Thirteen Days (2000) FUN FILM FACT!

Total Page:16

File Type:pdf, Size:1020Kb

Thirteen Days (2000) FUN FILM FACT! Name ____________________________________ Date _____________ Per. ____________ Thirteen Days (2000) Set in October of 1962, this movie is a dramatization of the events surrounding the Cuban Missile Crisis. It captures the tense world situation that characterized the Cold War, especially the relationship between the U.S. and the Soviet Union, headed by Nikita Khrushchev. As you watch the film, answer the questions that go along with it. The questions all have straightforward answers that can be completed with just a few words. Turn this in at the end of the film for an easy quiz grade! 1. What is the word that you need to learn in politics? Loyalty 2. How many missiles have been identified? 32 3. Cities as far north as what city are within range of the missiles in Cuba? Washington 4. How much warning will Americans have if the missiles are launched? 5 minutes 5. How many days do the experts believe it will be until the missiles are operational? 10 - 14 6. What is the plan starting to smell like? The Bay of Pigs 7. Where is the President going tomorrow? Connecticut 8. What alternative plan does Bob McNamara propose after RFK’s prompting? blockade 9. What does the Air Force General Lemay believe the Soviet response to air strikes will be? nothing 10. What country did China invade today? FUN FILM FACT! India Early in the film, we see President 11. What reason does the President give for cancelling the rest Kennedy take a pill. JFK had many of his trip? health problems – including an He has a cold autoimmune disease called 12. What do they decide to call the blockade so that it is not Addison’s disease and pain from a technically an act of war? back injury suffered during World quarantine War II. Most of these health issues 13. What percentage of missiles did the general guarantee the were kept concealed from the public (in an age where media president that they would take out? scrutiny wasn’t what it is today) and 90% most Americans thought of President Kennedy as the picture of youth, vigor, and health. 14. What does Kennedy wish for a second? Someone else was president 15. What does Ted Sorenson say was in the speech for the president to give if JFK chose to go with air strikes? a. He didn’t/couldn’t write it. FUN FILM FACT! 16. What do Kenny and the president’s advisors think Khrushchev will do in response to the blockade? Did you catch the reference to DEFCON? DEFCON stands for “run-it” Defense Readiness Condition and is 17. What does Kenny need from phone operator Margaret? an indicator of how alert to war Her tone of voice people should be. Although many 18. How does Commander Ecker explain the damage to his films often get it wrong, DEFCON 5 plane after his mission? is the lowest threat level and sparrows DEFCON 1 is for highest. We’ve 19. What kind of vote does the President want from the OAS never actually reached DEFCON 1, meeting? but portions of the US government went to DEFCON 2 during the Cuban Unanimous Missile crisis. The only other time 20. What time will the quarantine go into effect? that happened was during the 10:00 a.m. opening days of the Gulf War. 21. What is being offered at the church 24 hours a day? confessions 22. What shows up on radar along with the two Soviet ships that the Americans know about? Russian sub 23. How many ships continue towards the quarantine line? 6 24. President Kennedy said that the military would go to DEFCON 3. What did the military go to without permission? Defcon 2 25. Who does Adlai think would be calling him before his big showdown with the Soviets at the UN? Bobby 26. What is a star shell? flare 27. How do you get to be the top spy in the KGB? You have to know someone 28. What do they decide to do about the second letter offer from Khrushchev? Pretend it never exists 29. What “private assurance” does RFK offer the Soviet ambassador? They would remove the Jupiter missiles from Turkey Character Guide To help you follow along, here are the names, roles and photos of the major characters in the film, all of who are based on the actual people involved. Character name and title Actor’s name Kenneth (Kenny) O'Donnell White House Kevin Costner Appointments Secretary, Close friend of JFK and RFK John (Jack) F. Kennedy Bruce President Greenwood Robert (Bobby) F. Kennedy Steven Culp Attorney General Robert (Bob) McNamara Dylan Baker Secretary of Defense Cabinet positions Cabinet Dean Rusk Henry Strozier Secretary of State he McGeorge (Mac) Bundy Frank Wood National Security Advisor President Ted Sorensen Tim Kelleher Kennedy lawyer and speechwriter Executive Office of t Office Executive John McCone Peter White Director of CIA Pierre Salinger Kelly Connell Press Secretary Maxwell Taylor Bill Smitrovich Chairman of the Joint Chiefs of Staff Gen. Curtis LeMay Kevin Conway Chief of Staff of the Air Force Military Advisors Military Admiral George Anderson Madison Mason Chief of Naval Operations Dean Acheson Former Sec. of State Len Cariou (under Truman, brought in as advisor) Adlai Stevenson Ambassador to UN Michael Fairman other (also, losing Dem candidate for president (‘52, ’56)) Jacqueline (Jackie) Kennedy Stephanie First Lady Romanov .
