e
.
~
ear~corporat ons
face d
e
l
i
c
a
t
ew
ei
g
h
i
ng of
d
em
and
so
f the c
o
r
p
o
r
a
t
i
o
n
's m
a
i
n c
o
n
s
t
i
t
ue
n
ci
e
s
:c
u
s
t
om
e
r
s
,
emp
loy
ees
,communitie
s
,s
o
c
i
e
t
ya
tl
a
r
g
e
,s
u
p
p
li
e
r
s
,
s
h
a
r
e
h
o
l
d
e
r
s
.
r
, g
ro
ss m
i
sr
e
p
r
e
s
e
n
t
a
t
i
o
n by som
et
h
a
t"mo
st c
o
r
p
o
r
a
t
i
o
n
s
D.
Howeve
don't g
i
v
eany
th
ing a
t
~
~
ch
a
r
it
a
b
l
eo
rs
o
c
i
a
lp
u
r
p
oses
."
I
o
-U
o+
o
-~ d
l..
:
;p.
.H
:~ ~
~
Re
c
e
n
t
l
yre
l
e
a
s
e
dst
u
d
y(
b
yC
ou
n
c
i
lf
o
rFi
n
a
n
c
i
a
lA
i
d to
E
d
u
c
a
t
i
o
n
) show
sj
u
s
t the oppos
i
t
e-c
o
r
p
o
r
a
t
i
o
n
sm
ad
e
c
h
a
r
it
a
b
l
ec
o
n
t
r
i
b
u
t
i
o
n
sof nearly $3.5b
i
l
l
i
o
ni
n1982
ev
e
nw
h
i
le stra
in
ing u
n
d
e
rt
h
i
r
dc
o
n
s
e
c
u
t
i
v
e ye
a
rof
d
e
cli
n
i
n
gp
r
o
f
i
t
s
.
1
Po
rtion o
fp
ret
a
xn
e
ti
n
c
om
eg
i
v
e
nb
yc
o
r
p
o
r
a
t
i
o
n
st
o
cha
r
itab
le o
r
g
a
n
i
z
a
t
i
o
n
sh
a
s rem
ai
n
ed ne
a
ro
n
ep
e
r
c
e
n
t
m
a
r
k (
1
.
2
9p
e
r
c
e
n
t in1
9
8
1
). B
u
tg
r
ow
i
n
g numb
e
ro
f
c
om
p
a
n
i
e
si
nU
n
i
t
e
dS
ta
t
e
sseek t
oboos
ttha
tp
e
r
c
e
n
t
h
i
g
h
e
r
.
8
�.
:
/
I
I
H
av
ed
o
n
et
h
is
,m
o
st p
a
r
t, t
h
r
o
u
g
hf
o
rm
a
t
i
o
n of
"
c
l
u
b
s
"of c
o
r
p
o
r
a
t
i
o
n
sw
h
i
c
h a
n
n
u
a
l
l
yg
i
v
e ei
t
her
I
n
to
r 5 pe
r
c
e
n
t of i
n
c
ome t
ononprof
i
t o
rga
n
i
z
a2 perce
t
i
o
n
s
. A
t le
a
st n
i
n
e ci
t
i
e
sw
ith these c
l
u
b
s
:M
inn
e
ap
o
l
i
s
r
e the i
d
e
asta
r
t
e
d
)
,B
a
ltim
o
r
e
,B
i
rm
i
ngh
am
,
(whe
/
I
Lou
isv
ill
e
, San F
r
a
n
c
i
s
c
o
, Ka
nsa
sC
it
y
,S
ea
t
t
l
e,
P
h
o
e
n
i
x
,W
a
sh
ingt
o
n
,D
.C
.
3
.
Shou
ld G
r
a
n
dR
a
p
i
d
s -- a c
i
t
ywh
ic
hha
s taken t
h
e
l
e
a
di
no
ther a
r
e
a
s of p
r
iv
a
t
e se
cto
r in
i
t
i
a
ti
v
ea
lso have s
u
c
ha c
o
r
p
o
r
a
t
e"
c
l
u
b
"f
o
c
u
sed on i
n
c
r
e
a
s
ed
ch
a
r
it
a
b
l
egi
v
i
n
g
?
?
?
E
.
Som
e exe
c
u
t
iv
e
sa
n
d e c o n om
st s~a r u e
b
u
s
i
ness of b
u
s
i
n
e
s
s
i
sj
u
st b
usi
n
e
s
s
;t
h
a
tm
an
agem
e
n
th
as no r
i
gh
t, no q
u
a
l
i
f
i
c
a
t
i
o
n
s
,
t
ou
n
d
e
r
t
a
k
ea
c
t
i
v
i
t
i
e
st
oim
p
r
o
v
es
o
ci
e
t
y, o
rt
ot
a
xits
c
o
n
stit
u
e
n
t
sf
o
r su
c
hp
u
r
p
os
e
s
: "sin
c
et
h
egenera
l w
e
lf
a
r
e
of
so
ci
e
ty is a governm
en
ta
lr
e
s
p
o
n
si
b
i
l
i
t
y
.
"
F
.
But
,w
e know t
o
d
a
yg
o
v
e
r
nm
e
nt c
a
n
n
o
tdo i
t
a
l
l
.
9
�G
.
C
o
r
p
o
r
a
t
i
o
ns m
u
s
t b
e
com
e mo
r
e invo
lved i
np
u
b
l
i
c prob
l
em
s,
w
i
t
h a cl
e
a
r
e
rp
e
r
s
p
e
c
t
i
v
eo
fb
u
s
i
n
e
s
sas a b
a
s
i
ci
n
s
t
i
t
u
t
i
o
n
inAm
e
r
i
c
a
ns
o
c
i
e
t
yw
h
i
c
hh
as v
i
ta
l st
a
k
ei
ng
e
n
e
r
a
l
h
e
a
l
t
ho
f th
ec
omm
u
n
i
t
y
,a
sw
e
ll as i
nits ow
np
u
b
l
i
c
a
c
c
e
p
t
a
n
c
e
.
H
.
My v
i
ew
, critica
le
lem
en
ti
sb
a
l
a
n
c
i
n
gt
h
i
se
x
p
a
n
d
e
dr
o
l
e
f
o
rb
u
s
i
n
e
s
sw
i
t
h
o
ut e
r
o
d
i
n
gp~
e•
• e~
d
i
s
ci
p
l
i
n
eo
f
:
t
t
-
p
rofitab
ili
t
y
,a
n
da
c
c
e
p
t
e
dc
r
i
t
e
r
i
o
nof c
o
r
p
o
r
a
t
ep
e
rf
o
rm
a
n
ce
,
A
w
h
i
c
h
l
i
ea
t the he
a
r
to
fo
u
r.s
u
c
c
essf
u
lc
o
r
p
o
r
a
t
ee
n
t
e
r
p
r
i
s
e
s
.
I.
No
t an e
a
s
y task, b
u
t you
'
v
e shown it can bed
o
n
e he
r
ei
n
G
r
and R
ap
i
d
s
.
V
.
A
.
ROLE OF M
ICH
IGAN FOUNDAT
IONS
A
l
o
n
gw
it
hc
o
r
p
o
r
a
t
i
o
n
sa
n
di
n
d
i
v
i
d
u
a
lc
i
t
i
z
e
n
s
,
)
p
r
i
v
a
t
e
and commun
ity f
o
u
n
d
a
t
i
o
n
sa
r
ea
l
s
om
aj
o
rsou
rce o
ff
u
n
d
i
n
g
a
n
di
n
i
t
i
a
t
i
v
et
h
a
tcom
es out o
ft
h
eo
t
h
e
r"
p
r
i
v
a
t
esec
to
r
p
o
c
k
e
t
."
10
�B.
Each year, Ameri c a ' s 23,000 pr iva t e a nd c ommu n i t y foundat ions give $3 b ill ion for charitab l e purpo se s.
C.
Mi ch igan a pac e set ter i n f o un d a t i on philan thropy with mo r e
th an 8 60 founda ti on s ( ran k s 3rd nationall y among s t a t e s ) .
Tot a l a s s e t s o f n ear ly $ 3 bi l l ion.
Annu al c hari tabl e
e x p e n d itures b y Mic hi gan f o u n d ati on s to tal $ 30 0 mi ll ion .
D.
While large f oundat ion s in Mi c h i g a n
Mo t t, Kre s ge,
Kel lo gg --are mos t wel l known , 6 0 p erc en t o f a l l Michi gan
foun d a t i on s have asset s o f l e s s than $ 2 00 , 0 0 0 .
Of t en
sma ll f ou n d a t i o n s are mos t i mp or t a nt i n terms of i mp a c t o n
l oc al commun ity n eed s.
1.
Grand Rapid s-bas ed f ou n d at i o n s are an impo r tant part
o f t h e f o u n d a t i o n p i cture i n Mi ch i g a n .
( 1 0 4 Grand
Rapid s foundations , asse t s of $7 9 million, n early $ 6
mi llion in 1 9 83 g r a n t s )
a .
Grand Rap id s Communi ty Founda t ion with as s e t s o f
$23 mill i on, annu al g r a n t s of $ 1 .2 mil lion .
( Second l arg e s t c ommun ity f o und at i o n i n Michigan.)
11
�b.
Company-spons ored f o un da ti o n s a n d giving programs,
l i k e Ste elcas e Foundation; Amway; Un i o n , Mi ch igan
Nat iona l, and Old Ken t Ba nks .
c.
Private f o u n dat i on s in Gra n d Rapid s hav e had
maj or rol es i n addres sing local a n d regional
n e e d s : Dyer-Ives Founda tion, Ke el er Fund, Wege
Foundation, Seb a s tian Foundation , VanAnde l and
DeVo s Founda tions as examp l e s.
2.
Michigan 's philanthropic foundatio ns are working
ind ep endent ly in thei r communities, and t h r o u g h t h e i r
state a s s oci ation.
a.
Council of Michigan Foundations.
(1 67 members:
foundations, banks, corporate foundations,
corporate giving programs.
1 8 CMF member organ iza-
t ions are in Grand Rapids.
b.
Statewide philanthropic initiative s like the
Michigan Investment Fund, and Michigan Emergency
Cash Flow Loan Program for nonprofi t agencies.
12
�A
lso, new w
i
l
li
n
g
n
e
s
s to wo
r
kw
ith gov
e
r
nm
e
nt a
t
a
l
ll
e
v
e
l
s
.
VI
.
THE W
. K
. K
ELLOGG FO
UNDAT
ION
A
.
C
lo
s
ew
i
t
h a few comm
en
ts abou
t t
h
eK
e
llogg Founda
tion,
sp
r
og
r
ammi
n
g
,a
n
d rel
a
t
i
o
n
sh
ip of gov
e
rnme
nt r
e
g
u
l
a
t
i
o
n
s
it
w
it
hbus
i
n
ess s
u
c
c
es
sa
n
d ph
ila
nthrop
ic in
i
t
i
at
i
v
e
.
B
.
H
ist
o
ry rev
e
a
ls m
o
s
tg
r
ea
tind
iv
idua
l
,c
o
r
p
o
r
a
te
, and
p
h
i
l
a
n
t
h
r
o
p
ic fo
rtu
n
es creat
e
db
y en
trepr
e
neur
sw
i
th _
good i
d
e
a
. N
o
t by a
ni
n
d
i
v
i
d
u
a
lo
ra
no
r
g
a
ni
z
a
t
i
o
ncaref
u
lly
d
i
n
ge
a
r
n
i
n
g
sh
a
r
n
e
r
e
df
rominv
e
s
t
m
en
t
si
nd
i
v
e
r
s
ifi
e
d
hor
p
o
r
t
f
o
l
i
o
s.
e
r
ei
nG
rand R
a
p
i
ds
: furni
t
ur
ei
n
d
u
s
t
r
y
,g
r
o
c
e
r
y
/
1.
T
rue h
shopp
ing c
e
n
ter c
h
a
i
n
s
,d
ire
c
t
s
a
l
es i
n
d
u
s
t
r
y
,a
n
d
ot
h
e
r
s
.
C
.
Al
s
otr
e
~d
o
e
a
t cerea
li
.
n
d
u
s
t
r
y
,a
n
dw
.
. K
. K
e
l
l
og
g
,
found
e
ro
fK
e
ll
o
g
gC
om
pany and W
. K
. K
el
l
o
g
gFounda
t
i
o
n.
.. ,K
t..J ~ \<"
13
~
�1.
In 1930, Mr. Kellogg t u r n e d ove r n early hi s Sotal
personal weal th of s ome $ 4 1 mi llion ( l a r g el y Kellogg
Company stock) to e s t a b l is h t h e W. K. Kellogg Fo u n d ati o n .
2 .
S ince then, the Ke l logg Fo und a t i on has us e d income
f r om tho s e original assets t o make grant s t o t a l l i n g
more than $ 700 million. -
3 .
~ -Jl-'
'a< ,
~e
e i n c r e a sed i n value to over
$1
Kellogg's gif t to th e Founda tion of
$41 million ha s re s ulted i n charitab l e grants nearly
20 times the origina l g ift, plus more t h a n a 2 5-fold growth
i n actu al v alue o f the 'Fo u n d a t i o n ' s chari tabl e assets.
4.
Mind ful that Foundation i s the d irect beneficiary o f
t h e Amer ican fre e ente rpr i se s y ste m: The Kellogg
Company' s s u c c e s s over t h e year s has made possible
Fo und a t i o n ' s dramatic record of expendi tures for
charitab le e x p e n d i t u r es here i n Michigan , a n d throughout
Uni t ed Sta t e s and wor ld.
14
�D
.
~~
K
e
ll
o
g
gFounda
ti
o
n has h
a
d a num
ber of m
a
i
o a
c
t
i
v
i
t
ies
b
e
n
efitt
i
n
gt
h
eG
ra
n
dR
a
p
i
d
sa
r
e
a
,i
n
c
l
u
d
in
g
:
1.
E
astow
n, c
o
o
p
e
r
a
t
i
v
ep
r
o
j
e
ct b
e
tw
e
e
nA
q
u
i
n
a
s C
o
lle
g
e
a
n
dnei
g
h
bo
rhood o
r
g
an
i
z
at
i
o
n
si
nthem
i
d
1
970s t
o
r
e
v
e
r
s
en
eig
h
b
o
r
h
o
o
dt
r
a
n
s
i
t
i
o
na
n
dd
e
t
e
r
i
o
r
i
a
t
i
o
ni
n
a 70-b
lock ar
e
aof E
as
tG
r
a
n
dR
api
d
s
. Asuc
c
e
s
s
f
ul
,
testeda
p
p
r
o
a
c
h to thep
e
r
e
n
n
ia
lqu
es
t
i
o
n
: "What can
o
u
ri
n
s
t
i
t
u
t
i
o
n (c
o
l
l
e
g
e
,h
o
sp
i
t
a
lo
rc
o
r
p
o
r
a
t
i
o
n
) do
t
ohe
l
psave it
sn
e
i
g
h
b
or
h
o
o
d
?
"
2
.
M
a
j
o
r g
r
a
nt (
$
1
48
,
0
0
0
)t
h
i
sy
ea
rt
oas
s
i
s
tthe G
r
a
n
d
R
api
d
sSymphony i
ne
x
p
a
n
d
i
n
ge
d
u
c
ati
o
n
a
lo
ut
r
e
a
c
h
pr
o
g
r
ams fo
r secondary schoo
la
g
e
d
~~
a
c
r
o
s
sW
es
t
e
r
n
c
an ~
oun s t er~ ~ ~
4
J
'
.
.
.
.
.
.
.
ro ect
~
~
~~
e
x
p
e
c
t
e
dt
ore
a
c
h
1
0
,
0
0
0a
r
ea s
t
ude
n
t
si
ni
t
sfir
s
ty
e
a
r al
o
n
e
.
)
3
.
Funds ($187
,
0
0
0
) to creat
e(197
5) a
r
e
aw
i
d
ep
r
o
g
r
am t
o
t
r
a
i
nnew fam
ily p
r
a
c
t
i
c
ep
h
y
s
i
c
i
a
n
st
oserv
et
h
e
g
rea
te
rG
r
an
dR
a
p
i
d
s communit
y
.
15
�4.
Vari e ty o f g r a nt s t o l i brary s y s t e ms in Grand Rap ids
area: comput erize the ir b o ok c o ll e c tion s a n d li n k up
wi t h s ta tewid e and n a t i o n a l l i b r a r y b o o k r e tr iev a l
s ys tems.
5 .
Th i s pas t Nov embe r , t h e Ke l log g Foun d a ti on prov i de d
$3 50,0 00 to Butterwo r th Hospi ta l in Grand Rapid s t o
help hosp ital i d e n tify way s to c onta in and reduce
h ealth c a r e c o s t s f o r are a c iti zen s .
6.
Thi s l a t e s t gran t in Gra n d Rapid s re fl e c t s new s e t o f
Ke l logg Foundation f u n di ng p r i o r it i e s developed in a
t wo - y e a r pro c e s s , involving th e Foun d ati o n ' s Board o f
Tr us tee s , s t a f f , and c o n s u l t a n ts .
E.
Planning proces s r e s u l t e d in Kello g g Foundat ion f oc u s i n g
on s e v e n n ew progr amming areas, i n cl udi ng two rel at ed only
to Mi c h iga n .
1 .
Adul t Continui ng Ed uca t i on.
a.
Adul t Le a r ner Service s
16
�b.
Residentia l Continuing Education Cen ter s, Community
Colleges, and Public Li braries
2 .
c.
Collabora t ive Continuing Pr o f e ss i o n a l Educa t ion
d.
I n t e l l e c t u a l Foundation s
e .
Preparation of Adm inistra tor s
f.
Nat ional, S ta te, and Re gional Pol icies
Bettermen t of Health.
a.
Health Promotion Servi ces
b.
Education o f Hea l t h Promo tion Professional s
c.
Hea lth Promotion Policy
d.
Compatible Comput er ized Da ta Systems
e.
Edu c a t i on o f He alth Professional s in Public
Heal th
3.
Commun i ty-Wide Coo rd i na t ed , Cos t-Effec t i v e He alth Serv i ce s .
a.
Communi ty-wid e Mu lt i-institutional Arrangemen t s
b.
New Too ls/Quantification
c .
Cost Conscious Professiona l Educa tion
d.
Hea lth Care Poli cymaking
17
�4.
Wholesome Fo o d Supply.
a .
Te chno logy a nd Informa tion Tr a n s fer
b.
Univ e r si ty Programs in Agr iculture and Human
Nutrition
5 .
F .
c.
Agri cul tural a n d Human Nutri tion Awa r e n e ss
d.
Appropri at e Policy Alternative s
Broadening Leadership Ca p ac i t y .
a.
Kellogg National Fellowship Prog ram
b .
Kellogg I n t e r n a t i ona l Fe l l ows hi p Pr o g r a m
c.
We l l-Informed Leader s
d .
Citiz en Board Le a d e r s hip
Th e last two new Ke l logg p r i o r i t ie s t a r g e t s p e c i f i c a l l y on
Mic hig an:
1 .
Ec on omi c Development in Mic higan.
An economic up turn
is u nderway na tionally and i n Michigan.
But, long-term
r e al i ti es o f changi ng Michigan economic and emp loymen t
ba s e: from heavy manu fac turing t o l i gh t indus try and
service industri e s.
18
�a
.
Mu
lt
i
f
a
c
et
e
de
c
onom
i
cd
iffi
c
u
l
t
i
es w
h
i
c
hM
ich
i
g
an
still f
a
c
es
: rem
a
ini
n
gh
i
gh u
nem
pl
o
ym
e
n
t
; rec
e
n
t
n
et ou
t-m
ig
ra
tion of som
e 300,
0
0
0p
e
op
l
e; ero
sion
in p
e
r
s
o
n
al p
e
rc
a
p
i
ta i
n
com
e
; lack of g
r
ow
th of
h
i
g
a
n
'
sk
ey a
g
ri
c
u
l
t
u
r
a
lindustry.
M
ic
e
ll
o
g
gFound
ati
o
nc
o
ul
dhe
l
pa
d
d
r
e
s
st
h
e
s
e
How K
i
o
n
g
e
r
t
e
rm econom
ic pr
o
bl
em
si
nM
ich
i
g
a
n
:
un
iversity, l
a
b
o
r
,go
vernm
e
n
t, andb
u
s
i
n
ess
p
a
r
t
n
e
r
s
h
i
p
si
nd
e
v
elopm
e
n
ta
n
da
p
pl
i
c
a
t
i
o
no
f
new techno
log
ies f
o
re
c
onom
ic d
e
v
e
l
o
pm
e
n
t
.
~c
I
n
d
u
str
i
a
lTec
h
n
o
r
o
gy I
n
sti
t
u
t
e, Ann A
rbor.
..
....
Mo
re t
an~ m
on
m
ay b
e commit
t
e
d to thi
s
amb
it
i
o
u
s eff
o
rt t
oc
a
p
i
t
a
li
z
e on res
e
a
rch
capab
iliti
e
s of t
h
e U
n
iver
s
ityo
fM
ic
h
i
g
a
n
d
u
r
i
n
g ne
x
td
e
ca
d
e
. O
b
j
ect
i
v
et
oma
k
eM
ic
h
i
g
a
n
ac
e
n
t
e
rn
ati
o
n
a
ll
yfo
rr
e
se
a
r
c
ha
n
da
p
p
l
i
c
a
t
i
o
n
of r
o
b
o
t
i
c
s in m
a
n
ufa
c
t
u
r
i
n
g
. Invo
lv
es m
a
j
or
s
u
p
p
o
r
t fromt
h
e M
i
c
h
ig
a
n Econom
ic D
e
v
e
lopm
e
nt
19
�Aut
h
o
r
i
t
y
,Ke
l
l
o
g
gF
o
u
n
d
ati
o
n
,D
ow Foun
da
ti
o
n
,
Mott a
n
do
t
h
er M
ic
h
i
g
an-b
a
sed fou
nda
tion
s.
d
.
