Word: revolted
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Dates: during 1950-1959
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...Reason No. 1 was a rocking farm revolt that, in 16 predominantly farming counties, cut Republican strength 14% below the Kohler vote against Proxmire for governor in 1954. In dairy-rich Richland County, dogged Candidate Proxmire increased his percentage of the vote from 23% in 1952 to 40% in 1954 to 50% last week-to carry the county by 90 votes. The Wisconsin State Journal's farm editor reported that farmers were for Proxmire because their costs are up and their prices down and because the Democrats were promising more relief...
...Reason No. 2 was a smaller city revolt -small businessmen angry about tight money; housewives disturbed about higher food prices and inflation-expressed in terms of time for a change. Proxmire increased his vote over 1954 in Milwaukee County by 7%, breached G.O.P. strongholds in the suburbs. Smallest Democrat gains: in Milwaukee's two predominantly Negro wards...
...Emily Kimbrough's autobiography, It Gives Me Great Pleasure. TV's most ambitious drama mill, Playhouse 90, reopens this month with Jack Palance and Fashion Model Suzy Parker in Barnaby Conrad's Death of Manolete, followed by Rod Serling's study of the Hungarian revolt, The Dark Side of the Earth, with Van Heflin, and Marcel Pagnol's Topaze, with Ernie Kovacs...
...College of Education (TIME, Oct. 12, 1953). In his latest book (A Fourth of a Nation; McGraw-Hill, $4.50) Woodring takes a hard look at both the educationists and their critics, offers a sensible compromise of his own. The so-called "new education" that developed out of the progressive revolt of the '20s and '30s, says he, "can no more survive unchanged in the second half of this century than the classic thesis in the first half; the time has come for a new synthesis...
While the progressive movement began as a healthy revolt, it gradually degenerated into a sterile orthodoxy. Instead of daring to criticize one another, educators spent their time seeing who could be more progressive than whom. "If one questioned the value of studying Latin grammar, a second would question the value of English grammar as a formal discipline, and a third would top both by saying that it made no difference whether a child spoke or wrote English so long as he was able to communicate...