Recommended publications
  • John F. Kennedy and the Civil Rights Crisis
    executive iNActioN John F. Kennedy and the Civil Rights Crisis John F. Kennedy maintains a reputation in American memory with respect to civil rights that he does not deserve. He campaigned for presidency advocating the end of racial discrimination, but once he took ofce his interests shifed towards the nation’s foreign policy as the Cold War ever threatened to heat up. However, afer Kennedy’s assassination, Lyndon B. Johnson re-framed his predecessor’s priorities to push for the Civil Rights and Voting Rights Acts in 1965 as though they were Kennedy’s prime concern. Tus, Johnson made Kennedy a martyr for the cause, regardless of his predecessor’s agenda. Tis essay explores Kennedy’s action—and inaction—before and during his presidency regarding desegregation in order to explain the dissonance between his life and his reputation. By Daniel Ruprecht ‘17 Stanford University had said: “All this will not be fnished in the frst 100 days. Nor will it be fnished in the frst 1,000 days, nor in the life of this Administration, nor even perhaps in our lifetime on this planet. But let us begin.” Johnson added in his inaugural: “Today in this moment of new resolve, I would say to all my fellow Americans, let us continue.”3 “LET US CONTINUE” Johnson paused as the crowd broke out in applause. It cheered again when Johnson declared his determination to continue “the forward thrust of America that [Kennedy] began,” and again every time Johnson said that he planned on building upon Kennedy’s goals.4 Johnson framed each piece of his presidential plans as an addition or continuation to those of Kennedy.
    [Show full text]
  • The Cuban Missile Crisis: How to Respond?
    The Cuban Missile Crisis: How to Respond? Topic: Cuban Missile Crisis Grade Level: Grades 9 – 12 Subject Area: US and World History after World War II; US Government Time Required: 1-2 hours Goals/Rationale: During the Cuban Missile Crisis, Kennedy's advisors discussed many options regarding how they might respond to the installation of Soviet missiles in Cuba. In this lesson, students examine primary source documents and recordings to consider some of the options discussed by Kennedy's advisors during this crisis and the rationale for why the president might have selected the path he chose. Essential Question: Does an individual's role in government influence his or her view on how to respond to important issues? Objectives Students will: discuss some of the options considered by Kennedy’s advisors during the Cuban Missile Crisis; identify the governmental role of participants involved in decision making and consider whether or not their role influenced their choice of option(s); consider the ramifications of each option; discuss the additional information that might have been helpful as of October 18, 1962 for Kennedy and his staff to know in order to make the most effective decision. analyze why President Kennedy made the decision to place a naval blockade around Cuba. Connections to Curriculum (Standards) National History Standards US History, Era 9 Standard 2: How the Cold War and conflicts in Korea and Vietnam influenced domestic and international politics. Standard 2A: The student understands the international origins and domestic consequences of the Cold War. Massachusetts History and Social Studies Curriculum Frameworks USII.T5 (1) Using primary sources such as campaign literature and debates, news articles/analyses, editorials, and television coverage, analyze the important policies and events that took place during the presidencies of John F.
