Word: sort
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Dates: during 1950-1959
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...consulted with Northern liberal Democrats, who warned him that the Republican plan would be politically difficult for them to oppose. Late one afternoon, Rayburn went over to the other side of the Capitol for a heart-to-heart talk with Senate Democratic Leader Lyndon Johnson. They agreed that some sort of civil rights bill had to be passed at this session; otherwise, the party-splitting issue would return to plague the Democrats in Election Year, 1958. Next morning Lyndon went to work to find out just what kind of a jury trial compromise could get past the Senate. He talked...
...funds for arms for its allies. But such items as tanks and planes require about two years between the time they are ordered and the time they are delivered. The $3.7 billion, therefore, even though technically unspent, represents a U.S. obligation and cannot be casually tossed off as some sort of surplus...
Hives Ready to Swarm. Knox's humor sparked and crackled through everything he did. Writing of the Mass, he remarked that the recurring word or emus (let us pray) "serves as a useful sort of alarm clock to wake us up at various points." Speaking of non-Roman Catholic denominations, he said: "With all respect to them ... all the identity discs in heaven are marked RC." His most widely quoted witticism is also one of the most famed Limericks in the language, kidding Bishop Berkeley's doctrine that things exist only when observed...
...long battle over just what sort of education the public schools should provide, few voices are more reasonable than that of Professor Paul Woodring of Western Washington 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...
...education, the U.S. should not rely primarily on liberal arts professors, few of whom "have ever faced the problem of providing a proper education for a fourth-grader with an IQ of 80." Nor should the nation lean on the educationists, for most of them are not the sort of educational philosophers that are needed. Just where such philosophers would come from no one can say, but, says Woodring, the people themselves "have developed their own unique view of the role of the schools." Though never stated in any complete or coherent form, this view "is based upon our concept...