M
ic
h
i
g
a
n
tecbpo
~
~ ~t e
E
a
s
tL
ansing.
p
r
e
s
e
n
t
s a si m
ilar effo
rt to d
raw u
p
o
n res
e
a
r
c
h
Re
r
e
n
g
t
h
s of M
ich
igan S
ta
t
e U
n
iversity, M
ichi
g
an
st
T
echno
log
ica
l Un
i
v
ersi
t
y
,a
n
d W
est
e
r
nM
ich
i
g
a
n
Uni
v
e
r
s
i
t
yi
nt
h
ea
r
e
a
s of a
g
ri
c
ul
t
u
ra
l, f
o
o
d
p
r
o
c
e
ss
i
n
g
,p
a
p
er m
ak
ing
, fo
restry a
n
dwood
pr
o
d
u
c
trese
a
r
c
h. Mod
e
s
t in
i
t
ia
lg
ra
nt by
Ke
l
l
o
g
g ($1
5
0
,000
) fo
r sta
r
t
u
p M
B
Ie
x
p
e
n
s
e
s
,a
n
d
a $6 m
i
l
l
i
on comm{
t
m
en
t
,o
v
e
rs
i
xy
e
a
r
s
, from
t
h
eMi
c
h
i
g
an E
conomi
cD
evelopm
e
n
tAu
t
ho
rity,
c
o
nt
i
nge
n
to
no
t
h
e
rp
r
i
v
a
t
e sec
t
o
rsuppo
rt.
e
n
t
i
a
ls
t
ill i
ndoubt?)
(M
B
I pot
e
.
E
conom
ic Al
l
i
a
n
c
e fo
r M
i
c
h
i
g
a
n
. Jo
in
t eff
o
r
t of
l
a
bo
r, busi
n
ess le
a
d
e
r
s
h
i
pto e
x
a
m
ine sta
te
e
c
o
n
om
ic pr
o
bl
e
m
s a
n
d ne
e
ds w
i
th
i
n spec
ific
g
e
o
g
r
a
p
h
i
ca
r
e
a
s of M
ich
i
g
an.
20
�f .
Mi ch igan I nv e s t me n t Fund .
I nve s t ment resour ce s
t otall i ng up to $ 2 0 mi l lion f r om s t at e pen sion
f und sources, p riva t e f ou n d a tions like Kell ogg ,
Mot t and Dow , a n d v en ture capital i st s.
Objec tiv e
to identi fy and attrac t t o Mi c hi g an h igh g r owth
p o t ent ia l b u sine s s e s .
( MIF h a s i nve sted i n
sev e n high g rowth po tential companies as of
Nov e mbe r 3 0 , 19 83.
Has 3 8 other c ompanie s u n d e r
c o nsi d erat i o n . )
2.
Opportunitie s for Youth i n Mic higan.
To o bi g a
probl em for WKKF to a d d r e s s nationally.
Focus o n
pre school c hi ldren and adol e sc ents in Mich igan, wi t h
prior i ty a tt ention i n Batt l e Cre ek and De troi t.
a .
Col laborative effor t s i n Batt l e Creek i nv o lvi n g
n ine ar ea public and priva te s c h o o l s f o r th e
first time: computer l i t e r a c y workshop s for
teacher s and student s; in stitute s f or t h e gi f ted
and t a l e n t e d ; inse r v i c e t r a i n i n g f o r sci ence and
21
�m
at
ht
e
a
c
h
e
rs
; su
mmer yout
hcoun
se
ling and
em
p
lo
ym
e
n
t
.
b
.
Im
po
rtan
t as "
f
irst step" in c
o
l
l
a
b
o
r
a
t
i
v
e
a
p
p
r
o
a
c
hes to s
e
rv
i
ng yout
h-i
nB
at
t
l
eCr
e
e
k
,
o
t
h
e
rM
ic
h
ig
a
n co
mm
u
n
i
t
ies
.
V
II
. CONCLU
S
ION
A
.
R
eg
r
ettabl
et
h
a
tt
h
e
s
etypes of i
n
nov
at
i
v
e
,p
r
i
v
a
t
esec
to
r
e
f
f
o
r
t
sm
a
y be mu
ch mo
r
e d
iffic
u
lt i
nf
u
t
u
r
e
. Federa
llaw
l
ac
e
dp
r
o
hi
b
i
t
i
v
er
e
s
t
r
i
c
ti
o
n
s on the c
r
e
a
t
i
o
nof n
ew
has p
p
r
i
v
a
te found
a
t
ions a
nd th
us the
ir p
o
siti
v
eimp
a
c
t on
so
c
i
a
lp
r
o
b
l
em
sa
n
d nee
d
s.
B
.
M
r
. K
e
l
l
og
g
, today, c
o
u
l
d no
t, wou
ld no
t
, establ
i
s
h the
K
e
l
logg F
o
u
n
d
a
t
i
o
n
. H
e
, li
k
emos
te
n
t
r
e
p
r
e
n
e
u
r
s
,s
e
t up
h
i
sf
o
u
n
d
a
t
i
o
nusi
n
gp
r
im
a
r
ysource o
fw
e
alt
h
:stock i
n
th
e comp
any o
rc
o
r
p
o
r
a
t
i
o
nw
h
i
c
h he f
o
u
n
d
e
d.
C
.
n
c
e1
969
, federal tax p
o
l
i
c
y re
st
r
ic
t
sam
oun
to
f st
o
c
k
Si
f
roma
n
y
o
n
ecomp
any wh
i
c
hc
a
n be
22
dO~ n~ta b
t
�ap
r
iva
t
efounda
tion.
e
r
c
e
n
tm
u
st be
s
o
l
di
nfive y
e
a
r
s
.
]
1.
Cong
re
s
s
i
o
n
a
lc
o
nc
e
rn o
v
e
r a fewex
am
p
l
es o
f se
lf
d
e
ali
n
g (l
o
w
-in
t
e
r
est loans b
etw
e
e
nf
o
u
n
d
a
t
i
o
na
n
d
c
o
n
t
r
o
l
l
e
dbu
si
n
ess), a
n
dm
an
ag
em
en
t o
fb
u
s
i
nes
s
e
n
t
e
r
p
r
i
s
eb
y a founda
t
io
n
.
2
.
Th
e
se a
b
u
s
e
s co
r
re
ctedby o
t
h
e
rp
r
o
v
is
i
o
n
so
fTRA
69.
No ne
e
df
o
rm
a
n
d
a
t
e
d st
o
c
kow
n
e
r
s
h
i
pr
e
s
t
r
ic
tio
n
so
r
d
i
v
es
t
i
t
u
r
e.
3
.
P
r
o
v
is
i
o
nh
a
s resu
lted i
nd
r
a
st
i
cdec
l
i
n
ein c
r
e
a
t
i
o
n
of
p
r
i
v
a
t
efound
a
t
ions s
i
nce 1969
.
~
W
h
y
?
Ag
ai
n
,b
e
c
a
us
em
o
st fo
r
tunes arem
ade b
ye
n
t
r
e
p
r
e
n
e
u
rs w
h
e
t
h
e
r i
nr
e
a
d
y
t
o
e
a
tc
e
r
e
a
lb
u
s
i
n
ess
,i
n
s
u
r
a
n
c
e,
a
t
e
v
e
r
. If cr
e
at
i
n
ga p
r
i
v
a
t
efounda
ti
o
n
furn
itu
re, o
r w
h
,
w
ithmo
r
e t
h
a
n~ p
e
r
ce
n
to
fcom
pany stock f
o
r
c
e
s
r
ep
r
e
n
e
u
rt
os
e
ll a large b
l
o
c
k-o
rc
o
n
t
r
o
lof
ent
e compa
n
y itse
lf -- t
h
e
nh
e is m
o
re l
i
k
e
l
yt
oj
u
s
t
th
g
i
ve t
h
e stock to a
lm
a m
at
e
ro
r favo
rite c
h
arity.
23
�5
. The p
o
t
e
nt
i
a
lfo
r crea
tion of n
ew founda
tions i
s
l
im
i
t
e
du
n
l
e
ss th
i
sf
e
d
e
r
a
ll
awc
a
nb
ec
h
a
n
g
e
d
.
D
.
Y
e
a
r 1984 a
n exc
iting t
im
et
obe l
i
v
i
ng in U
n
i
t
e
dS
ta
tes,
a
n
dM
i
c
h
i
g
a
n.
1
.
P
a
r
to
fr
e
a
lc
h
a
l
l
e
n
g
e
,i
nm
yv
i
ew
, is to c
o
n
t
i
n
u
e
n
a
t
i
o
n
'
smov
em
ent t
ow
a
r
dr
e
a
s
s
e
r
t
i
n
gsoc
ia
lim
p
o
r
t
a
n
c
e
,
a
n
dp
o
t
e
n
t
i
a
l
,f
o
rp
r
i
v
a
t
ei
n
i
t
i
a
t
i
v
e-through
c
o
n
t
r
i
b
u
t
i
o
n
so
f ti m
ea
n
de
f
f
o
r
tb
yi
n
d
i
v
i
d
u
a
lc
i
t
i
z
e
n
s
,
c
o
r
p
o
r
a
t
i
o
ns
,f
o
u
n
d
a
t
i
o
ns, a
n
di
n
d
e
p
e
n
d
e
n
tn
o
n
p
r
o
f
it
o
r
g
a
ni
z
a
t
i
o
n
s
.
2
.
~
~ t
a
xl
aw
pr v~ t at ve
3
.
A
le
x
i
sdeTo
cqu
e
v
i
l
l
ec
omm
ent
e
dab
o
u
t Am
e
r
i
c
a
n
s mo
re
t
h
a
n 150 yea
r
s ago: lithew
e
a
l
t
ho
ft
h
i
s dem
o
c
r
a
t
i
c
soc
ie
ty s
e
em
s to bem
e
as
u
r
e
dby the qu
a
l
i
t
yo
ff
u
n
c
t
i
o
n
s
p
e
r
f
o
rm
e
dby pr
i
v
a
t
e ci
t
i
z
e
n
s
.
"
4.
P
r
e
si
d
e
n
tR
e
a
g
a
n echoe
d sen
t
im
en
tr
e
c
e
n
t
l
y
: "You
m
e
e
t hero
es ac
r
o
s
sa c
o
u
n
t
e
r-a
n
d they're o
nb
o
t
h
24
�sid
es of t
h
a
tc
o
u
n
t
e
r.
.
.
T
hey are i
n
d
i
v
i
du
a
ls a
n
d
fam
i
l
i
e
swhose t
a
xes suppo
rt t
h
egovernm
en
t, a
n
d
o
l
u
n
t
a
r
yg
i
f
t
s suppo
r
t ch
u
r
c
h, c
h
a
rity, c
u
l
t
u
r
e,
whose v
a
r
ta
n
de
d
u
c
a
t
i
o
n
. T
he
ir p
a
t
ri
o
ti
smis quie
tb
ut
e
p
. Th
ei
r
v
al
u
e
s sus
t
a
in ou
rn
a
t
iona
l life."
de
5.
The P
res
i
d
e
n
tw
as s
a
y
i
n
g tha
t s
o
ci
e
ty
'
sn
e
e
d
sa
r
e
~
fu
lf
i
lled
jth
ro
ugh tax c
o
n
t
r
i
b
u
t
i
o
n
sc
oll
e
ct
e
di
nthe
rnm
e
nt
'
stax p
o
c
k
et
,
"a
n
d in thev
o
l
u
n
t
a
r
y
"gove
"priva
t
ese
ct
o
rpoc
k
e
t"o
fc
h
a
r
i
t
a
b
l
e gi
v
in
gw
hi
c
his
o
r
n
e
r
s
t
o
ne o
fo
u
rs
o
c
i
e
t
y
.
ac
6
.
B
u
tn
e
e
d mo
re than po
litica
l rh
eto
r
i
c in thi
sel
e
c
t
i
o
n
-
year. N
e
ed t
oi
n
s
i
s
tth
a
tgove
r
nm
e
nt polL
c
ya
n
dL
aw
b
em
ad
ec
o
n
s
i
st
e
n
tw
it
hw
ha
tw
e say w
e b
e
l
i
e
v
e.
7.
A
~es o
ut o n
to ke
e
p inm
ind a
n
d en
co
ura
g
e
.
rand R
a
p
i
ds h
a
s show
na
l
lo
fus w
h
a
t'sposs
i
b
le w
h
e
n
8
.
G
c
i
v
i
cleaders, b
u
si
n
e
sses, f
o
u
n
d
a
t
i
o
n
s, a
n
d gov
ernm
e
nt
kto
g
e
t
h
e
r in
s
t
e
a
do
fa
tc
r
oss p
urposes
. Whe
nw
e
w
or
25
�real i z e t h a t t h e que stion, and t h e answer , to "Which
po cket?" is n ot nearly so importan t as wha t we can
a c h i e v e wo rking t o g e t he r .
JMR1, I
WPC : 1/11/ 84
26
�
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_1984-01-16_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech, Which Pocket
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given January 16, 1984 for the W. K. Kellogg Foundation at the Economic Club of Grand Rapids.
Contributor
An entity responsible for making contributions to the resource
Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Subject
The topic of the resource
Philanthropy and society
Family foundations--Michigan
W. K. Kellogg Foundation
Charities
Speeches, addresses, etc.
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
1984-01-16
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/510f4b2a4874e90c22a8b774302fdd1e.pdf
d8ba4869f0eef46b4076d92b1654d2c9
PDF Text
Text
WHO GETS THE CREDIT?
Remarks by Dr. Russell G. Mawby, President
W. K. Kellogg Foundation
at the
1979 National Assembly of the
Council for the Advancement of Experiential Learnin g
Minneapolis,. Minnesota
November 8, 1979
I
t S.
~ -J. ~ ......~-r-:
we ~come
t he
oppo ~tunity. 0
1979 National Assembly.
.~
be ~ng
J.o
~ ~h
v'" ' -
¥ e u for your
~
(!.-.-, """
I -a m grateful-to your program
~~~ -
~(?~~r' ~'
committee for positioning me immediately after what Morris
r-
.."e--
d-t
_._~
peR talk to the membership,"
.- .
Keeton describes as
~--u.- ~
and before th e sessions on critical issues.
~.
ideal posit i o n and
~
.,......c....a.
It f.
1.S
•
p~ atforrn.
I selected the ti t I.e for my remarks, "\V''ho gets the
h OF ly discussing su ch
credit", mindful th at you
issues as the transferability of exp eriential learning
cr edit, the survival of experiential learning in the
lib eral arts se t t i n g, and the role of interinstitutional
agre ements in experiential l e arning.
will serve a s a s timul us
concerns.
j
n y our
I hope my comments
~~
m -rrg .1l:J,a l y.e i s of such
ba
<1
�p .-~ ~
0
f
'
)
j
'
\
'
n
.
Th
et
1
i
t
l
ei
sa
l
s
o
,o
b
v
i
o
u
s
l
y
,ap
l
a
y on w
o
r
d
s a
n
d
m
e
a
n
i
n
g
s
.
My c
o
p
yo
fW
e
b
s
t
e
r
'
s d
i
c
t
i
o
n
a
r
yp
r
o
v
i
d
e
s 12
'
~
d
i
f
f
e
r
e
n
td
e
f
i
n
i
t
i
o
n
sf
o
rt
h
en
o
u
n"
c
r
e
d
i
t
.
" I w
-H
lt
o
u
c
h
on j
u
s
ta f
ew n
u
a
n
c
e
so
ft
h
o
s
ed
e
f
i
n
i
t
i
o
n
s
,a
st
h
e
yr
e
l
a
t
e
t
oCAEL
, t
oi
n
s
t
i
t
u
t
i
o
n
sa
n
df
a
c
u
l
t
ym
em
b
e
r
s
, t
h
el
e
a
r
n
e
r
a
n
dh
i
sn
e
e
d
s
,a
sw
e
l
l a
sn
ew p
a
r
t
i
c
i
p
a
n
t
si
nt
h
ee
x
p
e
r
i
e
n
t
i
a
l
l
e
a
r
n
i
n
ga
r
e
n
a
.
I
I
Th
ep
r
e
p
a
r
a
t
i
o
no
ft
h
e
s
er
em
a
r
k
sa1a b
r
o
u
g
h
ta
p
l
e
a
s
a
n
ts
u
r
p
r
i
s
e
: Is
u
d
d
e
n
l
yb
e
c
am
e aw
a
r
et
h
a
tmu
ch o
f
my own c
a
r
e
e
rh
a
sb
e
e
nd
e
v
o
t
e
dt
oe
x
p
e
r
i
e
n
t
i
a
le
d
u
c
a
t
i
o
n
.
Th
eC
o
o
p
e
r
a
t
i
v
eE
x
t
e
n
s
i
o
nS
e
r
v
i
c
e
,w
i
t
hw
h
i
c
h Iw
a
s a
s
s
o
c
i
a
t
e
d
f
o
rm
any y
e
a
r
s
,r
e
s
em
b
l
e
sCAEL s
i
n
c
ei
t
se
n
t
i
r
ep
r
o
g
r
am i
s
b
a
s
e
d on t
h
ei
d
e
at
h
a
te
f
f
e
c
t
i
v
el
e
a
r
n
i
n
ga
r
i
s
e
sd
i
r
e
c
t
l
y
f
rom e
x
p
e
r
i
e
n
c
e
s and t
h
o
u
g
h
ta
b
o
u
te
x
p
e
r
i
e
n
c
e
. I
t
sm
o
t
t
o
w
a
s e
x
p
r
e
s
s
e
dby i
t
sf
o
u
n
d
e
r
,S
e
am
an A
. Yn
app
:
"
\
'
lh
a
ta
m
an h
e
a
r
sh
em
ay d
o
u
b
t
,w
h
a
t h
e se
e
sh
e ma
yp
o
s
s
i
b
l
y
d
o
u
b
t
,b
u
tw
h
a
t h
ed
o
e
sh
im
s
e
l
fh
ec
a
n
n
o
td
o
u
b
t
.
" T
h
i
s
�maxim
-- with due correction of its sexist langua ge
deserves to be engraved on the marble halls of CAEL .
It is my lifelong familiarity with the principles,
though not the specific details, of your program which
leads me to make some observations about your current
endeavors, speaking as a friendly outsider and a r epresentative of an organization which has been supportive of you r
work.
Everybody sympathetic to your efforts must applaud
what appear to be your present concerns.
-
The ways of
assessing prior exp eri ence and of guiding future experi en c e
-
so that both lead to credits and degrees must con stantly
be improved;
New institutions of higher learning must b e
reached, help ed to und erstand what you are trying to do,
and encouraged to adopt or adapt the policies and pra cti c es
you advocate.
Acad emic and a dmi n i s t ra t i v e cente rs of
power must be persuaded that the changes which y ou recommend
are viabl e and should be mad e perman ent.
You pl e ad a
�4
special cause and a distinctive concept which mayor may
not transform all academic practice but is surely part of
the change that must come if educational institutions are
to
~
to the desires and needs of our changing society.
~t
Such concerns lead you to undertake a complex web of
activities with a zeal which is constantly encouraged by
your great success.
If I venture to suggest that you
stress even harder some of your present concerns, it is
because your success in the past gives me confidence that
you can do anything you undertake.
For example, you may need to work more diligently to
state your ideas and describe your practices in clear and
intelligible language.
~~en
your publications come
~. n t o
our offices at the Foundation, they are eagerly read but
not always fully comprehended.
Just down the hall from me
are the offices of two people who know CAEL very well.
When the need arises, one or the other of them is usually
�5
~~
a
b
l
et
oi
n
t
e
r
p
r
e
ty
o
u
rp
r
o
n
o
u
n
c
em
e
n
t
s
A
W
e c
a
l
lt
h
i
s
"
t
r
a
n
s
l
a
t
i
n
gi
n
t
oE
n
g
l
i
s
hf
romCAEL
i
c
.
"
B
u
tt
h
et
a
s
ko
fd
o
i
n
gs
og
r
ow
s mo
r
e a
n
d mo
r
e d
i
f
f
i
c
u
l
t
.
W
e a
r
enow w
o
n
d
e
r
i
n
gw
h
e
t
h
e
r t
h
e
r
eh
a
v
eb
e
e
np
h
a
s
e
so
f
g
r
ow
t
hi
ny
o
u
rw
ay
s o
fs
p
e
e
c
h
,p
e
r
h
a
p
sa
l
r
e
a
d
ya
ne
a
r
l
y
'- ~
CAEL
i
c a
n
da m
i
d
d
l
e CAEL
i
c
, w
i
t
h al
a
t
e
rCAEL
i
c t
ocom
e
.
f
\
I
nf
u
t
u
r
ey
e
a
r
sl
i
n
g
u
i
s
t
i
cs
c
h
o
l
a
r
sm
ay b
ea
b
l
et
oa
c
h
i
e
v
e
t
h
ed
o
c
t
o
r
a
t
ew
i
t
hd
i
s
s
e
r
t
a
t
i
o
n
se
x
p
l
a
i
n
i
n
gwh
en a
n
d how
y
o
u
rd
i
a
l
e
c
ta
r
o
s
ea
n
d how o
n
ep
h
a
s
el
a
t
e
rm
e
r
g
e
d i
n
t
o
a
n
o
t
h
e
ru
n
t
i
l
,f
i
n
a
l
l
y
,a f
u
l
l
f
l
e
d
g
e
dl
a
n
g
u
a
g
ea
p
p
e
a
r
e
d
.
Ih
o
p
en
o
ta
n
ds
o
, I ams
u
r
e
,do y
o
u
. W
e m
u
s
t r
e
s
i
s
ta
n
y
mov
em
en
t aw
ay f
romp
l
a
i
nc
l
e
a
rE
n
g
l
i
s
hw
h
i
c
h
, a
f
t
e
ra
l
l
,
i
st
h
el
a
n
g
u
a
g
eo
fo
u
re
x
p
e
r
i
e
n
c
ea
n
dt
h
eu
l
t
im
a
t
em
e
an
s
o
fc
omm
u
n
i
c
a
t
i
o
n on w
h
i
c
h a
l
le
d
u
c
a
t
i
o
ni
sb
a
s
e
d
.
A
n
o
t
h
e
rc
o
n
c
e
r
no
fy
o
u
r
si
sw
h
e
t
h
e
r you a
r
ea
d
e
q
u
a
t
e
l
y
t
r
a
n
s
l
a
t
i
n
gp
o
l
i
c
yi
n
t
ot
h
er
o
u
t
i
n
e
so
fp
r
a
c
t
i
c
e
. I
ti
s
a
b
s
o
l
u
t
e
l
yn
e
c
e
s
s
a
r
yf
o
ry
o
ut
ol
e
a
r
nhow t
odo s
o
.