    [Show full text]
  • JACQUELINE Ingen Amerikansk Præsidentfrue Har Som JACQUELINE KENNEDY JACQUELINE KENNEDY Fået Ikonstatus I Hele Verden
    160 mm 32 mm 160 mm JACQUELINE Ingen amerikansk præsidentfrue har som JACQUELINE KENNEDY JACQUELINE KENNEDY fået ikonstatus i hele verden. KENNEDY LIVET OM F. MED JOHN SAMTALER KENNEDY I 1964 – året efter mordet på John F. Kennedy – satte hans hustru, SAMTALER OM LIVET MED Jacqueline Kennedy, sig ned med historikeren Arthur Schlesinger, jr., og JOHN F. KENNEDY optog syv samtaler om livet med John F. Kennedy, om præsidentperioden og om tilværelsen i Det Hvide Hus. Således leverede hun både et historisk vidnesbyrd om en af de mest spændende og myteomgærdede perioder i amerikansk historie og den fascinerende fortælling om sit eget liv. Hun udtalte sig aldrig siden om sine erindringer fra den tid. I interviewene, som først blev offentliggjort i 2011 og her foreligger på dansk, giver Jackie et unikt indblik i sit og John F.s liv og præsidenttiden: 240 mm Sobert og ærligt fortæller hun om John F. Kennedy – som menneske og som politiker. Åbenhjertigt og klogt beretter hun om sine indtryk af de store politiske skikkelser, hun mødte: de Gaulle, Khrusjtjov, Nixon, Martin Luther King og mange fl ere. Og med insiderberetninger om de store kriser – ikke mindst Cuba-krisen – kaster hun nyt lys over historiske begivenheder, som blev afgørende for verdensudviklingen. Endelig får vi et levende portræt af Jacqueline Kennedy selv: af en kvinde, der blev gift ind i verdenshistorien, og som indtog sin plads med styrke, charme og begavelse. Og som måtte opleve, hvordan hele det liv, hun havde skabt, med ét slag blev taget fra hende igen: den 22. november 1963, da Lee Harvey Oswald skød og dræbte John F.
    [Show full text]
  • Wilbur J. Cohen Interviewer: Charles T
    Wilbur J. Cohen Oral History Interview—JFK #1, 11/11/1964 Administrative Information Creator: Wilbur J. Cohen Interviewer: Charles T. Morrissey Date of Interview: November 11, 1964 Location: Washington D.C. Length: 60 pages, 1 addendum Biographical Note Cohen, Assistant Secretary of Health, Education, and Welfare (1961-1965), discusses assisting John F. Kennedy (JFK) in drafting Social Security and welfare legislation, JFK’s Task Force on Health and Social Security, and his own confirmation as Assistant Secretary for Legislation in the Department of Health, Education, and Welfare, among other issues. Access Open. Usage Restrictions According to the deed of gift signed November 29, 1988, copyright of these materials has passed to the United States Government upon the death of the donor. Users of these materials are advised to determine the copyright status of any document from which they wish to publish. Copyright The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted material. Under certain conditions specified in the law, libraries and archives are authorized to furnish a photocopy or other reproduction. One of these specified conditions is that the photocopy or reproduction is not to be “used for any purpose other than private study, scholarship, or research.” If a user makes a request for, or later uses, a photocopy or reproduction for purposes in excesses of “fair use,” that user may be liable for copyright infringement. This institution reserves the right to refuse to accept a copying order if, in its judgment, fulfillment of the order would involve violation of copyright law.
    [Show full text]
  • SARGENT SHRIVER's LIFE AS an ENGAGED CATHOLIC and AS an ACTIVE LIBERAL Dissertation Submitted to T
    INSTITUTIONAL INNOVATOR: SARGENT SHRIVER’S LIFE AS AN ENGAGED CATHOLIC AND AS AN ACTIVE LIBERAL Dissertation Submitted to The College of Arts and Sciences of the UNIVERSITY OF DAYTON In Partial Fulfillment of the Requirements for The Degree of Doctor of Philosophy in Theology By Daniel E. Martin UNIVERSITY OF DAYTON Dayton, Ohio May 2016 INSTITUTIONAL INNOVATOR: SARGENT SHRIVER’S LIFE AS AN ENGAGED CATHOLIC AND AS AN ACTIVE LIBERAL Name: Martin, Daniel E. APPROVED BY: ______________________________________ Anthony B. Smith, Ph.D. Committee Chair ______________________________________ Sandra Yocum, Ph.D. Committee Member ______________________________________ Cecilia A. Moore, Ph.D. Committee Member ______________________________________ William L. Portier, Ph.D. Committee Member ______________________________________ David J. O’Brien, Ph.D. Committee Member ii ABSTRACT INSTITUTIONAL INNOVATOR: SARGENT SHRIVER’S LIFE AS AN ENGAGED CATHOLIC AND AS AN ACTIVE LIBERAL Name: Martin, Daniel Edwin University of Dayton Advisor: Dr. Anthony B. Smith This dissertation argues that Robert Sargent Shriver, Jr.’s Roman Catholicism is undervalued when understanding his role crafting late 1950s and 1960s public policies. Shriver played a role in desegregating Chicago’s Catholic and public school systems as well as Catholic hospitals. He helped to shape and lead the Peace Corps. He also designed many of the programs launched in President Lyndon Johnson’s War on Poverty. Shriver’s ability to produce new policies and agencies within a broader structure of governance is well known. However, Shriver’s Catholicism is often neglected when examining his influence on key public policy initiatives and innovations. This dissertation argues that Shriver’s Roman Catholic upbringing formed him in such a way as to understand the nature of large bureaucracies and to see possibilities for innovation within an overarching structure.
