The humanitarian lays stress almost solely upon breadth of knowledge and sympathy.
Maturity requires a final accommodation between our aspirations and our limitations.
There are two Americas. One is the America of Lincoln and Adlai Stevenson; the other is the America of Teddy Roosevelt and the modern superpatriots. One is generous and humane, the other narrowly egotistical; one is self-critical, the other self-righteous; one is sensible, the other romantic; one is good-humored, the other solemn; one is inquiring, the other pontificating; one is moderate, the other filled with passionate intensity; one is judicious and the other arrogant in the use of great power.
There are many respects in which America, if it can bring itself to act with the magnanimity and the empathy appropriate to its size and power, can be an intelligent example to the world.
What a curious picture it is to find man, homo sapiens, of divine origin, we are told, seriously considering going underground to escape the consequences of his own folly. With a little wisdom and foresight, surely it is not yet necessary to forsake life in the fresh air and in the warmth of sunlight. What a paradox if our own cleverness in science should force us to live underground with the moles.
The legislator is an indispensable guardian of our freedom. It is true that great executives have played a powerful role in the development of civilization, but such leaders appear sporadically, by chance. They do not always appear when they are most needed. The great executives have given inspiration and push to the advancement of human society, but it is the legislator who has given stability and continuity to that slow and painful progress.
With respect to the creation of the program, I introduced the bill in September 1945, immediately after the end of the war with Japan, in August of that year. A number of considerations, of course, entered into my decision to introduce the bill, growing from my own experience as a Rhodes scholar and the experiences our government had had with the first Word War debts, [Herbert] Hoover's efforts in establishing the Belgian-American Education Foundation after World War I, [and] the Boxer Rebellion indemnity.
Any scene I've ever played where I've thought people who watch it had experienced something like that - for example, people who've had to deal with losing a parent - I want to do it as respectfully as possible for those people.
I like playing basketball and going to the gym. I don't box, but I'll ride my bike and go jogging or running in the park. Sometimes my lady and I go hiking.
Mr. Crossley suddenly wondered why he was why he was worrying about the note. It was only a joke, after all. He cleared his throat. Everyone looked up hopefully. 'Somebody,' said Mr. Crossley, 'seems to have sent me a Halloween message. ' And he read out the note: 'SOMEONE IN THIS CLASS IS A WITCH. ' 6B thought this was splendid news. Hands shot up all over the room like a bed of beansprouts. 'It's me, Mr. Crossley!' 'Mr. Crossley, I'm the witch!' 'Can I be the witch, Mr. Crossley?' 'Me, Mr. Crossley, me, me, me!
Straying off course is not recognized as a capital crime by civilized nations.