I
n
n
o
v
a
t
o
r
st
a
k
ed
e
l
i
g
h
ti
nd
e
v
e
l
o
p
i
n
gn
ew t
h
em
e
sa
n
d
�6
i
d
e
a
s
,p
e
r
f
e
c
t
i
n
gb
a
s
i
cd
e
s
i
g
n
sa
n
dw
i
n
n
i
n
ga
s
s
e
n
tf
o
r
th
em
. S
p
i
c
ei
sa
lw
a
y
sa
d
d
e
di
f
,a
si
ny
o
u
rc
a
s
e
,o
p
p
o
n
e
n
t
s
d
e
f
e
n
dt
h
es
t
a
t
u
sq
u
o
. Th
ec
h
am
p
i
o
n
so
fe
x
p
e
r
i
e
n
t
i
a
l
l
e
a
r
n
i
n
gh
a
v
en
o
t won t
h
e
i
rv
i
c
t
o
r
i
e
sw
i
t
h
o
u
tb
a
t
t
l
e
s
.
B
u
t wh
en f
a
v
o
r
a
b
l
ev
o
t
e
sf
i
n
a
l
l
ycom
ei
nt
h
ea
c
a
d
em
i
c
s
e
n
a
t
ea
n
dt
h
eb
o
a
r
do
ft
r
u
s
t
e
e
s
,t
h
ec
h
am
p
i
o
n
so
fa
n
i
n
n
o
v
a
t
i
o
nc
a
n
n
o
tr
e
l
a
x
. Th
el
aw
b
o
o
k
so
ft
h
i
sc
o
u
n
t
r
ya
r
e
f
i
l
l
e
dw
i
t
he
n
a
b
l
i
n
ga
c
t
sp
a
s
s
e
d by C
o
n
g
r
e
s
s
, s
t
a
t
e
l
e
g
i
s
l
a
t
u
r
e
s
,a
n
do
t
h
e
rp
o
l
i
c
y
-m
a
k
i
n
gb
o
d
i
e
s-b
u
ti
f
p
e
o
p
l
e do n
o
tt
a
k
et
h
ea
c
t
i
o
n
st
h
e
ya
r
ee
n
t
i
t
l
e
dt
ot
a
k
e
,
t
h
el
aw
sm
i
g
h
t j
u
s
ta
sw
e
l
ln
o
te
x
i
s
t
. I
si
t
p
o
s
s
i
b
l
e
--
t
h
a
t
,i
ns
im
i
l
a
rf
a
s
h
i
o
n
,t
h
ei
n
n
o
v
a
t
i
o
n
so
f CAEL m
ay b
e
p
e
rm
i
t
t
e
db
u
tn
e
v
e
ru
s
e
d
;m
t
of
a
l
li
n
t
od
i
s
r
e
p
a
i
r
?
~ ~
~'t - ~--
e p
e
rm
i
t
t
e
d
,t
h
e
na
l
l
ow
e
d
.
Tn
ep
r
e
v
a
i
l
i
n
gs
y
s
t
em
so
fa
c
a
d
em
i
ci
n
s
t
r
u
c
t
i
o
na
n
d
b
o
o
k
k
e
e
p
i
n
gi
n
t
r
o
d
u
c
e
de
a
r
l
yi
nt
h
i
sc
e
n
t
u
r
yw
e
r
e d
e
s
i
g
n
e
d
t
ok
e
e
p som
em
e
a
s
u
r
e o
fc
o
n
t
r
o
la
n
ds
t
a
b
i
l
i
t
yi
no
u
r
r
a
p
i
d
l
yg
r
ow
i
n
g and d
i
v
e
r
s
i
f
y
i
n
gs
y
s
t
em
so
fs
e
c
o
n
d
a
r
ya
n
d
�7
post-secondary education.
We have had seventy-five years
of experience establishing the forms and systems and
routines to be followed in what have become increasingly
orthodox and rigid ways of work.
This whole system will
not crumble away; it is far tOQ solid for that.
The
procedures and regulations, not only of the faculty but of
,
the whole counseling and administrative structure which
supports it, will alwa s favor established ways of doing
things and you will not have truly won your battle until,
with great thoroughness, you have worked out all the
routine details that otherwise will stand in the way of
the students you are trying to help.
And in that effort,
sound procedures of administration must be vigorously
established and pursued.
Paraphrasing Thoreau, I have
traveled widely in Battle Creek -- and, in the process,
have heard much more than I cared to a b o u t how adult
students are sometimes handled when onc e they have found
their way into experiential l earning programs.
�8
You noticed that I said "found their way."
That
phrase leads to a deep concern of mine which I know you
share:
How can a student find the right program and
relate himself or herself to it most effectively?
Perhaps the day will eventually come when all colleges
and universities are so permeated with the ideas and
practices of experiential learning that any learner can go
to any nearby institution, find a needed program, and mov e
through it h appily -- well-counseled, well-portfolioed,
and well-appraised.
But now a man or woman in .a modern
community is unlikely to know how ' to g et in touch with
you, what qu estions to ask, how to compare the opportunities
various institutions offer, and how to c arry forward a
learning progr am profitably and productively.
This probl em
~
is not unique to experiential learning (it i s common to
I-
all forms of adult education) but you have as great a
stake as anybody in seeing that it is solved.
�9
III
The main thrust of my remarks today, however, goes
well beyond the refinement of your present endeavors and
suggests an ultimate arena of action vaster than can be
accomplished in the immediate future.
The attention of
the leaders of CAEL has been centered on the use of
experiential learning as
a way
of earning academic credit,
particularly at the und ergraduate level.
When this
important -- indeed, crucial -- contribution has been
firmly cemented into academic practice at all levels of
formal education, you can turn with enthusiasm to the
~~
larger and
h~ y
significant task of shaping other programs
that are not geared to college and university requirements
but arise directly from the needs and desires of
e
people, particularly
, adults wl.o wish to learn at every
age in the lifespan.
If this is to be an eventual mission,
you may well want to begin planning for it.
�1
0
Th
eh
i
s
t
o
r
yo
ft
h
eC
o
o
p
e
r
a
t
i
ve E
x
t
e
n
s
i
o
nS
e
r
v
i
c
ei
s
i
n
s
t
r
u
c
t
i
v
eh
e
r
e
. Th
en
e
e
df
o
rs
c
i
e
n
t
i
f
i
ca
g
r
i
c
u
l
t
u
r
ew
a
s
u
n
d
e
r
s
t
o
o
da
se
a
r
l
ya
st
h
et
im
eo
fThom
a
sJ
e
f
f
e
r
s
o
nwho
f
e
l
tt
h
a
ti
t
w
a
s e
s
s
e
n
t
i
a
l
,a
sh
ep
u
ti
t
,t
o"
r
e
p
l
e
n
i
s
h
a
n
di
n
v
i
g
o
r
a
t
ea c
a
l
l
i
n
gnow l
a
n
g
u
i
s
h
i
n
gu
n
d
e
rc
o
n
t
em
p
t
and o
p
p
r
e
s
s
i
o
n
.
" Ev
en b
e
f
o
r
eh
em
ad
e t
h
a
tcomm
en
ta
n
df
o
r
ah
u
n
d
r
e
dy
e
a
r
sa
f
t
e
rw
a
r
d
,e
f
f
o
r
t
sw
e
r
e m
ad
e t
ot
r
a
n
s
f
o
rm
Am
e
r
i
c
a
na
g
r
i
c
u
l
t
u
r
es
ot
h
a
ti
t
c
o
u
l
dh
e
l
pm
e
e
t t
h
en
e
e
d
s
f
o
rf
o
o
dand f
i
b
e
ro
ft
h
ec
o
u
n
t
r
ya
n
dl
a
t
e
ro
ft
h
ew
o
r
l
d
.
J
e
f
f
e
r
s
o
na
n
do
t
h
e
r
sa
s
s
um
e
dt
h
a
tt
h
i
st
a
s
kc
o
u
l
db
e
s
tb
e
u
n
d
e
r
t
a
k
en by i
n
t
r
o
d
u
c
i
n
gagricu t~ra
c
o
u
r
s
e
si
nc
o
l
l
e
g
e
s
.
S
i
n
c
em
o
s
t e
x
i
s
t
i
n
gi
n
s
t
i
t
u
t
i
o
n
sl
o
o
k
e
dw
i
t
hd
i
s
d
a
i
na
t
(e- ~ ~
t
h
i
si
d
e
a
,l
a
n
d
g
r
a
n
tc
o
l
l
e
g
e
sw
e
r
e
cr eate ~an
f
i
n
a
l
l
y
g
i
v
e
nf
e
d
e
r
a
ls
u
b
s
i
d
yi
n1
8
6
2
. T
h
i
sa
c
t
i
o
ns
e
ti
n
t
op
l
a
c
e
am
a
j
o
r f
o
u
n
d
a
t
i
o
ns
t
o
n
eb
u
t you w
i
l
lh
a
v
e som
ei
d
e
ao
f
~~
~
i
t
se
a
r
l
yim
p
a
c
twh
en I t
e
l
lyou t
h
a
ti
n
1
9
0
0
, f~ ~y y~a r
I
'
l
a
t
e
r
,o
n
l
y 48 d
eg
r
e
e
sw
e
r
e g
r
a
n
t
e
di
nag
ricu
ltu
re i
nt
h
e
w
h
o
l
e c
o
u
n
t
r
y
,a
n
dm
o
s
t o
ft
h
e
s
eg
r
a
d
u
a
t
e
sw
e
n
t i
n
t
o
�11
comm
e
r
c
eo
ri
n
d
u
s
t
r
y
. N
e
a
nw
h
i
l
e t
h
enumb
e
ro
ff
a
rm
sh
a
d~ :t..- ~ r
;
.
t3 ~ '51,
.
i
n
c
r
e
a
s
e
df
rom 2
,
6
6
0
,
0
0
0t
o5
,
7
3
7
,
0
0
0
.
, .1
-
B
e
tw
e
en 1903 a
n
d1
9
0
6
,S
e
am
an Kn
app p
e
r
f
e
c
t
e
dt
h
e
e
x
p
e
r
i
e
n
t
i
a
ll
e
a
r
n
i
n
gt
e
c
h
n
i
q
u
e
sw
h
i
c
hw
e
r
e f
i
r
s
tt
o
c
o
n
q
u
e
rt
h
ec
o
t
t
o
nb
o
l
lw
e
e
v
i
l a
n
dl
a
t
e
rt
ob
eu
s
e
dt
h
r
o
u
g
h
o
u
t Am
e
r
i
c
a
na
g
r
i
c
u
l
t
u
r
e
,p
a
r
t
i
c
u
l
a
r
l
ywh
en f
e
d
e
r
a
lf
i
n
a
n
c
i
n
g
b
e
c
am
ea
v
a
i
l
a
b
l
ea
f
t
e
r1
9
1
4
. Th
es
y
s
t
emg
r
a
d
u
a
l
l
ys
p
r
e
a
d
n
o
to
n
l
yt
h
r
o
u
g
h
o
u
tt
h
ec
o
u
n
t
r
yb
u
ta
l
s
ot
h
r
o
u
g
h
o
u
tt
h
e
l
i
f
e
s
p
a
n
,e
x
t
e
n
d
i
n
gf
rom t
h
ey
o
u
n
g
s
t
e
ri
nt
h
e4
-H C
l
u
bt
o
t
h
es
e
n
i
o
rf
a
rmo
p
e
r
a
t
o
ra
n
dh
i
sw
i
fe
. Hom
e e
c
o
n
om
i
c
sw
as
i
n
c
o
r
p
o
r
a
t
e
di
n
t
ot
h
es
y
s
t
emi
nthe e
a
r
l
i
e
s
tp
e
r
i
o
da
n
d
,
o
v
e
rt
h
ey
e
a
r
s
,o
t
h
e
rb
o
d
i
e
so
fc
o
n
t
e
n
tw
e
r
e u
se
da
n
d
n
o
n
f
a
rm c
l
i
e
n
t
e
l
e
sw
e
r
e a
d
d
e
d
.
I
tw
o
u
l
d go b
e
y
o
n
d my p
r
e
s
e
n
tp
u
r
p
o
s
ee
i
t
h
e
rt
o
d
e
s
c
r
i
b
et
h
i
ss
e
r
v
i
c
e mo
r
e f
u
l
l
yo
rt
oa
s
s
e
s
si
t
so
u
t
c
ome
s
,
b
u
ti
t
i
su
s
e
f
u
lt
on
o
te twoac
h
i
e
v
em
e
n
t
si
nw
h
i
c
h i
t
h
a
s
h
a
d a sign
ifican
ti
n
f
l
u
e
n
c
e
. F
i
r
s
t
,Am
e
r
i
ca
na
gricu
ltu
r
e
h
a
sb
ee
nt
r
a
n
s
f
o
rm
e
db
yb
e
i
n
gp
u
t on a s
c
i
e
n
t
i
f
i
cb
a
s
i
s
�12
almost uniformly throughout the country.
We have paid
some penalties as a result but nobody can deny the overwhelming accomplishments of modern farm management.
Second, the land-grant colleges have flourished because
they reached into the lives of responsible adults and
helped them in the most vital waylimaginable.
The majority
of the people and their representatives had their first
direct contact with colleges and universities and began to
appreciate what those institutions could do.
You see the
results ln the Purdues and Michigan States of to-day, to
mention only the two institutions of which I happen to be
an alumnus.
The general extension movement came into being in
this country at about the same time as the Cooperative
Extension Service and had some of the same founders.
This
movement brought courses, short courses, and conferences
to the people of the country, offering them at convenient
times and pl Jces or by flexible methods such as correspond ence,
�13
radio, and, eventually, television.
We must all pay
tribute to the achievements of this course-oriented system
and hope that it will continue to thrive.
But it must
also be said that it has not had the massive impact either
on American life or on its own sponsoring colleges and
universities th at the Cooperative Extension Service has
achieved.
Could the difference lie in the fundamental
fact that one system simply extended tradition al kinds of
offerings to new clienteles while the other sought ways to
~
base learning ultimately and directly on life experience
and need?
If you believe that this difference is th e significant
one -- and, given your traditions, it seems likely th at
you will -- then you may want to begin thinking about what
meaning life span experi ential learning would h ave for you
and your own colleges and universities.
this topic for a few minutes.
Let us examine
�14
In doing so, I would like to urge you, in the strongest
language possible, n o t to follow the patterns of work of
.-..r
.
the Cooperative Extension Service.
It was a long time
growing and has now become deep-rooted, as befits its
mammoth size.
In this country j t has been developed into
fifty different systems, each of them predominantly under
local and state control.
Every such syst em is highly
complex, each is different from all the others, and each
seeks to adjust flexibly to constantly changing circumstances.
For an imitator to initiate a whole new system would be
impossibly expensive.
For him or' h er to separate out some
part -- such as the county agent or the extension specialist -\ would be to lose the values which can corne only from the
impact of the whole service-pattern.
If you want to move to larger fronti ers, you must
start where Seaman Knapp did.
You must identify a social
need which will r espond to education; then you must apply
to it your expertise in experiential learning, building
�15
your program up from its foundation in the lives of people,
perfecting and systematizing techniques, winning support
by tangible achievements, and finally achieving the strength
always required for the accomplishment of any major social
task.
It would be presumptuous of me to suggest the problems
on which you should work but my comments need the reinforcement of concrete examples.
Let me therefore cite some
(~1
possibilities for service.
To begin with, what about continuing education in the
professions?
Everybody take s it a l mo s t as an article of
faith that lawyers, architects, dentists, pharmacists,
social workers, school teachers, and other professionals
need to go on learning throughout their lives.
Otherwise
they are likely to menace, rather than to help, the very
people they are supposed to serve.
But we also know that
a great many professionals are laggards in this respect.
They ask for special treatment and privileges from society
�16
but some of them do not accept the responsibility that
should accompany their authority.
And so, slowly and
reluctantly, the professions themselves and the state
governments which license some of them are beginning to
take steps to bring matters under social control.
Many
such efforts have to do with supervision, regulation, and
the imposition of penalties for poor practice but a great
deal of hope has also been attached to the provision
and th e mandating -- of continuing education.
In the case of physicians, for example, eighteen
state medical societies require p articipation in continuing
medi cal e d u c a t i o n as a condition for membership renewal.
One state has made it optional.
In twenty-four stat es,
medical licensing boards or legislatures have required
continuing education as a condition for re-licensure.
In
four of these states (Arkansas, Kentucky, Nebraska, Nevada),
the boards have not yet taken any action and in one of the
-f o u r (Nebraska) the board has told the legislature to g o
�17
aw
ay
. T
h
u
s
, t
h
i
r
t
y
s
e
v
e
ns
t
a
t
e
s
,t
h
eD
i
s
t
r
i
c
to
fC
o
l
um
b
i
a
,
a
n
dP
u
e
r
t
oR
i
c
oh
a
v
e now t
a
k
e
nsom
ea
c
t
i
o
nt
ow
a
r
dm
a
k
i
n
g
c
o
n
t
i
n
u
i
n
gm
e
d
i
c
a
l e
d
u
c
a
t
i
o
nc
om
p
u
l
s
o
r
yf
o
re
i
t
h
e
rm
em
b
e
r
s
h
i
p
r
e
n
ew
a
lo
rr
e
1
i
c
e
n
s
u
r
e
.
Wh
a
t d
o
e
s"
c
o
n
t
i
n
u
i
n
gm
e
d
i
c
a
l e
d
u
c
a
t
i
o
n
"m
e
an i
ns
u
c
h
c
a
s
e
s
? A
lm
o
s
tw
i
t
h
o
u
t e
x
c
e
p
t
i
o
n
,i
t
m
e
an
s t
h
a
ta p
h
y
s
i
c
i
a
n
m
u
s
t s
i
tt
h
r
o
u
g
h90 t
o150 h
o
u
r
so
ff
o
rm
a
li
n
s
t
r
u
c
t
i
o
n
w
i
t
h
i
ne
v
e
r
yt
h
r
e
e
y
e
a
rp
e
r
i
o
d
. Th
es
t
r
o
n
g
e
s
td
e
f
e
n
s
eI
h
a
v
eh
e
a
r
df
o
rs
u
c
ha r
e
q
u
i
r
em
e
n
ti
st
h
a
ti
t
i
sb
e
t
t
e
r
t
h
a
nn
o
t
h
i
n
g-a
n
ds
oi
ti
s
. F
ew p
e
o
p
l
e-a
n
d
,Ia
s
s
um
e
,
nobody i
nt
h
i
sa
u
d
i
e
n
c
e-w
o
u
l
db
e
l
i
e
v
et
h
a
tt
h
em
e
d
i
c
a
l
p
r
o
f
e
s
s
i
o
n-o
ra
n
yo
t
h
e
r-c
a
nr
i
s
et
on
ew h
e
i
g
h
t
so
f
e
x
c
e
l
l
e
n
c
ea
sa r
e
s
u
l
to
fa
n
ys
u
c
hr
e
g
u
l
a
t
i
o
n
. Wh
a
t i
s
w
a
n
t
e
d i
st
h
eim
p
r
o
v
em
e
n
to
fp
e
r
f
o
rm
a
n
c
e
;a
n
yl
e
a
r
n
i
n
g
w
h
i
c
hw
i
l
l do t
h
a
tm
u
s
t b
ef
i
rm
l
yg
r
o
u
n
d
e
di
ne
x
p
e
r
i
e
n
c
e
.
L
e
tu
sc
o
n
s
i
d
e
ra
n
o
t
h
e
rc
h
a
l
l
e
n
g
e
,t
h
a
tp
r
e
s
e
n
t
e
d by
t
h
eAm
e
r
i
c
a
n f
am
i
l
y
. F
o
rt
h
em
o
s
t p
a
r
t
,i
t
i
ss
t
r
o
n
ga
n
d
~ohe i e
r
em
a
i
n
i
n
gt
h
ef
u
n
d
am
e
n
t
a
le
l
em
e
n
to
fo
u
rs
o
c
i
a
l
�18
l
i
f
e
. B
u
t you know a
sw
e
l
l a
s I do t
h
a
tm
any f
am
i
l
i
e
s
h
a
v
es
e
r
i
o
u
sa
i
lm
e
n
t
s
: d
i
v
o
r
c
e
,d
e
s
e
r
t
i
o
n
,b
a
t
t
e
r
e
d
s
p
o
u
s
e
sand c
h
i
l
d
r
e
n
,d
e
l
i
n
q
u
e
n
c
y
,a
n
da
l
lt
h
eo
t
h
e
r
a
b
e
r
r
a
t
i
o
n
sw
h
i
c
h s
t
a
t
i
s
t
i
c
i
a
n
st
a
l
l
ya
n
dt
h
em
a
s
s m
e
d
i
a
c
o
n
s
t
a
n
t
l
yr
e
p
o
r
t
. W
e know a v
e
r
yg
r
e
a
td
e
a
la
b
o
u
t how t
o
h
a
v
eh
a
p
p
yf
am
i
l
i
e
sb
u
tt
h
ee
v
i
d
e
n
c
es
u
g
g
e
s
t
so
v
e
rw
h
e
lm
i
n
g
l
y
t
h
a
ts
u
c
hk
n
ow
l
e
d
g
ei
sn
o
tr
e
a
c
h
i
n
gt
h
er
i
g
h
tp
e
o
p
l
ea
t
t
h
er
i
g
h
tt
im
e
.
M
any p
e
o
p
l
ea
r
ea
l
r
e
a
d
ya
tw
o
r
k on t
h
i
sp
r
o
b
l
em u
s
i
n
g
v
a
r
i
e
da
n
di
n
t
e
r
e
s
t
i
n
gt
e
c
h
n
i
q
u
e
s
. Th
eC
o
o
p
e
r
a
t
i
v
eE
x
t
e
n
s
i
o
n
S
e
r
v
i
c
eh
a
sd
e
v
e
l
o
p
e
d4
-H and home~~a er ' c
l
u
b
sw
i
t
h som
e
s
u
c
c
e
s
s
. W
e h
a
v
en
um
e
r
o
u
ss
y
s
t
em
so
fp
r
o
b
l
em i
n
t
e
r
v
e
n
t
i
o
n
,
s
u
p
p
o
r
t
i
v
eg
r
o
u
pt
h
e
r
a
p
y
,f
am
i
l
yc
o
u
n
s
e
l
i
n
g
,"
h
o
t
l
i
n
e
s
"
f
o
rp
e
o
p
l
ei
nem
e
r
g
e
n
c
i
e
s
,d
i
s
c
u
s
s
i
o
ng
r
o
u
p
sb
a
s
e
d on
f
am
i
l
yand c
h
i
l
d
r
e
n
'
sc
o
u
r
t
s
,a
n
do
t
h
e
rm
e
a
s
u
r
e
s who
s
e
c
o
n
t
i
n
u
a
n
c
es
u
g
g
e
s
t
st
h
e
ya
r
ed
o
i
n
ga g
r
e
a
td
e
a
lo
fg
o
o
d
.