    [Show full text]
  • Jacqueline (Jackie) Kennedy: Historic Conversations on Life with John F
    JACQUELINE (JACKIE) KENNEDY: HISTORIC CONVERSATIONS ON LIFE WITH JOHN F. KENNEDY PDF, EPUB, EBOOK Caroline Kennedy, Michael R. Beschloss | 400 pages | 20 Oct 2011 | Hyperion | 9781401324254 | English | New York, United States Jacqueline (Jackie) Kennedy: Historic Conversations on Life with John F. Kennedy PDF Book Better yet, the eight CDs of the seven conversations with Jackie will make fascinating listening. On one occasion John John burst into the room and she went from this breathy, soft spoken, genteel woman to her Mom voice and shouted "Out! Born on November 27, per Biography , Caroline is the oldest and only surviving child of former president John F. Her recollections are astonishingly detailed and an unvarnished account of her experiences and impressions as the wife and confidante of John F. White and the way in which it forced even cautious academic historians into emplacing a showbiz promotion into the heart of the American discourse. There were a lot of interesting things and there some boring things. Summary Shortly after President John F. You may wish to attempt enunciating my last phrasing in the tones of Hyannis or Back Bay or Harvard. The interviews, conducted by historian and Kennedy aide Arthur M. If you didn't already know about JFK's dalliance with Marilyn Monroe, and the storied infidelity of the Kennedy men, these interviews might leave you with an impression of a perfect marriage to Saint Jack the Magnificent. Tatiana Schlossberg is an author and journalist who, per the Evening Standard , worked for The New York Times reporting on climate change. It was an interview by a woman born in the s and married in the s.
    [Show full text]
  • The Cuban Missile Crisis Revisited and Reinterpreted Mark White
    Fifty Years On: The Cuban Missile Crisis Revisited and Reinterpreted Mark White Lecture Series Paper No. 9 i Fifty Years On: The Cuban Missile Crisis Revisited and Reinterpreted Mark White Institute for the Study of the Americas School of Advanced Study, University of London Senate House, Malet Street London WC1E 7HU Copyright © 2012 Institute for the Study of the Americas All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form, or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the publishers. British Library Cataloguing-in-Publication Data A British Library CIP record is available. ISBN 978-1-908857-04-0 ISSN 1750-3884 The Institute for the Study of the Americas publishes in its Lecture Series selected seminar and conference papers and public lectures delivered at the Institute by scholars associated with the work of the Institute. The Harry Allen Memorial Lecture commemorates a pioneer in the field of American Studies in Britain, who was the first director of the Institute of United States Studies. Previous scholars who have delivered this public lecture include Richard Carwardine, Peter Parish, Richard Crockatt and Steven Lawson. Professor John Dumbrell of Durham University served as outside reader for Mark White’s essay, which is based on the Harry Allen Memorial Lecture he delivered at the Institute for the Study of the Americas on 10 May 2012. About the author Mark White is Professor of History at Queen Mary, University of London. He is the author of seven books, including The Cuban Missile Crisis (1996), Against the President: Dissent and Decision-Making in the White House (2007) and (ed.) The Presidency of Bill Clinton: The Legacy of a New Domestic and Foreign Policy (2012).