B
u
ta
sa f
o
rm
e
ra
c
a
d
em
i
c
,Ik
e
e
pa
s
k
i
n
gr
e
s
t
l
e
s
s
l
y
: "Wh
a
t
a
r
et
h
ec
o
l
l
e
g
e
sa
n
du
n
i
v
e
r
s
i
t
i
e
sd
o
i
n
g
?
" Th
ey a
r
e
�19
t
h
ec
h
i
e
fr
e
p
o
s
i
t
o
r
i
e
so
fs
c
i
e
n
t
i
f
i
ck
n
ow
l
e
d
g
ea
b
o
u
tt
h
e
f
am
i
l
y
;why a
r
et
h
e
yn
o
tp
u
t
t
i
n
gt
h
a
tk
n
ow
l
e
d
g
et
ow
o
r
k
mo
r
e e
f
f
e
c
t
i
v
e
l
y
? C
e
r
t
a
i
n
l
yt
h
e
ydo n
o
tn
e
e
dt
ogo o
u
tt
o
t
h
ep
o
p
u
l
a
c
ea
n
do
f
f
e
rc
o
u
n
t
l
e
s
sc
o
u
r
s
e
s
.
~ at
w
o
u
l
dy
o
u
,
a
se
x
p
e
r
t
son e
x
p
e
r
i
e
n
t
i
a
l le
a
r
p
i
n
g
,s
u
g
g
e
s
t
?
On
e mo
r
e e
x
am
p
l
ew
i
l
l c
o
n
c
l
u
d
emy s
e
r
i
e
so
fi
l
l
u
s
t
r
a
t
i
o
n
s
.
L
e
tu
sc
o
n
s
i
d
e
rt
h
em
a
t
t
e
ro
fc
i
t
i
z
e
nr
e
s
p
o
n
s
i
b
i
l
i
t
y
,
p
a
r
t
i
c
u
l
a
r
l
ya
si
t
i
sm
ad
e e
v
i
d
e
n
ti
nt
h
ep
u
b
l
i
ca
n
d
p
r
i
v
a
t
eb
o
a
r
d
sw
h
i
c
h g
o
v
e
r
na
lm
o
s
te
v
e
r
ys
e
c
t
o
ro
fs
o
c
i
a
l
l
i
f
e
: h
e
a
l
t
h
,w
e
l
f
a
r
e
, e
d
u
c
a
t
i
o
n
,r
e
l
i
g
i
o
n
,r
e
c
r
e
a
t
i
o
n
,
f
r
a
t
e
r
n
a
la
s
s
o
c
i
a
t
i
o
n
,t
h
ea
r
t
s
,a
n
dm
any o
t
h
e
rn
e
e
d
sa
n
d
en
joym
e
n
t
s
. W
e d
e
c
i
d
e
dl
o
n
gago t
h
a
tw
e c
o
u
l
dn
o
tm
a
i
n
t
a
i
n
o
u
rc
om
p
l
e
xs
o
c
i
e
t
yu
n
l
e
s
sc
i
t
i
z
e
n
st
a
k
ea d
i
r
e
c
tp
a
r
ti
n
e
s
t
a
b
l
i
s
h
i
n
gp
o
l
i
c
ya
n
ds
u
p
e
r
v
i
s
i
n
go
p
e
r
a
t
i
o
no
fo
u
r
m
a
n
i
f
o
l
d a
f
f
a
i
r
s
. On t
h
ew
h
o
l
e t
h
es
y
s
t
emse
em
st
ow
o
r
k
.
Ar
e
l
a
t
i
v
e
l
yf
ewp
e
o
p
l
ew
o
u
l
d l
i
k
et
os
t
r
eam
l
i
n
ea
n
df
r
e
e
o
u
rs
o
c
i
a
la
g
e
n
c
i
e
sf
rom t
h
ec
om
p
l
i
c
a
t
i
o
n
s im
posed on th
em
by c
o
l
l
e
c
t
i
v
el
a
yo
p
i
n
i
o
n
. B
u
tf
o
rt
h
em
o
s
t p
a
r
t
,c
i
t
i
z
e
n
b
o
a
r
d
sa
r
ea
c
c
e
p
t
e
da
si
n
t
e
g
r
a
lp
a
r
t
so
fAm
e
r
i
c
a
n l
i
f
e
.
�20
And yet how badly many of them perform!
They make
mistakes because they do not know enough about the specific
institutions whose destinies they guide.
They make mistakes
because they do not know enough about the category of
institutions they control; they have not been informed,
for example, about how universities or hospitals or local
.
chapters of national associations should organize th eir
affairs.
But most of their mistakes arise because board
members do not understand the basic structures or dynamics
of board operation.
They do not know what they should be
or what they should do -- and, even worse, they do not
know that they do not know.
A great deal has b een done to rem edy this situation
by training various kinds of bo ard members.
The Kellogg
Foundation has assisted many such efforts and, on the
whole, f eels that its money has been we l l invested.
Such
training is truly experiential; it gives an opportunity
for those who serve on some category of boards
such as
�21
those of health care agencies or voluntary associations
to relate the theory they are taught to their own behavior
and that of their fellow members.
But such efforts at
board training usually have been anchored to some single
type of board, ignoring the fact that many people are
simultaneously or sequentially on several boards.
There
is a pool of community leadership which needs to be constantly
strengthened and enlarged; in particular, it needs to
include those people who come from segments of our population
which have not previously been represented on boards.
In Battle Creek our communi ty 'c o l l e g e is trying to
attack this problem directly.
Under the joint leadership
of a distinguished community leader and an academic authority
on boards, a series of seminars is held once or twice a
year.
The participants are people who are already accomplished
board members.
Collectively they define and analyze the
major problems which the boards of our community encounter.
�22
B
e
c
a
u
s
eo
ft
h
ed
i
v
e
r
s
i
t
yo
fm
em
b
e
r
s
h
i
p
, c
l
o
s
ea
t
t
e
n
t
i
o
n
c
a
n
n
o
tb
es
e
p
a
r
a
t
e
l
yp
a
i
d
,s
a
y
,t
ot
h
es
c
h
o
o
lb
o
a
r
d
,t
h
e
symphony b
o
a
r
d
,o
rt
h
eb
o
a
r
do
ft
h
eL
e
a
g
u
eo
fWom
en V
o
t
e
r
s
.
I
n
s
t
e
a
d
,o
u
to
fs
h
a
r
e
de
x
p
e
r
i
e
n
c
e
s
,t
h
e
r
eg
r
ow
sas
e
n
s
eo
f
t
h
er
e
a
l
i
t
i
e
so
fb
o
a
r
ds
t
r
u
c
t
u
r
ea
n
do
p
e
r
a
t
i
o
n
. P
e
o
p
l
e
r
i
s
ea
b
o
v
e imm
e
d
i
a
t
ea
n
ds
p
e
c
i
f
i
cv
i
ew
p
o
i
n
t
st
ow
a
r
dc
o
n
c
e
p
t
u
a
l
u
n
d
e
r
s
t
a
n
d
i
n
ga
n
dw
e a
r
es
e
e
i
n
gc
omm
u
n
i
t
y
-w
i
d
el
i
n
k
a
g
e
s
o
c
c
u
r
r
i
n
g
,b
a
s
e
d on t
h
es
h
a
r
e
daw
a
r
e
n
e
s
so
fp
r
i
n
c
i
p
l
e
s
.
T
h
i
sp
a
r
t
i
c
u
l
a
re
p
i
s
o
d
em
a
y
o
rm
ay n
o
ts
u
c
c
e
e
db
u
t
,
l
i
k
ec
o
n
t
i
n
u
i
n
gp
r
o
f
e
s
s
i
o
n
a
le
d
u
c
a
t
i
o
na
n
dt
h
en
u
r
t
u
r
a
n
c
e
o
ft
h
ef
am
i
l
y
,i
t
s
u
g
g
e
s
t
st
h
a
tw
h
a
t you h
a
v
e com
et
oc
a
l
l
"
e
x
p
e
r
i
e
n
t
i
a
ll
e
a
r
n
i
n
g
"h
a
sap
l
a
c
ei
nt
h
eb
r
o
a
dc
o
n
c
e
r
n
s
o
ft
h
ec
i
t
i
z
e
n
r
ya
n
dn
o
tj
u
s
ti
nt
h
ea
c
h
i
e
v
em
e
n
to
fa
c
a
d
em
i
c
c
r
e
d
i
t
so
rc
r
e
d
e
n
t
i
a
l
s
. M
o
r
e
o
v
e
r s
u
c
he
x
am
p
l
e
sa
st
h
e
s
e
c
a
l
lf
o
rt
h
eu
s
eo
fa
d
v
a
n
c
e
d
now e g~
t
h
ed
e
v
e
l
o
pm
e
n
to
f
t
h
e
o
r
e
t
i
c
a
lu
n
d
e
r
s
t
a
n
d
i
n
g
, and t
h
eemp
loym
en
to
fs
u
b
t
l
e
and r
e
f
i
n
e
dm
e
t
h
o
d
s o
ft
e
a
c
h
i
n
g
,a
l
lo
f th
emh
a
l
lm
a
r
k
so
f
t
h
eb
e
s
ta
n
dm
o
s
t m
e
a
n
i
n
g
f
u
l f
o
rm
so
fh
i
g
h
e
re
d
u
c
a
t
i
o
n
.
�23
IV
"Who gets the credit?"
You must examine that question
at many different levels and through many definitions
during the next two days.
I would suggest, however, that
all of you are rather remarkable people, with unusual
abilities and commitment to the true pur oses of education.
In that regard, I chose to leave you with a recent observation
by Futurist Isaac Asimov, as he talks about what is possible,
not just probable in the decades ahead:
"We will go through the 21st century as a species
which, for the first time In history, will be
achieving something approaching intell.ectual
maturity.
And we will look back on everything
before that time as simply the childhood of the
human race.
It is our particular glory, the
generation now living, to pave the way for the
intellectual maturity of humanity."
�24
You l
e
a
r
n
i
n
gp
~
a
e
\
-aft -g e
~ -' -::: ~aim.e
f
u
t
u
r
e
.
\VPC
: 1
1
/
5
/
7
9
.
j
b
.
.
.
.
.
.PQ.,. "
"
'
~ ~
--~a~i~
e
x
p
e
r
i
e
n
t
i
a
l
a
r
e
,h
e
l
p
i
n
gt
os
h
a
p
es
u
c
h
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Russell Mawby Papers
Subject
The topic of the resource
Charities
Family foundations--Michigan
Philanthropy and society
Description
An account of the resource
The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe.
The digital collection includes a selection of field notes, speeches, itineraries, and other materials.
Creator
An entity primarily responsible for making the resource
Mawby, Russell G.
W.K. Kellogg Foundation
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Contributor
An entity responsible for making contributions to the resource
Johnson Center for Philanthropy
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Language
A language of the resource
eng
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
JCPA-01
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1938-2012
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Source
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-01_1979-11-08_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech, Who Gets the Credit
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given November 8, 1979 for the W. K. Kellogg Foundation at the 1979 National Assembly of the Council for the Advancement of Experiential Learning.
Contributor
An entity responsible for making contributions to the resource
Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Subject
The topic of the resource
Philanthropy and society
Family foundations--Michigan
W. K. Kellogg Foundation
Charities
Speeches, addresses, etc.
Education
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
1979-11-08
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
-
https://digitalcollections.library.gvsu.edu/files/original/15d420c42f5f41c71cb356d1b5c5739e.pdf
07120ddc28895d7d114a5606f69c3f87
PDF Text
Text
.c.
,
-""
-}
J
/1
'1
/
Febr uary 1 4 , 1976
ic Health Center
WhoList
/
Hi ns da l e , 11 (UH 030 g )
(-
---
)'
-/
-7
1\
"y--t --7
-k,~f}l ().j
t-
~.A.-
-)
/
7 .
( ~)A.
)
�·t
.
.
,
j
,
i J
P--j-.
~
~
~~
-
,
.
I
~
III
J
I
}
I
I
"/
I
I
"
~
/
~
��(
I
d
c,
-
-
I
)
'1
/'
j
J
/2
r
-
I
R
./
.A.
j
/
�I
nt
h
ed
i
f
f
i
c
u
l
tp
r
o
c
e
s
so
fe
s
t
.
a
b
l
i
s
h
i
n
gp
r
i
o
r
i
t
i
e
sf
o
rou
rp
r
o
g
rarom
i
i
lg
,
ou
ra
t
t
em
p
t:
'
st
oi
d
e
n
t
i
f
yandd
e
f
i
n
es
i
g
n
i
f
i
c
a
.
n
tp
r
o
b
lem
s;
.
.
.hic
hc
anb
e
a
d
d
r
e
s
s
e
d
. J
u
s
ta
st
h
e
r
ei
sm
uch i
nt
h
et
o
t
a
lAm
e
r
i
c
an s
c
en
eabou
twh
i
ch on
e
c
anb
ee
i
t
h
e
rp
roud o
rc
r
i
t
i
c
a
l
,s
o
,t
o
o
,i
st
h
e
r
ed
i
v
e
r
s
i
t
yo
fev
id
en
c
ea
s
on
ev
i
ew
st
h
eh
e
a
l
t
hc
a
r
ed
e
l
i
v
e
r
ys
c
en
ei
nou
r coun
t
.
r
-y,
,t
h
e
r
ei
s
mu
ch abou
twh
i
ch w
ec
anh
av
ea d
e
ep s
en
s
eo
fs
a
t
i
s
f
a
c
t
i
o
nandp
riQ
e
. Th
e
r
e
-
i
sno n
e
ed t
od
eve
l
op f
u
l
l
yo
z
-e
l
a
b
o
r
a
t
ef
o
rsu
cha
syou t
h
eg
rea
ts
t
r
e
:ngt
h
s
o
fou
r he
a
l
t
hc
a
r
es
y
s
t
em
,b
u
t a do
cum
en
t
a
t
ion wou
ld i
n
c
l
u
d
es
u
.
c
ha
st
h
er
i
c
h
n
e
s
so
fp
h
y
s
i
c
a
lr
e
s
o
u
r
c
e
s
b
u
i
l
d
i
n
g
s
,equi
.
pm
e
r
r
t
,andm
a
te
ria
l wh
e
r
ew
it
h
a
l
.
.
.
d
e
d
i
c
a
t
e
dt
ob
e
a
l
t
hc
a
r
e
;t
h
em
a
rv
eL
so
fmod
e
rn hea
.L
th t
e
c
lmo
logy
;t
h
ed
:
:
'
v
e
r
s
i
t
y
andabund
an
c
eo
fp
r
o
f
e
s
s
i
o
n
a
landp
a
r
a
p
r
o
f
e
s
s
i
o
n
a
lmanpowe
r
' i
nt
h
eh
e
a
l
t
hf
'
i
e
l
d
;
andt
h
eg
row
ing s
e
n
s
i
t
i
v
i
t
yo
fou
rs
o
c
i
e
t
yt
ot
h
eh
e
a
l
t
hn
e
ed
so
fa
l
l
,w
it
h
su
chg
row
ing comm
i
t
me
n
ta p
r
e
r
eQ
u
i
s
i
t
et
oa
nu
l
t
im
a
t
er
e
a
r
r
ang
em
en
to
f
p
r
i
o
r
i
t
i
e
s
a
l
l
o
c
a
t
i
o
no
fr
e
s
o
u
r
c
e
s
.
A
t th '
,
'
,"""",
_tim
e
,t
h
o
u
g
h
t
f
u
landr
e
s
p
o
n
s
i
b
l
el
e
a
d
e
r
si
nt
h
eh
e
a
l
t
hf
i
e
l
d
a
r
econ
c
e
rn
edw
i
t
hQ
e
f
i
c
i
e
n
c
i
e
s andin
ad
eC
lu
a
c
i
e
s
. T
oa SU
b
s
t
a
n
t
i
a
l ex
ten
t,
t
h
e
s
ea
r
esumm
a
r
i
z
edi
nt
h
ei
s
s
u
e
st
owh
i
ch a
t
t
e
n
t
i
o
ni
sd
i
r
e
c
t
e
di
nt
h
i
s
c
o
n
f
e
r
e
n
c
e
:
\
0
-U
4l
q
l
; -
,
c
o
n
t
i
n
u
i
t
yandc
o
mp
r
-eh
en
st
v
e
n
e
as o
fc
a
r
e
;d
e
l
i
f
~
sy
s
t
em
s
;f
i
n
a
n
c
i
n
g
;c
omm
un
i
t
y
l effectiveness.
~
~
I
nt
h
ep
l
u
r
a
l
i
s
t
i
ct
r
a
d
i
t
i
o
no
fou
rAme
rican soc
ie
ty
,t
h
epa
r
t
i
c
u
l
a
rr
o
l
e
o
fp
r
i
v
a
t
ep
h
i
l
a
n
t
h
ropytos
o
c
i
e
t
a
lp
r
og
r
e
s
si
st
h
een
cou
r
ag
em
en
to
fi
n
n
o
vat
i
o
n
.
H
h
i
l
e
l
~
t
u
r
e
so
ft
h
e.~
r
e
s
o
u
r
c
e
sa
r
ea
lmo
s
tm
in
iscu
le i
nr
e
l
a
t
i
o
ntot
o
t
a
lex
pen
d
ipUb
l
i
c fo
r
~l
,
c
a
p
i
t
a
lwh
i
ch h
a
sb
e
en r
e
spon
si
b
l
ef
o
rm
a
n
y
e
d
u
c
a
t
i
o
n
, and d
e
l
i
v
e
r
y
.
~
l
l
~
~
~~
in
r
e
p
r
e
s
e
n
tt
h
er
i
sk
~l
t
e
c
h
n
o
l
o
gy
,
~
t
h
eope
r
a
t
iL
gh
udg
0
ts o
fm
a
n
yo
f t
h
ei
n
s
ti
t
ut
i
o
n
s
/
\
t
h
e bud
ge
to
f
'th
e K
e
llo
ggFounda
t
Lon, o
u
r
fund
sa
r
ee
ssen
t
.La
.L
l
.y "um
es
'
t
.
rLct
.
e
d
"w
h
e
r
ea
st
h
et
y
p
i
c1.1.1
.LnstI
t
.
u
t
Lona
.L b
udg
e
t
,
i
sp
r
e
i
c
om
r
r
d
.
tt
.
ed
,w
i
th l
i
t
tl
ef
l
e
x
i
b
i
l
i
t
yo
ro
p
ti
.
o
nf
o
rc
r
e
a
t
i
v
e andu
nce
r
ta
i
,
n
und
e
r
t
a
k
i
ng
s
.
l
�A
sw
e su
rv
eyi
nb
ro
adt
e
rm
st
h
ep
r
o
p
o
s
a
l
s com
ingt
ou
s
f
r
om
~
,
i
n
s
t
i
t
u
t
i
o
n
s
,o
r
g
a
n
i
z
a
t
i
o
n
s
,c
o
l
l
e
g
e
sandu
n
i
v
e
r
s
i
t
i
e
sw
i
t
hl
o
c
a
l
,a
r
e
ao
r
n
a
t
i
o
n
a
lc
o
n
c
e
r
n
s
i
nr
e
l
a
t
i
o
nt
oh
e
a
l
t
hc
a
r
ed
e
l
i
v
e
r
y
,Iv
o
u
.L
dm
a
k
et
h
ef
o
l
·
J
low
ingp
o
i
n
ts:
1
.
G
e
n
e
r
a
l
l
y
,p
ropo
s
edu
n
d
e
r
t
a
k
i
n
g
sa
r
eno
t im
a
g
i
n
a
t
i
v
eenough
,b
e
i
n
g
mo
s
to
f
t
e
nd
em
o
n
s
t
r
a
t
i
o
n
so
fmo
r
e o
ft
h
es
am
e
,w
i
t
hm
ino
r andv
e
r
y
o
f
t
e
ns
u
p
e
r
f
i
c
i
a
li
n
n
o
v
a
t
i
o
n
si
nf
o
r
.m
,
t
ofo
cu
sa
t
l ~
o
rm
e
thod
.
Th
ey t
e
n
d
r
a
t
h
e
rt
h
a
na
tt
h
ec
e
n
t
r
a
li
s
s
u
e
s
.
2
.
V
e
ry o
f
t
e
np
r
o
p
o
s
a
l
sr
e
p
r
e
s
e
n
tp
i
e
c
e
i
l
l
e
a
l andf
r
agm
en
t
ede
f
f
o
r
t
s
,
i
n
a
d
e
q
u
a
t
et
os
o
l
v
i
n
gt
h
ep
rob
l
em
. Som
e
t
im
e
st
h
i
sf
r
a
gm
e
n
t
a
t
i
o
ni
s
r
e
l
a
t
e
dt
oi
n
s
t
i
t
u
t
i
o
n
a
ls
t
r
u
c
t
u
r
e
,i
no
t
he
ri
n
s
t
a
n
c
e
st
o~
p
r
o
f
e
s
s
i
o
n
a
li
n
t
e
r
e
s
t
so
ra
na
p
p
a
r
e
n
tf
a
i
l
u
r
et
or
e
c
o
g
n
i
z
et
h
e
who
l
en
e
s
so
ft
h
ep
a
t
i
e
n
tandh
i
sh
e
a
l
t
hc
o
n
c
e
r
n
s
. T
o ane
x
t
e
n
t
,
~
con
c
e
rn
si
nh
e
a
l
t
hc
a
r
ei
nt
h
i
sc
o
u
n
t
r
ya
r
ea con
s
equ
en
c
eo
ff
r
a
g
m
e
n
t
a
t
i
o
no
fe
f
f
o
r
tanda
ne
r
o
s
i
o
no
fcon
c
e
rnf
o
rt
h
ep
a
t
i
e
n
t
. E
f
for
t
s
t
or
e
d
r
e
s
st
h
es
i
t
u
a
t
i
o
nmu
s
tb
ed
r
a
n
a
t
i
c
a+
l
yd
i
f
f
e
r
e
n
tf
romt
h
es
t
a
t
u
s
quo
, ando
f
t
e
nr
e
q
u
i
r
ecom
r
e
i
tm
en
t and a
c
t
i
o
nb
y mo
r
et
h
a
non
ei
n
s
t
i
t
u
t
i
o
no
rp
r
o
f
e
s
s
i
o
n
a
lg
roup
.
3
.
V
e
ry o
f
t
e
np
ropo
s
ed a
c
t
i
v
i
t
i
e
sr
e
f
l
e
c
t
,r
a
t
h
e
rt
h
a
na p
r
im
a
ry fo
cu
s
upon t
h
eh
e
a
l
t
h
l ~
o
fp
eo I
e
,a p
r
e
o
c
c
u
p
a
t
i
o
nw
i
t
hp
r
o
f
e
s
s
i
o
n
a
l
i
n
t
e
r
e
s
t
so
ri
n
s
t
i
t
u
t
i
o
n
a
ln
e
ed
s ando
b
j
e
c
t
i
v
e
s
. Wh
i
l
e i
t
wou
ld
s
e
ema
p
p
r
o
p
r
i
a
t
eandl
o
g
i
c
a
lt
h
a
ton
e cou
ldexp
e
c
tt
h
eh
e
a
l
t
hc
a
r
e
sy
s
t
emt
ob
ed
e
s
ign
ed ando
p
e
r
a
t
e
dt
ot
h
eb
e
s
ti
n
t
e
r
e
s
t
so
ft
h
e
u
l
t
im
a
t
eb
e
n
e
f
i
c
i
a
r
y
,t
h
ep
a
t
i
e
n
t
s
,t
h
emo
r
e on
el
e
a
r
n
st
h
emo
r
e
on
eb
e
com
e
ss
u
s
p
i
c
i
o
u
st
h
a
tt
h
i
si
sn
o
ti
nf
a
c
tt
h
ec
a
s
e
.
{
�I
nc
o
n
s
i
d
e
r
i
n
gi
n
n
o
v
a
t
i
o
n
s
n
ewi
d
e
a
s
,m
e
thod
s
, d
e
v
i
c
e
s
,s
y
s
t
em
s
i
n
h
e
a
l
t
hc
a
r
e
, If
i
n
di
t
u
s
e
f
u
lt
oapp
r0
a
chthef
u
t
u
r
ew
i
t
h ab
i
f
o
c
a
lpe
rspec
tive
,
f
o
c
u
s
i
n
gb
o
t
hupon t
h
ei
n
d
i
v
i
d
u
a
landupon t
h
ea
g
g
r
e
g
a
t
es
o
c
i
e
t
y
. C
e
rt
a
i
n
l
y
,
as
i
g
n
i
f
i
c
a
n
tc
h
a
r
a
c
t
e
r
i
s
t
i
co
fmod
e
rn l
i
f
ei
st
h
ef
a
c
tt
h
a
ts
o
c
i
e
t
yi
s
i
n
c
r
e
a
s
i
n
g
l
ydom
in
a
t
edby l
a
r
g
e
,comp
l
ex o
r
g
a
n
i
z
a
t
i
o
n
s
. N
ev
e
rh
av
et
h
ewo
rd
s
o
fJohnDonn
eb
e
enmo
r
e t
.
ru
e
: "N
om
a
ni
sa
ni
s
l
a
n
d
,e
n
t
i
r
eo
fi
t
s
e
l
f
.
"I
n
mod
e
rn Am
e
r
i
c
a ev
e
ryp
e
r
son i
sa m
em
b
e
ro
fa
n
d
/
o
rh
a
sh
i
sl
i
f
esh
ap
:
:
d
,
i
n
f
l
u
e
n
c
e
d
,and c
o
n
t
r
o
l
l
e
dby comp
l
exo
r
g
a
n
i
z
a
t
i
o
n
s
. Con
cu
r
r
en
t¥
i
t
h
1
l
a
r
g
e
n
e
s
sand co
mp
l
ex
i
ty ins
o
c
i
e
t
a
:s
t
r
u
c
t
u
r
e
'i
st
h
ee
l
em
en
to
f
d
e
p
e
r
s
o
n
a
l
i
z
a
t
i
o
n
.
S
in
c
ep
h
y
s
i
c
a
l andm
en
t
a
lh
e
a
l
t
hi
ss
op
e
r
s
o
n
a
la m
a
t
t
e
r
, i
ti
sim
p
e
r
a
t
i
v
e
t
h
a
tt
h
ei
n
d
i
v
i
d
u
a
lr
e
i
l
l
a
inim
p
o
r
t
a
n
tandp
r
im
a
ry
. I
t
i
st
o
oe
a
s
y
,i
nt
h
e
i
n
t
r
i
c
a
c
i
e
sandm
a
ch
in
a
t
ion
so
fi
n
c
r
e
a
s
i
n
g
l
ys
o
p
h
i
s
t
i
c
a
t
e
dh
e
a
l
t
hs
y
s
t
em
s
,
t
ol
o
s
et
h
ep
r
im
a
l con
c
e
rnf
o
rt
h
eu
l
t
im
a
t
eb
e
n
e
f
i
c
i
a
r
y
t
h
ei
n
d
i
v
i
d
u
a
l
p
a
t
i
e
n
t
. M
u
c
h o
ft
h
ep
e
r
s
o
n
a
lf
~
o
ft
h
ei
n
d
i
v
i
d
u
a
lcop
in
gw
i
t
ht
h
e
h
e
a
l
t
hd
e
l
i
v
e
r
ys
y
s
t
t
;
;
lT
landmu
c
ho
ft
h
ec
r
i
t
i
c
i
sm
.by e
n
l
i
g
h
t
e
n
e
do
b
s
e
r
v
e
r
s
r
e
l
a
t
e
st
ot
h
i
sim
p
e
r
s
o
n
a
l
i
z
a
t
i
o
n
. Common s
e
n
s
es
u
g
g
e
s
t
st
h
a
tt
h
es
p
o
t
l
i
g
h
t
i
nh
e
a
l
t
hc
a
r
ed
e
l
i
v
e
r
ymu
s
tb
eupon t
h
ei
n
d
i
v
i
d
u
a
lp
a
t
i
e
n
t
. T
ot
h
ee
x
t
e
n
t
OU
I
'
i
n
s
t
i
t
u
t
i
o
n
sand p
r
o
f
e
s
s
i
o
n
sn
av
ev
e
e
r
ed f
romt
h
i
sc
o
u
r
s
e
a
n
di
t
wou
ld
app
e
a
rt
h
a
tt
h
ed
e
v
i
a
t
i
o
ni
sg
r
e
a
ti
n
d
e
e
d
c
o
r
r
e
c
t
i
v
em
e
a
su
r
e
s mu
s
t'
o
et
a
k
e
n
.
You
rp
r
o
f
e
s
s
i
o
ns
im
p
ly
-
~-
fo
cu
so
n beds
,te
chno
logy
,p
r
a
c
t
i
c
e
, andfo
rm
s
{
a
s end
si
nt
h
em
s
e
l
v
e
s
.
Th
es
e
condd
im
en
s
ion r
e
l
a
t
e
st
ot
o
t
a
l
.SOC
l
'e
t
y
. '
I
'
h
.d
l
.
eeV
l
en
c
ei
sc
l
e
a
r
t
h
a
tc
e
r
t
a
i
nAm
e
r
i
c
an
s
, by r
e
a
s
o
no
fg
eograp
h
.n
.
y
,l
co
m
e
, s
o
c
i
a
l~
,
h
av
el
e
s
st
h
a
nad
equ
a
t
eh
ee
l
t
hc
a
r
e
. T
h
'
.Sa r
.
lSt00 l
e
a
l
i
t
vreqU
iringchan0
z
e.
'
"
.
.
.
.
£
.
.
.
<
:
.
.
.
t.a.
�To comment briefly on innovations which may contribute to improved
health care in rural communities, it is necessary to refer back to the
problems which concern us--issues such as access and availability of care,
J
continuity and comprehensiveness of care, productivity of various elements of the system, cost and financing, quality.
With these central
issues in mind, from our vantage point we see such promising opportunities
as the following:
{
�1
.
R
e
o
r
g
a
n
i
z
a
t
i
o
no
f ambu
l
a
to
ryh
e
a
l
t
hs
e
r
v
i
c
e
saw
a
yf
roma
n
e
n
d
l
e
s
ss
e
r
i
e
so
fs
p
e
c
i
a
l
t
y
o
r
i
e
n
t
e
dc
l
i
n
i
c
st
oa mo
r
e c
om
p
r
e
h
e
n
s
i
v
ef
am
i
l
y
c
e
n
t
e
r
e
dh
e
a
l
t
hs
e
r
v
i
c
eu
n
i
tu
t
i
l
i
z
i
n
g
su
ch~
l f
p
e
r
s
o
n
n
e
la
sn
u
r
s
ep
r
a
c
t
i
t
i
o
n
e
r
s andp
h
y
s
i
-
c
i
a
n
sa
s
s
i
s
t
a
n
t
sf
o
rh
e
a
l
t
hm
a
in
t
en
an
c
e f
u
n
c
t
i
o
n
s
,p
r
e
v
e
n
t
i
v
eh
e
a
l
t
hp
rog
r
am
s
, andl
o
n
g
t
e
rms
u
p
e
r
v
i
s
i
o
no
fc
h
r
o
n
i
c
c
o
n
d
i
t
i
o
n
s
.
2
.
D
ev
e
lopm
en
to
fi
n
s
t
i
t
u
t
i
o
n
b
a
s
e
d(
h
o
s
p
i
t
a
l
)o
u
t
r
e
a
c
hp
rog
r
am
s
,
su
cha
sh
om
ec
a
r
e
,p
r
im
a
ry c
a
r
ec
l
i
n
i
c
si
nu
n
d
e
r
s
e
r
v
e
da
r
e
a
s
,
anda
p
p
r
o
p
r
i
a
t
el
i
n
k
a
g
e
so
rr
e
l
a
t
i
o
n
s
h
i
p
sw
i
t
ho
t
h
e
rc
a
r
ep
r
o
v
i
d
e
r
s
, su
cha
sn
u
r
s
i
n
ghom
e
s
.
3
.
D
ev
e
lopm
en
to
fr
a
t
i
o
n
a
lp
a
t
t
e
r
n
sf
o
rh
a
n
d
l
i
n
gt
r
u
e em
e
rg
en
cy
m
ed
i
c
a
lp
rob
l
em
s
,w
i
t
ht
h
ed
i
v
i
s
i
o
no
fl
a
b
o
ram
o
n
gi
n
s
t
i
t
u
t
i
o
n
s
a
longr
a
t
i
o
n
a
ll
i
n
e
sandw
i
t
h an i
n
t
e
g
r
a
t
e
dt
r
a
n
s
p
o
r
t
a
t
i
o
nand
commun
i
c
a
t
ion
s sy
s
t
em
.
4
.
Deve
lopm
en
to
fe
f
f
e
c
t
i
v
ep
rog
r
am
so
fi
n
p
a
t
i
e
n
te
d
u
c
a
t
i
o
nf
o
r
i
l
l
n
e
s
sm
an
ag
em
en
t
, w
i
t
ha
n imp
rov
em
en
to
ft
h
ep
a
t
i
e
n
t
'
su
n
d
e
r
s
t
a
n
d
i
n
go
fh
i
sp
rob
l
emandt
h
ep
r
o
c
e
d
u
r
e
st
h
a
tw
i
l
lb
ep
e
r
fo
rm
ed
,
andw
i
t
ha
n emph
a
s
i
s upon t
h
ep
a
t
i
e
n
t
'
sa
p
p
r
o
p
r
i
a
t
er
e
s
p
o
n
s
i
b
i
l
i
t
y
f
o
rh
i
si
n
d
i
v
i
d
u
a
lr
e
h
a
b
i
l
i
t
a
t
i
o
nand c
o
n
t
i
n
u
i
n
gh
e
a
l
t
hm
a
in
t
en
an
c
e
.
5
.
Fu
r
t
h
e
rd
ev
e
lopm
en
t ands
y
s
t
em
i
z
a
t
i
o
no
ft
h
er
e
l
a
t
i
o
n
s
h
i
po
f
e
d
u
c
a
t
i
o
nand s
e
r
v
i
c
ei
nt
h
eh
e
a
l
t
hf
i
e
l
d
s
. N
o
to
n
l
ymu
s
t
t
h
e
r
eb
ed
r
am
a
t
i
c ch
ang
e
si
nt
h
ee
d
u
c
a
t
i
o
n
a
lp
r
o
c
e
s
s
e
s and
r
e
l
a
t
i
o
n
s
h
i
p
sb
y wh
i
ch p
e
o
p
l
eb
e
com
e~
l f
andp
r
e
p
a
r
e
d
f
o
rh
e
a
l
t
hc
a
r
e
e
r
s
,t
h
e
r
emu
s
t a
l
s
ob
e imp
rov
em
en
ti
n
�8
relationships between educational institutions and health
service institutions and settings.
Somehow we must bring
to reality the much-discussed concept of a health delivery
network as it relates to both education and health care
delivery.
Universities have been preoccupied with medical
science and research; hopefully, more of their attention and
resources will be directed to the improvement of health care
delivery.
6. Enhancement of preservice and inservice education in the work
setting for health personnel.
This setting is not only appro-
priate but essential for certain aspects of education and
training.
As an example, hospitals are becoming more conscious
of their educational role and in many instances are beginning
to establish institution-wide education and training programs.
Such programs encompass employee orientation, on-the-job training,
supervisory development, career mobility, clinical instruction,
inservice education, patient education, and community education.
7.
Experimentation regarding the hospital role in the provision of
primary care, the component of comprehensive care perhaps
least-well served currently.
The public, in search for such
care, has turned to the community hospital, via the emergency
room.
But the emergency room is not the proper setting for
qUality primary care, for emergency room care tends to be episodic and very expensive.
Better answers are available, are
being demonstrated in some isolated instances, and should be
more characteristic of the delivery system.
�9
8. Whenever resources are scarce in relation to needs, the
usual situation in rural areas, ever better mar-agement is
I
required as priorities are established and allocations
made.
A long-standing orientation of this Foundation
has been to improved management and administration, in
the health fields as well as in other fields of Foundation
endeavor.
We have been particularly impressed with bene-
fits achieved through sharing of services by hospitals and
the application of management engineering techniques in the
health care delivery system.
9. Elaboration of the role of the trustee in the health care system.
The institutional board of trustees, if representative, well
qualified, and well informed, is an essential element in
responsive institutional administration.
Trustees can assist
in keeping the endeavor oriented to the ultimate purposes of
the institution, above the more vested interests of the institution itself, its professional components, and its personnel.
One could go on virtually ad infinitum with innovative options.
But
underlying issues such as these are two basic considerations:
A. The problem of fragmentation, both in terms of care as it is
..c
available to the individual person and fragmentation of efforts
of the various elements of our health system.
There is almost
a desparate need for greater cooperation and coordination of
the efforts of the individuals, institutions, and organizations
involved with rural health--health departments, state and
local; hospitals and other institutions, public and private;
�10
professionals, both individually and through their organizations; educational institutions, including colleges and
universities, four-year and two-year institutions, public
and private.
For too long society has tolerated, borne the costs of,
and suffered the consequences of fragmentation.
Hopefully,
leadership for its rationalization will come from those
who are most involved and most knowledgeable, rather than
being imposed.
B.
The need for a comprehensive program of health education.
I would like to share with you some thoughts from a
recent address by Dr. C. A. Hoffman, President of the
American Medical Association.
"A major cause of the current
controversy about America's health care is that the public
and the government fail to understand the difference
between good health and good medicine.
Americans have a
right to good medical care, but they do not have a right
to good health.
Good health is not a right, but a
responsibility--a shared responsibility--and that responsibility begins with the individual's own health behavior.
The health habits of most Americans are so poor that the
nation is suffering from what might be termed an acute case
of 'people pollution' and poor personal health behavior
�11
plays a significant positive role in heart disease, cancer, stroke, and accidents--the four leading causes of death
in America today.
1
"Indeed, if all Americans could be convinced to adopt
a healthful style of life--eating correctly, not smoking,
controlling pollutants, driving safely--the positive effect
of the nation's health would be far more dramatic than could
be accomplished through the construction of thousands of
new hospitals and the production of many thousands of additional physicians."
- - -
/
;,
-
-
--- - -
-
I
But what we need is a positive and comprehensive approach to
health education.
/
�·
~-
�~
,
)~
.
£
....
-recP-
t22
~
J
-- -~
l
d
t
.P
~
j1
\1
-<
.
yC
c
z
,
~
I
!
�J
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_1976-02-14_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech, Wholistic Health Center
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given February 14, 1976 for the W. K. Kellogg Foundation on the problems in the health care system and what private foundations can do to help.
Contributor
An entity responsible for making contributions to the resource
Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Subject
The topic of the resource
Philanthropy and society
Family foundations--Michigan
W. K. Kellogg Foundation
Charities
Speeches, addresses, etc.
Health
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
1976-02-14
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/1c0841f2e14937b35f4a56f09443300a.pdf
67e0012c9a5bb0ef22e1d14b020e199e
PDF Text
Text
WHY YOUTH? WHY COMMUNITY FOUNDATIONS?
DELIVERED AT THE LAUNCHING OF THE
MICHIGAN COMMUNITY FOUNDATION YOUTH PROJECT,
STOUFFER HOTEL, BATTLE CREEK, MICHIGAN
BY RUSSELL G. MAWBY
JUNE 21, 1991
It is a pleasure, indeed, to be with you today for the launching of
this initiative in philanthropy, which we believe is one of the most
exciting ever undertaken in the state of Michigan.
successful
in
our
efforts,
the
next
five
years
If all of us are
will
witness,
in
communities across the state, a series of activities that will help
young people develop life-long values of generosity and leadership,
and
which
will
at
the
same
time
build
stronger
and
more
caring
communities.
If we do well, these next five years will truly leave their mark on
Michigan.
It will make our state a better place in which to live,
in fact a better state in which to be born, and to grow up.
Since
the first announcement of this initiative was made, many people have
asked me why the Kellogg Foundation ;
hich could have directed these
resources in any number of ways, chose to commit them to youth and
to Michigan's forty-five community foundations.
answer these two questions:
Why Youth?
So today, I want to
Why Community Foundations?
First, I would like to address the question "Why Youth?"
exciting, and as daring as it is,
Youth
Project
example,
from
has
1931
precedents
to
1948,
. Michigan Communi ty Heal th
counties .
This
was
a
in
the
Project
As new, as
the Michigan Community Foundation
our
Foundation's
Kellogg
in
comprehensive
Foundation
history.
For
supported
the
seven south central Michigan
community
development
project
that consolidated rural schools, buil t modern hospitals and health
departments,
services.
and
encouraged
volunteers
to
help
deliver
essential
�- 2 The
children
only
now
served by
beginning
to
the Michigan
retire.
Community
Most
are
Health
still
Project
active
in
are
their
commun i ties as vo1un teers, and many are s till going strong in their
chosen careers.
It
has
been
support MCHP,
sixty
and
years
since
forty-three
the
years
Kellogg
began
since our support enaed.
society is still reaping the benefits from it.
MCHP as an 18 -year project.
Foundation
to
And
So, I don't think of
I prefer to think of it as a 60-year,
70-year, or 80-year project.
If we look at the Michigan Community Foundation Youth Project in the
same light, we realize that this is an initiative that will still be
paying social dividends
In
fa ct,
the
direct
in
the year 2051 and perhaps well beyond.
beneficiaries
of
this
program will
still
be
making contributions to society for most of the next century.
Of course, it is not given to us to know the long-range consequences
of many of our ph ilanthropic actions.
But we can guess that working
with youth will be like a stone thrown "i n t o a pond; the ripples keep
expanding far beyond our time and place, far beyond our ability to
measure or perhaps even envision.
The
Kellogg
Foundation
chooses
to
work
with
youth
because
we
c on t i n ue to believe that our generation has an obligation to express
our gratitude
generations
to
the
generations
that
that will
come after.
We
came before by helping
the
recognize no limits on what
c a n be achieved, what deficiencies can be eliminated, and what good
and
decent
things
can be
people the tools to do
potential.
accomplished,
if we but
the job--the opportunities
give
our
young
to fulfill
their
�- 3 The Michigan Community Foundation Youth Project gives young people
the opportunity to learn generosity in the only practical way:
being generous.
raising
funds
I t will
for
by
teach them to meet community challenges by
good
works.
It
will
teach
them
to
be
good
stewards by giving them opportunities to make the hard decisions on
wise giving.
and
It will give
through serving,
them
to lead.
the opportunity to ask,
to serve,
Tomorrow's governors, mayors,
chief
executive officers, and executive directors will be trained through
the
Michigan
Community
Foundation
Youth
Project.
Even
more
importantly, so will tomorrow's Little League coaches, Big Sisters,
Cub Scout leaders, Sunday school teachers. and community foundation
trustees.
Perhaps here is the
~eal
significance of working with youth.
up to become people who work with youth.
g~ow
Youth
When we invest in the
development of today's young people, we are really investing in the
development of the next generation, and the next, and the next.
The
ripples spread out from our investment--and where they will end, we
can never know.
Now
I
would
like
Foundations?"
The
to
turn
shortest
to
the
ques tion,
"Why
and
most
profound
answer
Communi ty
to
this
question is that the most exciting solutions to today's problems are
not
those coming from Washington or from Lansing.
coming from our local communities.
They are
those
Local leaders are the ones who
are closest to problems, and the ones best equipped to solve them.
Local
leaders,
themselves.
the
of
institutions.
cannot
solve
community
problems
all
by
They need to have arrows for their quivers, and perhaps
sharpest
foundations
course,
arrow
are
the
is
most
the
community
community-based
foundation.
of
They are also the most flexible;
all
Community
philanthropic
they can support a
�- 4w
i
d
e r
a
n
g
eo
fi
n
i
t
i
a
t
i
v
e
s t
o im
p
r
o
v
et
h
e commun
it
y
,f
rom e
c
o
n
om
i
c
d
e
v
e
l
o
pm
e
n
tt
os
o
c
i
a
ls
e
r
v
i
c
e
s
,f
rom r
e
c
r
e
a
t
i
o
nt
oh
e
a
l
t
hc
a
r
e
,f
rom
e
c
um
e
n
i
c
a
lc
h
u
r
c
hp
r
o
j
e
c
t
st
on
e
i
g
h
b
o
r
h
o
o
dd
e
v
e
l
o
pm
e
n
t
.
Bu
t commun
i
ty f
o
u
n
d
a
t
i
o
n
sa
r
e mo
r
e t
h
a
n mon
ey g
i
v
e
r
s
.
s
e
r
v
ea
s c
o
n
v
e
n
e
r
s f
o
r im
p
o
r
t
a
n
t commun
i
ty m
e
e
t
i
n
g
s
,
Th
ey a
l
s
o
a
s "
h
o
n
e
s
t
b
r
o
k
e
r
s
"t
oh
e
l
pb
u
i
l
dt
e
am
so
fo
r
g
a
n
i
z
a
t
i
o
n
st
os
o
l
v
ep
r
o
b
l
em
s
;i
n
s
h
o
r
t
, commun
i
ty f
o
u
n
d
a
t
i
o
n
ss
e
r
v
ea
sc
a
t
a
l
y
s
t
sf
o
rc
h
a
n
g
e
.