    [Show full text]
  • A Teacher's Guide To
    A TEACHER’S GUIDE TO ALIGNED TO THE COMMON CORE “This book is not just the stories of the past but a book of hope and confidence in the future.” —FROM THE FOREWORD BY ROBERT F. KENNEDY HarperAcademic.com A TEACHER’S GUIDE TO PROFILES IN COURAGE 2 Table of Contents Note to Teachers 3 About This Guide 3 Before You Read 3 Introduction, Foreword, Preface, Courage and Politics 4 Guided Discussion Questions 4 Prompts for Research and Writing 4 Part One: The Founding Fathers 6 Guided Reading & Discussion Questions 6 Prompts for Research and Writing 6 Part Two: Preservation of the Union 7 Guided Reading & Discussion Questions 7 Prompts for Research and Writing 8 Part Three: Reconstruction 9 Guided Reading & Discussion Questions 9 Prompts for Research and Writing 10 Part Four: The 20th Century 11 Guided Reading & Discussion Questions 11 Prompts for Research and Writing 12 Books by John F. Kennedy 14 Other Books of Interest 14 Resources 14 About This Guide’s Author 14 A TEACHER’S GUIDE TO PROFILES IN COURAGE 3 Note to Teachers In 1955, John F. Kennedy wrote, “A nation which has forgotten the quality of courage which in the past has been brought to public life is not as likely to insist upon or reward that quality in its chosen leaders today.” Kennedy knew the temptations and challenges of public service first-hand and his Pulitzer Prize-winning book,Profiles in Courage, is his message to America. It is a call for in- tegrity, service, and courage born out of love for the country we share.
    [Show full text]
  • THIRTEEN DAYS Außer Konkurrenz THIRTEEN DAYS THIRTEEN DAYS
    Wettbewerb/IFB 2001 THIRTEEN DAYS Außer Konkurrenz THIRTEEN DAYS THIRTEEN DAYS Regie: Roger Donaldson USA 2000 Darsteller Kenneth P.O’Donnell Kevin Costner Länge 147 Min. John F.Kennedy Bruce Greenwood Format 35 mm, Robert F.Kennedy Steven Culp Cinemascope Robert McNamara Dylan Baker Farbe Adlai Stevenson Michael Fairman Dean Rusk Henry Strozier Stabliste McGeorge Bundy Frank Wood Buch David Self General Curtis LeMay Kevin Conway Kamera Andrzej Bartkowiak Ted Sorensen Tim Kelleher Kameraführung Vern Nobles Dean Acheson Len Cariou Schnitt Conrad Buff Geneal Maxwell Taylor Bill Smitrovich Ton Richard Bryce Arthur Lundahl Dakin Matthews Goodman Admiral George Tonschnitt Steven D.Williams Anderson Madison Mason Musik Trevor Jones Commander Production Design Dennis Washington William B.Ecker Christopher Lawford Ausstattung Tom Taylor General Marshall Ann Harris Steven Culp, Bruce Greenwood, Kevin Costner Carter Ed Lauter Denise Pizzini Anatolij Dobrinyn Elya Baskin Kostüm Isis Mussenden THIRTEEN DAYS Alexander Fomin Boris Lee Krutonog Maske Brenda McNally Oktober 1962. Aus großer Höhe beobachten amerikanische Aufklärungs- John McCone Peter White Casting Dianne Crittenden George Ball James Karen Regieassistenz Robert Huberman flugzeuge Truppenbewegungen auf Kuba. Die Aktivitäten werden fotogra- Journalist Timothy Jerome Produktionsltg. Paul Deason fisch festgehalten, die Filme – als strengste Geheimsache – ans Pentagon Andrej Gromyko Olek Krupa Produzenten Armyan Bernstein geschickt. Am 16. Oktober erfahren Präsident John F.Kennedy und sein per- Helen O’Donnell Lucinda Jenney Peter O.Almond sönlicher Sicherheitsberater Kenneth P.O’Donnell, ein ehemaliger Harvard- Valerian Zorin Oleg Vidov Kevin Costner Kommilitone des Justizministers Robert Kennedy, was die CIA in dem Mate- Jacqueline Kennedy Stephanie Romanov Executive Producers Ilona Herzberg Michael De Luca rial entdeckt hat: dass die UdSSR mindestens 32 nukleare Erstschlagsrake- Thomas A.Bliss ten auf Kuba stationiert hat – genug, um binnen fünf Minuten sämtliche Marc Abraham Großstädte der USA anzugreifen.