S
i
n
c
e
t
h
e
ys
e
r
v
ea
l
lo
f t
h
en
o
n
p
r
o
fit
si
nt
h
ec
omm
u
n
i
t
y
, t
h
e
yc
a
nb
r
i
n
g
al~
o
f th
em t
o
g
e
t
h
e
rt
om
ak
e t
h
i
n
g
sh
a
p
p
e
n
. S
i
n
c
et
h
et
r
u
s
t
e
e
sand
s
t
a
f
fo
f commun
i
ty f
o
u
n
d
a
t
i
o
n
sl
i
v
ei
nt
h
e
i
rc
omm
u
n
i
t
i
e
s
, t
h
e
yc
a
n
h
e
l
pn
ew i
n
i
t
i
a
t
i
v
e
sw
i
t
h t
h
e
i
rp
e
r
s
o
n
a
l i
n
v
o
l
v
em
e
n
t
,a
sw
e
l
l a
s
w
ith f
u
n
d
s
.
W
h
e
n w
e l
o
o
ka
tt
h
eM
i
c
h
i
g
a
n Commun
i
ty F
o
u
n
d
a
t
i
o
n You
th P
r
o
j
e
c
t
,w
e
s
e
e
a
l
lo
ft
h
e
s
er
o
l
e
so
ft
h
e
o~
f
o
u
n
d
a
t
i
o
nb
e
i
n
gc
a
l
l
e
di
n
t
o
p
l
a
y
. I
na
d
d
i
t
i
o
n
,w
e s
e
e commun
i
ty f
o
u
n
d
a
t
i
o
n
sa
sm
a
n
u
f
a
c
t
u
r
e
r
s o
f
n
ew p
h
i
l
a
n
t
h
r
o
p
h
ya
n
dn
ew p
h
i
l
a
n
t
h
r
o
p
i
s
t
s
. Th
ey a
r
et
h
eg
e
n
e
r
a
t
o
r
,
i
fyou w
i
l
l
, t
u
r
n
i
n
go
u
tn
ew g
i
v
e
r
sb
y h
e
l
p
i
n
g t
h
e commun
i
ty t
o
r
a
i
s
e
,m
a
n
a
g
e
, a
n
dd
i
s
b
u
r
s
ec
h
a
r
i
t
a
b
l
ef
u
n
d
s
.
Th
e M
i
c
h
i
g
a
n
Commun
i
ty F
o
u
n
d
a
t
i
o
n You
th P
r
o
j
e
c
t c
om
b
i
n
e
s a
l
lo
f
t
h
e
s
ef
u
n
c
t
i
o
n
so
ft
h
eCommun
i
ty F
o
u
n
d
a
t
i
o
n
:
1
.
E
a
ch commun
i
ty f
o
u
n
d
a
t
i
o
nw
i
l
l r
a
i
s
emon
ey t
om
e
e
t t
h
em
a
t
c
h
w
i
t
h t
h
eh
e
l
po
fa l
o
c
a
lc
omm
i
t
t
e
e.
2
.
E
a
ch
commun
i
ty
f
o
u
n
d
a
t
i
o
n
f
i
e
l
d
o
f
i
n
t
e
r
e
s
tf
u
n
d
s
.
w
i
l
l
endow
p
e
rm
a
n
e
n
t
a
ch commun
i
ty f
o
u
n
d
a
t
i
o
nw
i
l
l fo
3
.
E
rm a
n a
d
v
i
s
o
r
yc
omm
i
t
t
e
e
t
h
a
tw
i
l
l i
n
v
o
l
v
ey
o
u
t
h
, t
h
u
s t
e
a
c
h
i
n
gf
u
n
d
r
a
i
s
i
n
ga
n
d
s
t
ew
a
r
d
s
h
i
p
.
4
.
E
a
ch commun
i
ty f
o
u
n
d
a
t
i
o
nw
i
l
l s
e
r
v
ea
s t
h
em
e
e
t
i
n
g p
l
a
c
e
a
n
dt
h
et
h
i
n
kt
a
n
kf
o
rn
ew i
n
i
t
i
a
t
i
v
e
si
nt
h
ecommun
i
ty
.
�- 5 -
Thus,
this initiative will help community foundations to become all
that
they can be,
and when
that
the communities
this happens,
it is a
fair bet to say
in which they live will become all
that
they
can be as well.
'1'0 sum
it all
combination!
tomorrow.
up,
youth and
community foundations
are a
dynamite
This initiative will help us identify young leaders of
It
will
help
us
recruit
them.
experience in raising money and it will give
wise stewardship of charitable funds.
It
will
give
them
them training in the
It will raise fresh money for
new needs in communities and permanently endow these funds, so that
resources
will
be
there
for
future
generations.
It
will
help
communities to grow and to ease the pain and the suffering of those
who are hurting.
It will enrich the lives of uncounted numbers in
incalculable ways.
It will enable communi ties to face an uncertain
future with an unshakable confidence
in their own ability to deal
with their own problems.
Why Youth?
Why Community Foundations?
answer to these two questions comes
Lincoln.
We
must
remember,
Perhaps
the most
succinct
rom the eloquent pen of Abraham
however,
that
he
wrote
these
words
nearly a century and a half ago, so I have had the audacity to edit
Mr.
Lincoln,
changing
from
the masculine
singular
to
the
plural,
changing "child" to "children", and changing "he" to "they".
So, to
paraphrase Mr. Lincoln:
"Children are the persons who are going to carryon what we have
started.
we
are
They are going to sit where we are sitting, and when
gone,
important.
attend
We may
to
adopt
those
all
the
things
we
are
but how
They will assume control
They are going to take over
our churches, schools, universities, and corporations.
of humanity is in their hands".
think
policies we please,
they are carried out, depends on them.
of our cities, states, and nations.
which
The fate
�- 6 It has been my great pleasure to welcome you to Battle Creek today
for this launching.
the
Council
of
conference
in
building
new
a
A mere 16 months from now,
Michigan
Battle
Foundations
Creek.
headquarters,
In
jus t
will
fact,
be
the
across
in November,
holding
Kellogg
the
way,
its
1992,
annual
Foundation
is
to
an
provide
adequate place for the host committee reception. We look forward to
seeing all of you here again at that time to share good news of your
accomplishments in the Michigan Community Foundation Youth Project.
Thank you very much, and all the best to you as you set out to shape
a brighter future for the young people of your communities and our
state.
JJO/jn 0380N
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Russell Mawby Papers
Subject
The topic of the resource
Charities
Family foundations--Michigan
Philanthropy and society
Description
An account of the resource
The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe.
The digital collection includes a selection of field notes, speeches, itineraries, and other materials.
Creator
An entity primarily responsible for making the resource
Mawby, Russell G.
W.K. Kellogg Foundation
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Contributor
An entity responsible for making contributions to the resource
Johnson Center for Philanthropy
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Language
A language of the resource
eng
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
JCPA-01
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1938-2012
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Source
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-01_1991-06-21_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech, Why Youth? Why Community Foundations?
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given June 21, 1991 for the W. K. Kellogg Foundation at the launching of the Michigan Community Foundation Youth Project.
Contributor
An entity responsible for making contributions to the resource
Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Subject
The topic of the resource
Philanthropy and society
Family foundations--Michigan
W. K. Kellogg Foundation
Charities
Speeches, addresses, etc.
Youth
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
1991-06-21
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
-
https://digitalcollections.library.gvsu.edu/files/original/6b3fa39b7b5155c2c68d0db3e7290e98.pdf
dc058589b1bb0abffb4a9ef95513ea91
PDF Text
Text
THE UNIVERSE OF .QU\J"""TIO
YOUTH
W'by, Director
Russ 11 G.
Divi ion of
icultur
W.
elio Fo
tion
To be vith you for thi
ppreci ted privil
ch
in vi th
to m t one
provo
tive .
ch-
l!01ioTC"oIrer, I
my
n
urpos
ten ion du
b
Foun
t ion ,
tt
0
rtunities
of
ut
0
vorld
vi
. K 110
ro
r
Foun t ion .
spen ibi 11tics in th
ch
uc ton .
n to tho
Th
of Ext naion
rci 1 a
lpeo l ,
icult ur,
nt .
ce pted the i nvi
t ion
0
part of t his pro
Lloyd Rutle
l e th
e
ture of
t dift' rent than your , our interest
i
v
to
t , I vill not dv 11 on
, youth deve10
lly
t
of t h Foun tion i
in
S B
to
curr nt reapensibiliti
my
tion r e very
ti
C
is
th th W.
in s
co
or , I
t
n dir ctions
i n co
I 100
n
you, individual ly
fo
dto
ny
col l ct i vely, on pro
1 illtere t .
Th1
rni
l i f'yi
confid nCe
I int n
ut th s
t you v i l l
your own
di eussion
s ion .
dir etly
to
e rt in
nd
t
nts:
t io
vith
inter
i
tin and
uld ob
of the Kelio
Th
rticular Conference
pon ibil iti
Un!versity nd ErtelLGion,
lly velcome the OpPOrtunity
es in 4-H .
of thi
r
unexpect
i
spected nd coveted co ll
i l l y, vile t ete
cription of
d
r ' Conf erenc
Of course , I pereo
my
the t h
1 4-H Le
tio
p eta of
s.
r
obs rvations into proper
turc pro essio
Fir t - to r efl ct
ttedly over-
C
experi
11
ttee
ve
on our discus ion of
t
I do t hi vith
r spect i v on
thro
th
specific
nay nd Tue
,
•
�n
our C
."
hip
t
lad
v1
rn
vi
1n
nte
t
ebni
1n
1
1n 0
prof'
t,
e1 11 t10nj t
pro
tha
be
I
I
t
ut
prof
10 11
nt.
tth
t
rs
1
1b111ty 1 11
lc
1n eo
et10
et 0
ur
eo
p of yo
•
On
to l1ve
of our
ly
I
I
to h lp tb
t poin
I
Dr.
�- 3 •
it
to
i ell
ti
ion
of co
~ ''l!.T'ltl i
•
T1lll'
I
On
robl
I
tio
it i
of 1n:t'1d 11ty to
on
ch
ly 1n.teJ:"de:per.1.d1 e n t
.............. i
r
8hi
e,
f1
1r
e2i!lPhi:~s1
of au
thc)U,g;h't-proVOlUIllg d1 CU8 10n 0
r ity
on
10n
t
rv
D1r e
4-
e.
fort
th
in
.1AIlCl~lirs.n·t
UA.I~
Un1
r i ty
BVI~'te!'m
rei y
of
to rvi
r
4. yout
in
t
of
1
.
n1
rahi
to
then
, v
10
e1 1
c
P.
of
view' in
I v1ll
ev 10
d
thr
re ultant d1
r1 te,
c
for
to
to
hip,
lat10
11
th1
Un1
1 erea.s1r.tg
rr
in
10
e
rvat10ns
ndorD~~ut
nt ...n t• ., ... of
c
1
rof
ob
trer::leJ1CIOUS
OOil~rer.
eon:f'id
byt
chaJ.le
bett r job.
10
not
c
1n both
Be
pr
implie1t
11
sen~tion
th
discus 10
to f1
n um:msvclred
t,
tion of
JAJlO.~liI"3l.Ut
Un1v r 1 ty
�- 4n
ien i
ndu t
1on
;
i
t
1b1
l1
t
i
1
I
4
-
o
f
t
-
co
Coo
I
npus
you d
10
n
t
ion
t
o
t
t Un1 r
s
i
t
I
1 A~'''''''''' ''
t
o
c
o
n
t
r
i ion
U
n
! ri
t
y
'
C1'">n1n.."
,
.
,
:
1
u
h
.
"
'
f
"
.
l
"
I
f
'
r
t
I
o
r
tt
h
i
n
�- 5t
10
ot
iv1
1.
�-6th1
i
n
1
con
er
no
r
r 1e
t
conv
ie
t10
,
rp
r
c
)
c
edw
:
a
l
1
.
VO
l
l
ILt p
e
c
)p
J
.
e
.
I
n0
"e
x
l
;
,e
n
to
f
I
n
c
j
o
r1n:
'l.u: ~no. l
i
n
l
y
'
,(
b
)
1
,U
lo
'
/A
l
;
:u
t: (
)
,
ch
CO
:
:
i
:
lCU
l
l1
ty
I
I. O
\U
'
"
w
i
th
Th u
l
t1m
a
t
e
b
1
ObO
l
f
rV
'
l'
l
.
t1
.
t
t .:J.
.
.
.
'OU
"U
'
w
i
l
l
t
o
o
lthe
:mne
~ 1~'~~
o
r1
o
r
1
o
n
,
" t
n
o
�1tnss1J%U
,
.
)
•
1
)
,
I
d eV .U~l 1C!nt 0
rt. m~JAlut1
.
.
.
.
.
.
.1
.
"
'
\
.04
,
Jvo
.
;
r
:
!
1
'0
.
11
:
.h
e
·
r
,
YO
l
l
th
,
I
t
)1
2
.
o
t
l
l
e
r1
1
m
t
'A
"
"
'
1
1
n
,
?
]
,
yd
1
f
'
:
t1
�3
.
le~n1I .::
o r1
t
.
t
.1ontomnr-nu
l
l
! t
.h
,
v
i 1
,
r1
5
.
,
.
.
.
.
1
J
\
.
.u
.
.
.
.
c
h
m
o
t
i
,
r
a
t
o
.
1
o,u
t
t
o
d:
y
yo
v
i
C
.
,
"
e1 Y
'
,
co.
,Inc
.
,
��- 10 ri,
t
llty
to
0
1
oJ
-''-'''>
I .
viti
nI
to
with th
lly
Thi
r
inc1
�- 11 -
ily
not
•
•
in .;;:;x'WIlDie
'... .... ''''............ 0
'W'
COltlulm1.n.:.Ltion I
Bu
�o
1
,
"
,I
' ' " "~""
"
'.....
.
,U
f
.
.1"
'
.
.
.
.
_
,.
.
.
.
. ~~ ..."
11
1
1
.
t
no
t
1
11
"o
r
t 1
1
�t
ocon
t
t 1
1
,0 t t
a
t
r
t
.
n
r
:L
l
y
.......,
"
"
...r
1
pm
:
-po.
c
e
'
l
" C
UJ 1~1
1 no -,
th
l
re
:J
.
,
to
IW
l
t
l
,d
i
n
pe4
;
)1
)JLe,
1
t
t
o
o
c
lt
yden
r
an
c
lB
1
b
l,
�-1 -
5
.
1.n t1"" ""·~r
t
r
o
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_1977-09-09_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech, Youth in the Universe of Education
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given September 9, 1977 for the W. K. Kellogg Foundation at the National 4-H Leader's Conference.
Contributor
An entity responsible for making contributions to the resource
Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Subject
The topic of the resource
Philanthropy and society
Family foundations--Michigan
W. K. Kellogg Foundation
Charities
Speeches, addresses, etc.
Education
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
1977-09-09
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/d853239503c6e9b0c4e31ea137fcc627.pdf
9bb85abfdb31738c151f5b63408aae39
PDF Text
Text
COMMITMENT TO 4-H YOUTH
Remarks by Dr. Russell G. Mawby, President
W. K. Kellogg Foundation
at the Adults Session, National 4-H Club Congress
Chicago, Illinois
December 2, 1970
I
It is a great pleasure to be at National 4-H Club Congress again.
I t was 1944 that
I first attended, as a 4-H delegate from Michigan in the Soil and Water Conservation Program sponsored by Firestone.
It has now been six years since I was last
here in a professional role as a member of the state 4-H staff in Michigan.
I
thank your program committee for making it possible for me to be with you this
year.
4-H has been a tremendously important part of my life.
I'll not bore you with
lengthy reminiscing but my 4-H contacts go back 32 years to my first year as a
member of the Peach Grove Rustlers 4-H Club in Kent County, Michigan.
visit to a college campus was for 4-H Club Week at Michigan State.
My first
That visit,
coupled with the encouragement of a county agricultural agent, a county home
economics agent, and an area 4-H agent, plus the help of scholarships in Soil
and Water Conservation (Firestone), and Woodworking (Sears-Roebuck Foundation)
projects , resulted in my being the first member of my family to attend college.
Later, eight and a half years as State 4-H Leader in Michigan represented a most
stimulating and rewarding chapter in my professional life .
Now Ruth and I are
local 4-H leaders in the Busy Beavers 4·-H Club at Hickory Corners.
So your cornmittee has invited a biased, committed individual to consider the topic,
"Commitment to 4-H'Louth."
Hopefully, however, I can nonetheless make an objec-
tive contribution to the deliberations of these adult sessions"
Quite candidly
there have been times in my professional life when I felt better qualified for an
�2
ass ignme nt of thi s s or t .
During my day s on the
~ti c h igan
4-H
s taff ~
immer sed in 4-H affa irs a nd felt qual ified to dis cu s s the i s sue s.
that I am somewhat out of t ou ch a nd only hope that I can g i ve
8
I was de eply
Now I s ense
~ e r3p e c t iv e
a nd
dime ns i on which will b e useful to you .
II
In this vein I wou.Ld s ha re wi to. you certain impre ssions wh.i.ch have materialized
in these t wo days at thi s Congre ss .
First, a s would be a ny ob server, I am tremendously impre s s ed with the 4-H member
delegate s.
They are a great group of teenag ers, a refre shing c ros s s e ct i on of
American you t h .
You, your extension col League s a t home, l ocal lead e r s, parent s,
and fellow 4-H members can be pr oud t o have them a s r epres entat ive s of al l 4-Her s
a t thi s Na t i onal Congre s s .
Are they truly repre sentative?
Yes a nd no.
They are the bes t , se l ected tlrr ough
a n elaborate sys t em of s i f t i ng and screening over a l ong perlod of time.
In ag r i cult ural mar keting discus sions, we u s ed to ob serve t hat t he best grad i ng
devi ce is di stance.
tenure.
In 4-H the mo st s igni f i ca nt
gr adi ng de vi ce " i s age a nd
Mos t 4-Her s do not s tay around l ong enough t o ever be co ns i der ed f or par -
t icipation i n t his Congr es s .
di scredit of 4- H.
ment.
Il
This is not to their discredit or nece s sarily t o the
But thi s fact must be a conscious part of our pers onal commit-
We mus t b e un comfortable that 4- H do es not make a s much
differen~ e
in the
live s of all 4-H memb ers as it doe s in the lives of the se select few.
Se co nd , it i s a treat to be with local 4-H leaders ag ai n, t he few here repre se nting
more than a half a million volunteer lead ers ac r os s t he country .
Qui te cand idl y ,
in chang ing f rom extension to my current work, I have mi ssed mo st the l oc al lead ers.
They are commi t t ed , dedicated, co ns c ientiou s , wonderful pe opl e .
All of u s mu st
�3
recognize that in the final a nalysis, the qua lity of t he
LndLv.ldua.l. member i s de termine d by hi s
4-H l e ad e r.
4-H experience
f or any
Th i s s imply underscores t he
lmp ortance i n your prof es sional role of effort s in recrui t ment , training ,
motiva t ion, a nd appropr La'te rec ogni tio n fo r y our vo l unteer t ea ch i ng staff .
Third, it ' ::; a l ways g rat ifying t o meet ag a i n with Ext ens ion p ers onnel, fr om county,
s tate , a nd f e deral pos ition s of re sponsibil ity .
Extens i on pr of ess i ona ls con-
s ti tute the intelle ctual, knowl e dge r e s ourc e l eader ship of the informal ed uc at i on al
s ys t enl of ext e n s ion .
The s e prof e ss ionals in the l a nd-grant univers i t y sys t em,
with pr og r a m and subject matt er specializati on and r e spon s i b ili t y , rep r esent the
unique i ngredient whi c h make s the
4-H
pr ogr am di stinctive among a ll ot he r youth-
serv Lng , informal educ a t i ona l programs . As I vi sit vli t h you I ga i n a s e ns e t hat
ma ny t hing s vrhich are s ignif i ca nt and exc i t i ng indeed a r e happ ening in
out the count r y .
4-H t hr ough-
For your cont i nu i ng and per s i s t ent acc ompl i s hment s and for s uc h
i nn ovati ons in add i t ion , I c ompliment you.
Fina l l y, a t t hi s Nationa l Congres s, it 's a l way s a spe c i a l pr i v i l ege to meet donor
repre sentat ives, who p rov i de such tremendous suppor t for t he
4-H
Club p rogram .
At t he nationa l l evel t hi s suppor t i s s t r uc t ured through the Na t i onal
Committe e and the Na tional
4-H Club
Foundat ion .
4-H Service
At t his event it ' s gratifying to
se e ext e n sive donor p a rticip ation, wi t h the per s onal i nv olv ement of many leader s
of Ame r Lc an busine s s a nd industry .
Thi s i s , to me , one of the finest examp les
of joint effort b y t he pub l i c and private sectors of our society .
The kind of
donor partic i pation we s e e here can of cour se be rep l icated in each s tate and
a t county a nd l oc al c ommunity level s thr oug hout the country .
Mo s t donor r epre s entative s he re are from profit-making busine s s e nterpr ises .
r epre s ent a non- p r ofit or gani za t i on whic h nonetheless is a produc t of the free
I
�4
ent. e r-or Lse sys t em a nd i s de pe ndent upon bu.s i ne s s p rof i ts as the source of
f or gr a nt - ma ki ng purposes .
.i. n c orne
As I par t i c i p a t e in this Congr e s s , I s t i ll have the pe rs iste nt co nce rn which has
plagued me in the pas t , though I am embarr assed to s ound like a n ol d recording.
But I must as k ag ain, "What image of, what understanding of , what app r e c iat i on
for ou r private e nterpri s e system do t he de l egat e s to thi s Congr e s s t ake home
w-i t h them?
Do they have a full er unde r sta nd i ng of Viho ow-ns indus t ry, of w-ho man-
ages industry , a nd for what purp os es) a nd by w-hat me ans?
benefi ts fro m our i ndus t r i a l enterpri se ?
t he piec es fit together?"
Do they apprec iate who
Do they c omprehend s ome how- how al l of
Our s has bee n a p l ur a l i s t ic so ciety .
He have re c og -
ni zed t he importance of both t he public a nd t he pr ivate sectors in c on tributing
to human well -be ing
In recent years t here seems t o be a t endency t o ce ntral ize ,
to e mphasiz e the publi c sec tor sometime s eve n to the dep rec i a t i on of t he pr i va t e
se ctor.
And so I have a co nce r n that young pe op l e her e ) w-hi l e having t his
opoor-t.un l t y t o r ub s hou.l der s wi th l e ade r s of bus iness a nd industry , might none -
t he le s s go home wi th only a n i mpre s sion of gl i t te r , glamour) a nd a f f l uenc e and
w-i t h no c l ee.r er und er st an di ng of thi s economi c syst em wh i ch is the hear tbe a t of
our \·new of life .
III
As a po int of depa rture i n our de l iber a t ions on the t opic , " Commltmen t t o
Youth,
II
4-H
l et I s remind ourse l ve s of cer tain observations wh i ch may b e obv ious but
wh ich s ome t i mes are ove r looke d or f or gotten .
Fir st , our young people today repre sent the gr e a t e s t "n ext ge ne ration"l1is tory
ha s ever known !
Whe n compar ed with prior ge nerat ions , our yo uthful ge ner a t i on
is brighter j better educ atedj healthierj more h i g hl y motivated ; more c oncerned ,
�5
1,vith r~
greater s ens e of soc ial cons c i e nc e than ever befor e .
Mas s media a nd
other i nfl vences ar e prone to distort t hi s by f ocu s i ng on the "ug l y f ew, "
a nd we need t o keep the t rue p i c t ur e in f ocus.
Sec ond, a t the same t ime, t he youth r ol e in our socie ty has be c ome vague, indef ini te , uncer tai n, co nfused.
are "in Lf.mbo ; "
In a significant sense, young pe op l e i n our societ y
We r r e aware of various f a c e t s of thi s s i tuati on --the change in
the economic s tatus of adolesents , t he l e ngthening of t he schoo l per iod s o t hat
the number of "unpr oductive years" (from t he s tandpo int of t he indiv idual ) is
i ncre a s ed, t he variou s influenc e s of soc iety whic h prolong the adol e scent ye ars ,
the ways i n whi ch we keep them childish and then wonde r why t hey behave like
ki ds - -but we fai l t o r ecognize the penetrat i ng inf l ue nce s a nd impl i cations of
thls c i r cmQstanc e .
Third, there is a t emp t ati on a nd a tendency to gene r a lize and labe l, to c ategori ze
young pe opl e an vari ous cla s sifi c ati ons:
the d i s adv un t.ag ed » you can go on.
t he gi f ted, the exc ep t i.ona'l , t he urb an,
Whi le we a re inc lined to do t his > for it
tend s to make our Job eas i er " we know that it c an 't be done .
I am encouraged
by wha t I regar d as convinc i ng evide nce t hat our society is bec omi ng inc r eas ing ly
concerned f or the l Dd i v idual c
l i ke
We can s e e this in formal educ a t i on, i n pr ogr ams
4-H, in s oc i a l welfare ag encies > i n remedi a l a nd re habil i tative efforts.
A co nce r n f or indiVi duali t y is indee d difficul t t o i mp lement , but the firs t
s tep is a commi t ment to the co ncept.
Fourth, i ncrea s i ngly , pr of es s ional s in educ ation, whether formal or i nfor mal ,
ar e beginning t o r e c ogni ze the human developme ntal pr oce s s a s just that , wi t h ··
out d iscree t compartments .
There is no need to belabor this point wi t h you s ince
4-H Cl ub Wor k generally can be r egarded a s one of t he best examples of the practic al
�6
i mnl ement a t i on of t hese pr i nc i p l es .
I wou ld d i rect your a t t e nt i on ) however ) t o a s l ight ly d iffe re nt ram if icat ion of
t hi s p oi nt with the que stion) "What' s t he yo ut h segme nt of Ex t ens ion? I,
I 'll
not a nswer ) but I wou l d caution that a s a pr of e ss i ona l you cannot permit your s e l f t he luxur y of sayi ng "that' s no t our re sp ons i b i l i t y b e c au s e we' re con c erned only f or t he year s b e t ween the ninth a nd the ni ne t ee nth b i.r t.hdays . "
I f yo u are truly co nc e rned wi th y out h dev e l opme nt ) yo u have t o be conc e r ned with
the ye ars bo t h befo re and after.
Fifth) it s e ems wel l t o r emi nd our s e l ve s of the d i f f e re nc e or d isc r e pancy in
our soc ie ty b e t ween p r ob l ems a nd solut ions .
Mos t of the pr ob l ems whi c h co n -
cern us a r e ge ne r a l ) unsp ecializ ed ) linked t ogether ) int erdepende nt .
To qui c kly
c i t e ex ampl e s ) we might me nt ion pr ob l ems of a i r p ol l u t i on ) civil right s ) you t h
deve l opment ) urban ghe t t os .
But wh i l e the s e prob l e ms are ge nera l a nd i nt er -
dependent ) t he solut i ons whi c h so cie t y c on t r i ve s usua l l y a r e spe c i f i c) unrelat ed )
de tac hed ) d isc re e t) ove r l app ing .
If you wi l l t hi nk bac k t o t he problems I j u s t
c i ted ) you wi l l r e c ognize t he validity of t hi s p o i nt a nd t he pr ob lems p erpetrated
t hereby.
IV
And now let u s look brief ly a t s ome of the i s sue s which seem t o be cr i t i c a l in
our soc i e ty t oday .
n~ e t
To hark b a ck )
need s of you t h and soc i e ty .
4-H
was s tar ted at t he tur n of the ce nt ury to
At that time ) Boys a nd Gi r l s Club Work was out
fr on t educ a t ional l y) de a l i ng wi t h concerns cre sting then .
As profe s s ionals) the
que s t i.o n cc nfron ti ng u s now, of course ) i s "What are the i s sue s c r e s ting today? "
In bui l d ing b oth pub l i c and pr i va t e s upp or t for you t h pr og r ams like 4-H) it i s
c l' i tic al l y imp ol'ta nt t o focu s up on ke y problems and c oncer ns of societie s and
c ou ch e ducat ional ob j e c t i ves i n t e rms of thes e ne ed s , no t inst itut i onal goa ls .
�7
Quit e f r a nkly , Exte nsion and
4-H a r e t oo of te n i nclined to have se lf -cente r ed
go al s, deal i ng wi t h internal or i ns t i t ut ional i ssues rathe r than t he ultimate
obje c t ive s in terms of i ndi vi dua l s , c ommunitie s , a nd society.
MY obs erva t i ons
wi ll be bot h in t e r ms of the individual a nd of so c i e ty a s a whole.
I ' l l omi t
some of the obv iou s issue s wi t h which you a s 4- H profes s iona ls are grappl i ng ,
not bec aus e t hey 're unimpo r t a nt bu t be cau s e t hey a l r e ady have your a t t e nt i on - expans i on of member ship , the emp ha si s on scie nce , on progr ams i n ur-ban c ommunl>
tie s , on re a c hi ng t he d isadvant aged , on invol ving boys ; on r e cruit lng a nd better
preparing adu l t l e aders.
I have not attempt ed t o rank the se items , t he listing
i s not complet e , hopefully you will ad d t Oj but I do f e el t he s e thought s have
r eleva nce as we l ook t o the chal lenge s confront ing Extension t oday .
1.
We s ee in our soc i ety a gr owi ng concer n for the manne r of livi ng
or t he quality of life a s c ontra ste d With the older co nce p t of s tandar d of living.
We ' r e a sk i ng our s elve s in the United Stat e s , "W hile
i t ' s t rue t hat we have the highe st s t a ndar d of living in t he wor l d ,
do v e re a l l y have t he be s t l i f e in the co mp l e te human sense ? "
I n y out h, we see a turn f rom mat e r i a l ism, a gr e a t e r co ncern f or t he
quality of l i fe .
This i s a he a r te ni ng deve l opment, hopef ul ly ev i denc e
of a maturing of our so ciety.
For Ext ens ion, which ha s be en more
ma te r i a l is t ic t ha n humani stic in it s goals and progre s s, t hi s emer gi ng
t r e nd ha s treme ndous i mp l ic a tions .
As
we l ook a t lif e i n r ural Ame r i ca t od ay ; we rec ogni ze t he harsh
r eali tie s of t ile " r ur-al. my t h . "
lIe ' r e we l l awar-e of s oc i e t y ' s c onc e rn
for the i mpoveri s hed , t he di s enfr a nc his ed , t he dis adv a nt age d j bu t 1,1e
r e c ogn i ze a l s o that deprivati on i s not necessa.rily a. c or ollary of
�8
po verty .
Many r ural Ame r Lo a ns , for exa mple , living i n i s ol a t ed
communities , do no t have the advantages of quality schoo l ing ) quality
he alth care , quality s oc ial and pr-ot.ec t r.ve serv i ces, cultural opp or t uniti e s, not be caus e of economic p ov er ty per s e but be cause of t he
II
social cost of space . II
2.
There i s a swe lli ng c oncern for the quality of t he e nv i ronme nt i n
v h i ch we l i ve .
In his new book, " Not So Ric h As You Thi nk ) II George
St c\far t obser ves :
"vfuen some fvture hi storian s i t s down t o summar i ze
that t he pre se nt ge ner a t i on of Americans ha s accomp l i shed) hls climact ic sentenc e c ou ld read :
IOf the water s, they made a ce s sp ool j of
the a i r, a depos i tory of po isons , and of the good ear th its elf, a
d UITrO
t il
As ve t hink of t he qualit y of t he e nv ironment , we are conc erned wi t h
a i r , wa t.e r s , s t reams , lake s, beauty) hous i ng , co mmunit ie s, s pa ce .
are co ncerned wi t h urban and c ount r y s i de deve l opment.
fif e
We lre as ki ng
i f it is ne c e s s ar y f or pe op l e ) ad ul ts and y ou t h a like , inev i tab ly to
trudge fr om c ount r y s i de to town for e conomic opportunit les f or growing
pr-opo r- t i.on s of ou r members to live in dens ely po pul a ted co mmuni ties.
And t.hl.nk of t he i mplic ations of t hi s concern of soc ie ty t o Ex t e ns i on
yout.h » r ogr-ams s I would caution t hat the prob lem i f: ba.gge r than r ubbi sh c Le arr- up and "p lan and p lant for beauty .
rr
Su ch t ang i b le act iv i -
tie s can b e a pa r t of t he curriculum but a bas lc purp ose must be
rel at ed t o t he devel opment of a t t i t ud e s
3.
c onvic t ions , and phi l os ophy .
I ncr e a s i ngl y, our s oc i e t y is co ncer ned f or t he po l i t i ca l institu-
ti ons of de mocr a cy .
As our s ociety has b een buffeted by t he onr u s h
�9
o
fs
o
c
i
o
e
conom
ic chang
e
; m
any o
fo
u
rt
r
a
d
i
t
i
ona
lpo
litica
lu
n
it
s
h
ave becom
e di
s
fu
n
c
t
i
o
n
a
l and ob
so
le
te
. A
tm
any leve
ls
,d
em
o
c
r
a
ti
c
-p
ro
c
e
s
shas been r
.
:ha
r
a
ct
e
r
i
z
ed by c
i
t
i
z
e
na
"
!
J
athyr
a
t
h
e
rth
anc
i
t
i
z
e
n
p
a
rtic
ipa
tion
. Gmile m
any wou
ld e
x
p
r
e
s
s a con
c
e
rnf
o
rth
e exp
andlng
r
o
l
eo
ff
e
de
ra
lgo
ve
rnmen
t) i
nob
j
e
ctivean
a
.L
ysis i
t
s
e
em
s appa
r
en
t
t
h
a
tt
h
efed
e
r
a
lro
l
eh
a
s exp
a
nded i
nd
ir
e
c
tp
ropo
rtion t
ot
h
ed
egr
e
e
t
owh
i
c
hl
o
c
a
l; county
; and s
ta
t
e90
litic
a
l un
it
shav
eprov
entobe
ne ~ a
o
run
r
espon
s
ive t
oth
e task
sd
em
and
ed by s
o
c
i
e
t
y
.
4
. Though
tfu
lobse
rve
rs exp
ress conce
rn f
o
r th
ec
o
n
t
i
n
u
ingv
i
a
bil
l
t
y
o
f ou
r fr
e
een
t
e
r
p
r
i
s
ee
conom
i
c·
sy
s
t
emandits a
b
i
l
i
t
yt
oserv
eth
e
hum
a
n goa
l
so
f ou
r so
c
i
e
t
y
. T
he
rei
sn
e
ed fo
r ou
rc
i
t
i
z
e
n
r
yt
ound
e
rs
t
andthe ch
a
r
a
c
t
e
r
i
s
t
i
c
s
,t
h
ecom
pon
en
t
s, thec
o
n
t
r
i
b
u
tion
s, th
e
f ou
rc
apit
a
li
s
t
i
cpr
o
f
i
t
-m
o
tiv
a
t
e
d, p
riva
te
ly own
ed
sho
rtcom
ing
so
f
r
ee e
n
t
e
r
p
r
i
s
ee
conomy. T
n
o
u
g
h
t
f
u
ls
t
u
d
yn
eedsto b
eg
lvento qu
es
t
i
on
so
f ba
l
an
c
eo
ft
h
ep
r
i
v
a
t
eandpubl
i
cs
e
c
to
r
so
fo
u
re
conomy
. I
f
t
h
i
s sy
s
t
em
, w
h
i
c
hh
a
sb
e
enba
s
i
ct
ot
h
etrem
endous d
e
v
e
l
o
pm
en
to
f ou
r
coun
t
r
yisto p
rev
a
i
l, th
e unde
rs
t
and
ing and sup
po
r
to
f ou
r ci
t
i
z
e
n
r
y
,
i
c
a
t
e
dt
oi
t
ss
tr
e
ng
then
ing andim
p
r
ovem
en
tr
a
t
h
e
rt
h
a
ni
t
sd
e
sd
ed
t
r
u
c
t
i
o
n
,a
ree
s
s
en
t
i
al
.
5
.
As
so
ci
e
t
yand i
t
sso
c
i
a
le
conom
i
c, andp
o
l
i
ti
c
a
li
n
s
t
i
tu
tion
s
ela
rge
r andmo
re com
pl
e
x
,i
n
d
i
v
i
d
u
a
l
smu
s
tb
e pr
e
p
a
r
ed t
ocop
e
ber.:om
wi
t
h
, tob
e
n
e
f
i
tf
r
om
,t
om
anag
e thesela
rg
e
-sc
a
l
es
t
r
u
c
t
u
r
e
s.
Ou
r
ind
i
v
i
d
u
a
l li
v
es a
re i
n
c
r
e
a
s
i
n
g
l
ydom
i
n
a
t
e
dby com
p
l
e
xor
g
a
n
i
z
a
t
i
o
n
s
-s
t
em
,t
r
an
spo
rta
t
i
on n
e
twor
k
s
,ch
u
r
c
h
e
s, s
t
o
r
e
s
,un
ive
rth
e schoo
l sy
s
l
t
i
e
sin
c
l
u
d
i
ng Ext
e
n
s
ion and4
-H
,indu
s
tria
lg
i
a
n
t
s; gove
rnm
en
t.
�10
Peopl e i n t he ' 70 s and t he dec ad e s a he ad wi l l do l e s s an d l e s s as
indivi du nls and mor e ond more a s membe rs of or gani zati ons .
/38n i zo,t i ons grow t her e i s a tende ncy to
depersonaliz ati on a nd
c on s e que nt creati on of unx f.e ty in i ndi v i dual s.
1) .1
or-
As
Such str e s s can
t i. ma t.e Ly l ead t o eve n such r adical re sp on se s as "des t r oy the e s t ab -
l i shmen t . "
To prevent deterioration and to c ontr ibute to human we ll -
be i ng, peop l e mu st be prepared t o c ope with l arge- s cale or ga ni zat ions i n thelr Ilve s.
6.
'.l e as a pe op l e er e inc r easingly conc erne d f or the institutio n of
the family. Increa singly, we rec ogni ze that the "problem pe op l e " of
our society - -the school dr opo ut s , the ch r onically unemploye d, juvenile
de linque nt s , those pe r e nnial l y on welfare , cr i minals and othe r s who
do not per f or m the pr oduc tive r ole s exp e c ted of t hem by soc iet y - -ar e
a product of i nade qua t e home and f ami l y situa t ions .
While soc ie ty
has developed multiple and massive correc t ional and rehabilita ti ve
pr ograms , we have ge ner a l l y be e n unsu cce s sful in overc omin g the effec t s
of t he undes i rab l e influences of home and f amily in the e ar l y ye ar s .
I n s t res s i ng the importa nc e of t he f amily , we , of cours e ; mu st be
awar e of the cha nging role of t he f amily in our s oc i e t y, wi t h fewer
At t he
p r er oga t i v e s avail able to t he f amily with each p ass i ng year .
same time , al l evidence t ells us t hat t he home and fam ily
e nt i al i n the formative e arly y ea rs of life.
l S
lnf l 1.l -
('me r e ar e our young
pe op l e tra ined to be effe c tive husb ands and Wive s ; mo thers and
fat he rs ?
�11
7
. vTe a
r
ep
e
r
ple
x
ed by t
h
e pr
o
b
lem
so
fr
e
la
tingedu
ca
ti
o
no
ft
h
e
s
cho
ol
stotherea
li
t
i
e
so
fl
i
fe
. I
nt
o
om
a
ny s
choo
l
s
,youngs
t
e
r
s
s
t
u
d
ym
a
th
em
a
t
i
cs
,p
h
y
s
i
c
s, e
a
rl
yc
iv
i
l
iz
a
t
i
o
n
,gov
e
rn
m
en
t
, hi
s
to
r
y
,
so
ci
a
ls
t
u
d
i
e
si
nt
h
est
e
ril
eatmo
s
p
h
e
r
eo
ft
h
e cl
a
s
s
room
,'
t
l
it
hl
i
t
t
l
e
a
t
t
em
p
to
ropportunit
ytor
e
l
a
t
et
h
ese sub
jec
ts and di
s
c
i
p
li
n
e
sto
li
f
e as i
tisl
i
v
e
d
. Inr
e
f
l
ec
t
i
v
e m
om
e
n
t
s" w
em
u
st a
c
c
e
p
t theh
a
rd
fa
c
tt
h
a
to
u
r edu
c
a
ti
o
n
a
ls
y
s
t
emdeve
~s ~e p e
w
ho ar
epr
e
t
t
ygood
tech
n
i
c
i
a
n
s bu
t \-i110 a
r
en
o
t ve
ry good a
tf
am
ilyand comm
un
it
yl
i
f
e
j
y
e
tt
h
i
sla
tte
r ist
h
ea
r
e
n
ai
nwh
i
ch t
h
en
e
x
t gen
e
ra
tion w
i
ll b
e
re
a
l
l
yt
e
s
te
d
;
I wo
u
l
d emph
a
s
i
z
e th
a
tt
h
e
r
eis mu
c
ho
f w
h
ich w
ec
anb
e pr
o
ud i
nou
r
e
l
em
en
t
a
r
yand s
e
cond
a
r
yschoo
l sy
s
teminth
is co
un
tr
y
,b
u
ta
tt
h
e
sam
etim
e I wo
u
l
.d em
ph
as
i
z
et
h
a
tw
e mu
s
tb
r
e
akt
h
e"
l
o
c
ks
t
ep
"o
ft
h
e
f
o
rm
a
ls
y
s
tema
sw
eh
av
ed
e
v
e
l
o
p
ed i
t
o
rp
erm
ittedi
tt
oevol
v
e
.
M
i
ch
tgan C
lub Bu
l
l
e
t
i
nN
o
.
1
)publ
i
s
hed in 1915
, inc
lud
eda
s on
e
o
b
j
e
c
ti
v
e
: "
t
os
tr
e
n
g
th
enth
es
choo
l
sa
tt
h
e
i
rw
eak
e
s
tp
o
in
t.
"P
er
hap
sth
a
t need i
saga
i
n
o
rs
t
i
l
l
p
e
r
t
i
n
en
t
.
8
. In
c
reas
i
n
g
l
y
,w
ere
co
g
n
i
z
et
h
e need t
od
evel
o
pap
a
t
t
e
r
no
fl
i
fe
J
-o
ng l
e
a
rn
in
g
, and accep
t
a
n
c
e bo
th i
n:
)h
il
o
soo
hy and i
np
r
a
ctice t
h
a
t
edu
ca
t
i
o
nis an unendi
n
g pr
o
c
essth
roughou
t li
f
e
.
Ah
i
gh schoo
lo
r
c
c
l
l
e
g
ed
i
plom
as
i
mp
ly ind
ic
a
t
e
stha
t ani
n
d
i
v
i
dua
lh
a
sp
ass
eda
c
e
r
t
ai
nappr
e
n
ticesh
ip s
t
a
g
eand i
sq
u
a
li
f
i
e
dt
oem
b
a
r
kupon a voyag
e
o
f di
f
f
e
r
e
n
tedu
c
a
ti
o
n
a
loppo
rt
u
n
iti
e
sand a
lt
e
rn
ati
v
e
s
. It is
unnecess
a
r
yt
ore
m
ind o
u
r
se
lve
sa
s
o
r
o
f
essi
o
n
al
st
h
a
tou
r pe
rfo
rm
a
nce
onthi
spo
in
t mu
s
t be ex
empl
a
r
y
.
W
ha
ti
syou
rp
e
r
s
o
n
a
lp
l
a
nf
o
r
�12
c omp l ete l y r efurbishing your "intell e ctual e quipment " every seven
y eaTS?
9.
Young p eople must be afforded opportuniti es t o par-t i c Lpat. e in the
mai ns t ream of l i fe .
Adoles cent s in our soc i et y a r e i s olat ed from the
k ey issl1 es of the day.
While we dep l ore their l a ck of evi de nt con -
ce r n and s ense of re sponsibility, we s i mul t ane ous l y set them apa r t
from the s oc i a l tide.
Dr. Cha Tles DeCa r l o , Pre sident of Sa rah
Lawr ence Col lege , ob s erv e s, "We have been lengthening the f ormal
educat i on p roc es s until it is now common plac e for student s t o cont i nue on through gr ad uat ,e s choo l .
an~vhere
soc i et y .
This mean s that a s t ude nt may be
from 23 to 28 y ear s old before he is really a member of
In effect, he i s outside the system and remains a child
until a Telativ ely advanc ed a ge.
We gi ve him years of l earning,
during which he contribut e s nothing but pre sumably acquire s re spect
fo r the t r ad i t i ona l value s and the virtues of soc i et y . . • . The
dange r h e r-e i s that when you are s o i solated so l on g from r e sponsib i l i t y , y ou t end to se e all probl ems as almo s t too large to a t t a ck .