    [Show full text]
  • Book Review by Ted Sorensen
    Book Review "Counselor" By Ted Sorensen By: Stephen McCarthy For: Peter Gibbon & Gary Hylander Table of Contents Page 3: Why This Book? Page 5: The Author and The Author’s Thesis Page 6: Does The Author Prove His Point? Page 8: What Have You Learned? And How Will You Incorporate What You Have Learned Into Your Teaching Unit? I. Why this book? "Counselor" is probably not a book I would read on my own. I have always thought that the administration of John F. Kennedy was too brief to judge or at least too short to compare to other presidencies and in my experience reading Ted Sorensen he tries to do both. Having lived through (although at a young age) Kennedy's presidency I do remember the excitement of the election of a new, vibrant young president. Looking back I realize some of this excitement came from Kennedy being from Massachusetts (like me) and Irish Catholic (like me) but I remember other national and international signs back in the day that showed this president was different than the stodgy old guys who came before him. There was his young family with an attractive wife. His exciting inaugural address. His foreign trips to Ireland and Berlin. I remember the enthusiasm of the crowds wherever he went. The feeling this was something different than came before. Even a comedy album that was successful called "The First Family" never would have happened during the Eisenhower administration. If such a parody had occurred in the 1950's, Eisenhower never would have acknowledged it like JFK did ("I thought it sounded more like Teddy than it did me".) What I truly remember about the JKK presidency was that it seemed to be something different and our world may now be different.
    [Show full text]
  • LET the WORD GO FORTH: Thoughts on Speechwriting from JFK’S Collaborator
    LET THE WORD GO FORTH: Thoughts on speechwriting from JFK’s collaborator By Brian M. Sobel The spoken and written political eloquence of John Fitzgerald Kennedy, the thirty-fifth president of the United States, is perhaps without peer in the 20th Century. The skilled orator, a senator and then the youngest president in history, was imbued with natural rhetorical gifts, including an extraordinary ability to communicate his thoughts via the spoken word, to audiences large and small. In no small measure however, Kennedy was greatly assisted in his speechwriting by Theodore Sorensen, an assistant to then-Senator Kennedy and later Special Counsel to President, now a senior partner of a New York law firm. To those who study such things, while Kennedy necessarily and correctly receives credit for his memorable speeches, it is also true that he was immeasurably aided by Ted Sorensen, whose facile mind and writing skills certainly helped shape the words spoken so eloquently by JFK. The Creative Process A look at the creative process of speechwriting during the Kennedy era, primarily a collaboration of ability, skill and friendship between the President and Sorensen, is instructive for anyone who is asked to speak, or writes speeches for others. Sorensen, first and foremost, believes that the key to a successful speech is based “on the merit of the substance that is presented to the listener.” In other words, the speech must have something to say. As Sorensen explains, “If you are talking about a speech delivered by a president, a governor, a corporate executive to a company gathering, or whatever, then the speech must have substance.
    [Show full text]
  • Conversation with Arthur M. Schlesinger, Jr.: the Use of Oral History
    The American Archivist / Vol. 43, No. 4 / Fall 1980 461 Downloaded from http://meridian.allenpress.com/american-archivist/article-pdf/43/4/461/2746738/aarc_43_4_27314661ljk4367m.pdf by guest on 30 September 2021 Conversation with Arthur M. Schlesinger, Jr.: The Use of Oral History LYNN A. BONFIELD THIS CONVERSATION ON THE USE OF ORAL HISTORY by historians was conducted on 9 May 1979 in Schlesinger's office at the City University of New York where he has been the Albert Schweitzer Professor of the Humanities, at the Graduate School, since 1966. Born in 1917 to parents whose lives centered around the study, teaching, and publishing of history, he was graduated from Harvard University, where he taught from 1946 to 1961. For the next four years, he was special assistant to Presidents Kennedy and Johnson. The month before our conversation, Schlesinger had won the National Book Award in the category of biography-autobiography for Robert Kennedy and His Times. He had received the same award in 1966 for A Thousand Days, an account of the presidency of John F. Kennedy. For both books he used oral history interviews, both his own and those con- ducted by archivists. He also was an organizer and interviewer for the Oral History Project at the John F. Kennedy Library. Upon entering his office, I met a warm, straightforward, and accommodating man who presented himself as a humble professor lost in a sea of books. And indeed he was—books on every surface and every chair, piled precariously. Finally, by clearing the couch a bit, we found two seats and a location for the tape recorder and microphone.
    [Show full text]