This er od e s both confi den ce and t h e willingnes s t o contribute
r esponsibly by mastering a s pec i a l i zat ion . "
As a s oc i et y we de ny
young people the oppor tunity to participate, to eng a ge , to r eally
invol v e t hemse l v e s i n the f abric of r eal living.
We must somehow
ena bl e yOWlg peop le to pa r t i c i pa te l e gitimately in t he s oc i a l . iss ues
of our time, to struggle with such probl ems of s oc i al prej udice,
soc i a l and e conomic depr i vat i on , se l f gov er nment , t he development
of c oncept ions of service to others.
�13
10
. F
i
n
a
l
l
y
)w
ea
r
econ
c
e
rn
edf
o
rhum
an r
e
l
a
t
i
o
n
s
h
i
p
s
i
nt
h
ef
am
i
l
y
)
t
h
ecommun
i
ty
,n
a
t
i
o
n
a
l
l
y
,i
n
t
e
r
n
a
t
i
o
n
a
l
l
y
. I
nd
i
s
c
u
s
s
i
n
gf
o
r
e
i
g
na
i
d
,
S
e
n
a
t
o
rH
a
l
t
e
rF
. :
lv
Iond
a
l
eo
fM
inn
e
so
t
a ob
s
e
rv
ed
;"
We s
e
ema
sa c
o
u
n
t
r
y
t
ob
eo
u
to
f ph
a
s
ew
i
t
ho
u
ri
d
e
a
l
s
.
" Th
i
s wou
ld app
e
a
rt
ob
e tru
e
d
om
e
s
t
i
c
a
l
l
ya
sw
e
l
la
si
n
t
e
r
n
a
t
i
o
n
a
l
l
y
.
I
nt
h
e
i
rwo
r
ld and t
im
e
,t
h
eyoung p
eo
p
l
eo
ft
h
i
sg
e
n
e
r
a
t
i
o
nw
i
l
lb
e
c
o
r
r
e
c
t
i
n
go
u
rm
i
s
t
a
k
e
s
.
Th
er
e
a
ld
e
t
e
r
m
in
an
t o
ft
h
eq
u
a
l
i
t
yo
fl
i
f
e
i
nt
h
ey
e
a
r1980 o
rt
h
ey
e
a
r 2000 wlL
l
,b
ed
e
t
e
rm
i
n
e
d by t
h
ep
r
o
g
r
e
s
s
and s
u
c
c
e
s
st
h
e
ya
c
h
i
e
v
ei
nl
e
a
r
n
i
n
gsom
ehowt
ol
i
v
eon
ew
i
t
ha
n
o
t
h
e
r
Lo
c
aLLy
, n
a
t
i
o
n
a
l
l
y
, andi
nt
h
ew
o
r
-L
d commun
i
ty o
fwhi
.
cho
u
rc
o
u
n
t
r
y
i
sa p
a
r
t
.
lo
re c
o
u
l
d go on i
d
e
n
t
i
f
y
i
n
go
t
h
e
ri
s
s
u
e
so
ft
o
d
a
yand tomo
r
row
,b
u
tt
h
e
s
e
w
iL
l
.s
u
f
f
i
c
et
oi
l
l
u
s
t
r
a
t
et
h
ek
i
n
d
so
fs
o
c
i
a
lc
o
n
c
e
r
n
st
owh
i
ch i
t
s
e
em
s im
p
e
r
a
t
i
v
e~
tensi n
and u
n
i
v
e
r
s
i
t
i
e
smu
s
t d
i
r
e
c
tt
h
e
i
ra
t
t
e
n
t
i
o
n
.
v
A
sw
eco
n
s
i
d
e
ro
u
rpe
rson
a
l comm
i
tm
en
tt
o4
-H
, thena
t
u
r
eo
fo
u
rr
e
s
pon
se
d
eo
ends som
ewh
a
t
. upon o
u
rr
o
l
e
,wh
et
.h
e
r we b
ev
o
l
u
n
t
e
e
rL
l
-H l
e
a
d
e
r
s dono
r
j
r
e
p
r
e
s
e
n
t
a
t
i
v
e
s
)o
rE
x
t
e
n
s
i
o
np
r
o
f
es
s
i
o
n
a
l
sa
tt
h
ec
o
u
n
t
y
, st
a
teo
rn
a
t
i
o
n
a
l
l
e
v
e
l
)w
i
t
hb
r
o
a
dp
rog
r
ama
s
s
i
g
nm
e
n
t
so
r som
ewh
a
tmo
r
e sp
ec
ific su
b
j
e
c
tma
t
t
e
r
s~ecia ties
F
o
r my c
l
o
s
i
n
gr
em
a
rk
sIw
i
l
lf
o
c
u
s upon t
h
ep
ro
fessi
o
na
lE
x
t
e
n
-
s
i
o
nr
o
l
e
,p
a
r
t
i
c
u
l
a
r
l
yi
ns
t
a
t
el
e
v
e
lr
e
s
p
o
n
s
i
b
i
l
i
t
i
e
sb
u
tw
i
t
hs
i
g
n
ifican
ce
wh
i
ch h
o
p
e
f
u
l
l
yw
i
l
lb
et
r
a
n
s
f
e
r
r
a
b
l
et
ob
o
t
hc
o
u
n
t
yand n
a
t
i
o
n
a
ll
e
v
e
l
s
.
F
i
r
s
t a
sE
x
t
e
n
s
i
o
n wo
rk
e
r
s i
n4
-Hyou
t
hc
l
ubs
,you a
r
ep
rof
e
s
s
iona
ls
. Th
e
r
e
h
av
eb
e
e
nm
any d
i
f
f
e
r
e
n
td
e
f
i
n
i
t
i
o
n
so
ft
h
et
e
rm"
p
r
o
f
e
s
s
i
o
n
a
l
.
" F
rom v
a
r
i
e
d
s
o
u
r
c
e
sI h
av
ed
r
a
v
nc
e
r
t
a
i
np
h
r
a
s
e
s wh
i
ch I f
i
n
dh
e
l
p
f
u
li
nc
o
n
s
i
d
e
r
i
n
gt
h
e
�14
profess ional role :
2)
1)
p rofess ionals deal more wit h people t han wi t h t hing s ;
pr ofe s sional s ar e more co ncer ned with the pub l i c intere st than wi t h se l f -
l i mited pr i vate intere sts;
i s emp ha s i zed j
4)
3)
in professionali sm, some t hi ng more than t echnique
a s a pr of e s s i ona l , t he i ndividual must be as exper t as he
can be in his field , but profess ional ism i s mor e than spe c ial i zat ion j
finall y , 5)
a nd
ab ove a l l , profe s sionali sm i mplie s c ommitment.
As professio nals , then, c ommitted to EXtension 4-H y outh work, may I sugges t
t he f ollowing i tems f or inclu sion in your pr ofe s sional age nda f or t he '70 s :
1.
Keep the f ocu s on kids.
Concent r a te upon the need s of you ng
pe op l e as t hey move from ch i ldhood through adol e s c ence t o young
adul t hood .
I emphas i ze t his ag a i n, in co nt ra st t o i nstitutional
goals f or Extension or 4- H.
We de l ude ouse l ves if we t hink our
i ns titutional goals and the best intere s t s of our clie nt ele ar e
automat ic ally t he same .
Ext e ns ion has a tremendou s her itage in it s 4 - H c lub progr am.
Bui ld
on the stre ngth s of this pas t, but do not b e hampered by i t ,
To
develop suppor t , a ny publi c ins titution mus t deal with prob lems of
s ignif icance .
Do not co nfu s e ellds and me an Sj i ndividualize the
e du ca t i ona l experience of e ac h boy a nd gi r l who par t ic ip ates in 4 - Hj
u s e the educational tools of y our profe s sion with pre cision and
d i s cr e t i on .
2.
Recognize the multipl ic i ty of infl ue nc e s wh i c h bear upon youth
deve l opme nt .
( a)
I s ha l l simpl ify these to t hr ee :
t h e influence of the fam i ly and t he ne ed to r e ach in
ef f e c t i ve ways t he pare nts of the you ng s t e r s wi th whom yo u
are conc erned j
�1
5
(
b
) t
h
e sub
s
t
a
n
ti
a
li
n
f
l
u
en
ce o
ft
h
es
c
h
ool
sand are
l
a
t
ed
co
nc
e
r
n
, th
er
e
f
o
r
e
,f
o
rth
e qua
l
i
t
yo
f schoo
li
n
g
,t
h
eva
r
i
et
yo
f educ
a
tion
al a
lt
e
r
n
a
tiv
e
s,pu
b
lic su
p
p
o
r
tf
o
redu
ca
t
i
on
, and t
h
e sh
o
rtcom
ings o
ft
h
eo
:
c
ga
n
iza
t
i
on
a
le
s
t
a
b
li
s
h
·
me
n
ta
t th
e el
em
en
ta
r
yand s
e
con
da
ry l
e
v
e
l
s
. T
o'
b
ec
r
u
d
el
y
candi
d
,i
f4
-H isi
naru
t,a
s som
ew
ou
ld avow
, th
enou
r
f
o
r
ma
lsc
hoo
l
sa
r
e in ad
i
t
c
h
. I
fw
el
o
o
kah
e
a
di
nfo
rm
a
l
e
l
em
en
t
a
r
y and secon
d
a
r
y educa
tion
, w
em
us
ten
v
i
si
o
n12
mo
n
t
hope
ra
ti
o
n
, are
lat
i
on
sh
l
po
fc
l
a
ss
r
oom toth
er
e
a
l
wo
r
l
d
, th
ee
l
i
m
ina
tion o
fa
r
tifi
c
i
a
lc
r
e
d
en
tia
ling an
d
nd
ar
d
s
,t
h
eem
ph
as
i
so
ff
i
n
anc
i
a
lsupport toim
p
r
ov
e
s
ta
qua
l
i
t
y du
ri
n
gth
ee
l
e
m
e
nt
a
ry y
e
a
r
sw
he
re t
h
ep
ayo
ff w
il
l
b
eg
re
a
tes
t; and
(
c) t
h
ei
n
f
l
u
en
c
e
so
fc
omm
u
nit
y
,o
fh
ea
l
t
hs
e
r
v
i
ce
s so
c
ia
l
s
e
r
v
i
c
es
, you
th o
r
gan
iz
a
t
i
o
n
s
,r
e
c
r
e
a
t
i
o
n
a
loppo
rtun
iti
e
s
}
e ~
ent
p
ro
tec
tive s
e
rv
ices)you
th i
n
v
o
l
v
em
en
t and is
su
es
.
3
. Deve
lop t
h
ep
r
o
fe
s
s
i
o
n
al Ex
ten
s
ionyou
th
-4
-Hpo
siti
o
na
s a ca
ree
r
o
ppo
rtun
it
ya
tt
h
ecoun
t
yand st
a
t
el
e
v
e
l
s
. I
tisin
c
r
e
d
i
b
l
eth
a
tt
h
e
l
a
nd-g
r
a
n
t uni
v
e
r
s
i
t
i
e
s an
dt
h
e Ex
ten
si
o
nS
e
rvic
e have n
o
tg
en
er
a
ll
y
cor
runitt
e
dth
em
s
e
l
v
e
s toth
i
s con
cept
,thou
gh t
h
ey hav
ebeeneng
ag
ed i
n
4
-Hwo
r
-kfo
rm
or
et
h
an h
al
fa cen
t
u
r
y
. Th
e Ext
e
n
sion 4
-Hyou
t
hprog
r
am
w
i
l
l con
tinu
e tob
e const
r
a
in
edi
nth
ef
u
t
u
re
;a
si
nt
h
e9
a
s
t
, unl
e
s
s
prop
e
ra
tt
e
n
ti
o
nis g
i
v
en t
opr
o
f
e
s
s
i
o
n
a
li
z
a
ti
o
no
f thes
t
a
f
f
. T
h
e
c
e
n
tst
a
t
em
ent
sbyth
e Adm
in
i
str
a
t
o
ro
f th
eEx
t
en
si
o
nS
e
rv
ice a
re
re
mos
t en
cou
r
-ag
.
i
.n
g and hope
f
u
llyw
i
l
lb
e
g
i
na p
a
t
t
e
rn o
f comm
i
tm
e
n
t
th
ro
ughou
tt
h
ecoun
t
r
y
. I havea
l
s
ob
e
env
e
r
ym
uchimp
r
essedw
i
t
ht
h
e
�16
prog r ess of the Na t i onal Ass ociation of Ext ensio n
4-H
Age nts .
Thi s
organiz ation, its leadershi p , and it s an nual co nfere nce s have made a
s i g ni f ican t professional co ntribution a nd I wOFld urge you t o encour-a ge t hi s "Ass ociation in eve ry pos s rb Le \-fay,
4.
Conceptualize the role of the s t ate
4-H staff
as t he cutting edge
of the university se r vl ng the ne ed s of y outh thr ough informal educ a t.Lona.l vo rog r-ams with ad ul ts and youth.
Fu.Lf' dLl.merrt of this concept
mus t be b ased up on kno w.l.edge , c ompetence , demonstrated performance ,
a nd the powe r of i de a s .
After ye ars of co nsidera t ion , I am c onvi nced
that i t makes litt le differ ence at all how the or ga ni z a t i onal chart of
the Extension Se r v i ce or the uni ve r s i t y i s dr awn ;
in
)-i- -H
you ' ve "got it all'
if you will recognize it and ac t a c co r d i ng l y .
For t oo l ong we have been p rone to shrug a nd say t ha t inadequacie s i n
4-H
r esourc es ar e the respo ns ib ility of de an s" direc t or s, pr e s i de nt s ,
l e gi sl a t or s.
But I wou ld ar gue that
4-H
will never be b igge r ) more
innovative, more i nc ompa s s i ng , more effective } than you conceive it
to b e ,
1iFo.at are the pr obl ems of young s t e r s t od ay ?
ce rns of s oc i e t y ?
liThat are the c on -
If you have t h e answer s , yo u ' l l ge t the s upp or t .
Speaki ng ver y c andidly among fr iend s, we' ve be en to o i nc lined to
funct ion a s p r og ram me charri.c s rathe r than as educat i. ona'l d e ans of a
gre at i nformal educ ational system called
4-H.
He ' ve been t oo pr one
to s e l l short on the p ot e nt ial of our program, too ne ar - sighted t o
full y appr e c i a t e it s sc ope a nd s i gni f i canc e , too pr eoc cup i ed with
"b ou nd ary maintenance" a nd manipulation of the ma s sive s e l f - cr eat ed
�17
super s t ruc ture .
There' s a gre ate r need today than ever before for
i nformal educational pr ogr ams like 4-H;, bui lt upon the be st kn owl ed ge re s ource s of the university.
5.
Mob i l i ze the full resourc e s of t he uni ve r s i t y , really.
Usua l ly
even whe n we s ay we ' ve done this , the r e s our c e s have been conc ent rated
f rom the co l leges of agr i cul t ur e and home e conomi cs , a nd to some
exte nt educatlon a nd per haps the soc lal sciences .
and
f'u l.L
Be yond t he creative
us e of resourc e s fr om suc h a ca dermc un its, co nsider t he co n-
tributions whic h can al s o be ma de fr om f aculti e s of law
busine s s ,
engineering , humani t i e s , the he a.lth sc iences .
* *
We l l , t here we are.
*
*
*
*
*
*
*
I ' ve said t oo much and not enough .
*
It' s a.t mome nt s l i ke
t hi s t hat I, like a n ol d fire s tat ion hor se ; he ar t he bell ring and am anxious
t o c harge of f .
The c ontribution s which y ou and p r ofess ional educators c a n
make t hrough ]Xte nsion youth programs ar e more cr i t ical t han even a t t he t urn
of the century when thi s gr eat co nc ep t was ge r mi nat i ng .
Soc ie t y i s a nxious
for a ns we rs and, as yo u a r e abl e to demonstrate you r effectivene s s ) suppor t
wi l l b e f orthc omin g.
MY best wishes t o you fo r s uc cess i n your effort s t o make t he best of t oday
eve n bet ter t omorrow.
�
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_1970-12-02_RMawby_SPE
Title
A name given to the resource
Russell Mawby speech. Commitment to 4-H Youth
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Speech given December 2, 1970 at the Adults Session of the National 4-H Club Congress.
Contributor
An entity responsible for making contributions to the resource
Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Subject
The topic of the resource
Philanthropy and society
Family foundations--Michigan
Charities
W. K. Kellogg Foundation
Speeches, addresses, etc.
Youth
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
1970-12-02
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/a6cca9b482dde88002f5dae6a683aac7.pdf
effb39967984dd5973c455211738d699
PDF Text
Text
TESTIMONY OF RUSSELL G. MAWBY
CHAIRMAN OF THE BOARD AND CHIEF EXECUTIVE OFFICER
W.K. KELLOGG FOUNDATION
HOUSE TAXATION COMMITTEE
STATE OF MONTANA
APRIL 3,1995
Good morning . My name is Russ Mawby, and I am chairman of the
Board and chief executive officer of the W .K. Kellogg Foundation,
located in Battle Creek, Michigan.
I am privileged to be here today and truly appreciate this opportunity to
visit with you about a very important matter.
As you may know, the Kellogg Foundation, one of the world's largest
private foundations, has long been committed to supporting the
development of systems to encourage philanthropy and volunteerism
nationally -
and at the community level. This interest has led to our
support for developing and strengthening community foundations in
the state of Michigan.
�We at the Kellogg Foundation believe in the value of community
foundations -
the most exciting institutional development in
philanthropy today. Community foundations bring permanence and
flexibility to those organizations working to solve issues at the
community level. Their ability to transfer working assets from one
generation to another, their leadership , and their broad viewpoint
make them critical components of what we acknowledge as a civil
society. In so many ways , they are a major part of the solution for
dealing with issues and concerns at the community level.
Every citizen in the state of Michigan is indeed fortunate to be served
by a community foundation in their local city, township, or village ...
partly as a result of the Michigan Community Foundation Tax Credit,
which was enacted in 1988.
The Kellogg Foundation supports such a tax credit because it helps
to build the assets of community foundations . We support the
development of community foundations because the most exciting
solutions to today's problems are those not coming from Washington ,
2
�or even from Helena. They are coming from our local communities.
Local leaders are the ones who are closest to problems and the ones
best equipped to solve them.
Local leaders cannot solve community problems all by themselves.
They need arrows for their quivers, and perhaps the sharpest arrow
is the community foundation.
Community foundations are the most community-based of all
philanthropic institutions. They are the most flexible, and they can
support a wide range of initiatives to improve the community. Their
activities can range from economic development to social services,
from recreation to health care, from soup kitchens to neighborhood
development.
But community foundations are more than money-givers. They also
serve as conveners for important community meetings, as "honest
brokers" to help build teams of organizations to solve problems. In
short, community foundations serve as a catalyst for change. Since
3
�they serve all the interests in the community, they can bring all of them
together to make things happen.
Because the trustees and staff of community foundations live in their
communities, they can help new initiatives with their personal
involvement. as well as with funds . We believe the credit helps to
build the capacity of these organizations to fund and to lead.
Today, I would like to encourage your enactment of a community
foundation tax credit for the residents of Montana. This innovative
legislation by the state of Montana would provide a strong incentive to
encourage charitably-inclined individu als to give to their local
communities.
Such a tax credit would provide an incentive for other charities to talk .
to community foundations regarding the establishment of permanent
endowments that are restricted for the use of their organizations.
4
�Because community foundations have the capacity to manage
restricted funds for other nonprofits, agencies such as United Way,
Girl Scouts, Boy Scouts, Hospitals, Hospice, women's shelters, 4-H
Clubs, museums, libraries, school systems, and others have
established endowment funds within community foundations
throughout Michigan. All of these endowment funds qualify for a tax
credit.
With such a tax credit, many of these organizations in Montana
would, for the first time, be able to strategically plan for their longterm financial security through permanent assets. This is the best
"win/win" strategy for everyone in the community.
Without a tax credit for community foundations, these other
organizations might be years away from having the organizational
capacity to handle legally complex planned gifts . By having the
community foundation manage the endowments, organizations will
receive the benefits of long-term, stabilized funding.
5
�At the same time, the community foundation can grow through
managing these assets more efficiently, thereby reducing the costs
of managing these funds , while achieving greater growth and returns.
In turn, these organizations could receive the tax credit for their
permanently endowed funds. The tax credit would provide a tool and
incentive to build this community trust between agencies.
I see the leveraging opportunity in this small tax advantage as a way
to build your communities. I would encourage you to take the long
view: that is, if you make your community strong -
the state will be
strong.
Should you pass up such a tax credit for community foundations, I
believe that you will lose the opportunity for establishing some new
philanthropists in Montana. You will lose one tool for building
collaboration at the community level. You will lose an important
outreach tool to new donors. And you will lose an incentive for your
community nonprofits to establish permanent endowment funds .
6
�We also believe that such a tax credit could serve as a catalyst in the
establishment of a network of strong community foundations to serve
communities throughout the state of Montana. Such a group of local
foundations would be positioned to tackle statewide problems through
locally-designed programs. These issues might include water and air
quality, youth development, support for the arts, and education reform.
This credit would come at a time which is critical to the building of
these local funds.
Other foundations such as Ford, Lilly, Rockefeller, Mott, Packard, and
MacArthur, as well as Kellogg, have provided funding for projects
managed by community foundations. These programs can be new
dollars coming into states to help solve local problems. The dollars
can flow throuqhout the community because the community
foundation is there to manage them.
7
�Finally, this tax credit would be an enormous help to the building of
capital , both for the community foundations and for other nonprofit
charities . I believe that this tax credit would stimulate new donors to
start to give to community foundations, and if our experience in
Michigan is any indication, they would not change their gifts to other
charities. These are new, private monies in permanent endowments
that are available to accomplish public good.
We would strongly encourage you to support what we believe would
be a very effective and beneficial tax policy.
Thank you.
S:\COMM\PUBLlC\TAXDOC
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_1995-04-03_RMawby_SPE
Title
A name given to the resource
Russell Mawby testimony before the House Taxation Committee
Creator
An entity primarily responsible for making the resource
Mawby, Russell
Description
An account of the resource
Testimony given April 3, 1995 for the W. K. Kellogg Foundation at the State of Montana House Taxation Committee.
Contributor
An entity responsible for making contributions to the resource
Grand Valley State University Special Collections & University Archives
Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Subject
The topic of the resource
Philanthropy and society
Family foundations--Michigan
W. K. Kellogg Foundation
Charities
Speeches, addresses, etc.
Legislation
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
1995-04-03
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text