Chapter Focus
Section 1 Presidential Powers
Section 2 Roles of the President
Section 3 Styles of Leadership
Chapter Assessment
Chapter Objectives
•
Presidential Powers Summarize the historical
changes in the powers of the presidency.
•
Roles of the President Describe the seven
major roles of the president.
•
Styles of Leadership Evaluate the
leadership qualities important to the
success of a president.
Presidential Powers
Key Terms
mandate, forum
Find Out
• Why do presidential powers tend to grow in times
of national emergency?
• What are the sources of and limits to the powers
of the president?
Presidential Powers
Understanding Concepts
Constitutional Interpretations Within the scope
of constitutional limitations and powers, why does
each president define the office differently?
Section Objective
Summarize the historical changes in the powers of
the presidency.
Strong presidents sometimes defy even the
Supreme Court. President Andrew Jackson
was determined to force Native Americans in
the Southeast to move west to the Oklahoma
Territory. When Chief Justice Marshall ruled
that the Cherokee nation’s treaty with Georgia
protected its rights and property, Jackson
reportedly refused to accept the decision.”
John Marshall has made his decision. Now let
him enforce it,” Jackson reportedly said. He
ignored the Court and carried out the Indian
Removal Act passed by Congress in 1830.
I. Constitutional Powers (pages 245–247)
A. The Founders recognized the need for a
strong executive branch to overcome the
weaknesses of the Confederation
government and to hold the legislative
branch in check.
B. Article II grants the president broad but
vaguely described powers. He heads
the executive branch, is commander in
chief, conducts foreign policy, and has
judicial powers.
I. Constitutional Powers (pages 245–247)
Why do you think the Founders granted
the president broad but vaguely
described powers?
They wanted an executive that would protect
personal liberty, property, and business and
hold the legislature in check.
II. Informal Sources of Power (pages 247–249)
A. Presidents have added to their powers by
their actions; for example, Theodore
Roosevelt declared his intent to do
anything the needs of the nation required if
such action was not expressly forbidden by
the Constitution.
B. During national crises, presidents like
Abraham Lincoln, Franklin D. Roosevelt,
and George W. Bush greatly expanded the
powers of the presidency as the federal
government dealt with dangers facing the
United States.
II. Informal Sources of Power (pages 247–249)
C. Modern presidents claim their ideas and
policies represent a mandate from the
people, and they use all forms of mass
media to build support for their ideas.
II. Informal Sources of Power (pages 247–249)
Do you agree or disagree with critics who
complain that modern presidents have
too much power? Explain.
Answers will vary. Students should
demonstrate knowledge of informal sources
of power.
III. Limits of Presidential Power (pages 249–250)
A. The Constitution gives Congress the
power to limit presidential authority by
overriding a veto or impeaching and
removing the president from office for
clear abuse of power.
B. The federal courts also limit the
president’s power. The Supreme Court
can overturn presidential actions, as it did
President Truman in Youngstown Sheet
and Tube v. Sawyer (1952).
III. Limits of Presidential Power (pages 249–250)
C. The federal bureaucracy sometimes limits
presidential power by obstructing programs
or failing to carry them out properly,
especially when key bureaucrats work
closely with powerful congressional leaders
to carry out their own programs rather than
the president’s.
D. Public opinion can limit the president’s
actions, as it did with President Lyndon
Johnson’s policies in Vietnam and
President Clinton’s proposed national
health care program.
III. Limits of Presidential Power (pages 249–250)
III. Limits of Presidential Power (pages 249–250)
How can public opinion limit the
president’s power?
Public opinion can derail the most central
presidential programs because members of
Congress, who must vote on legislation to
enact the president’s programs, are subject
to reelection. If they go against voters’
wishes, they may lose in the next election.
Checking for Understanding
1. Main Idea Using a graphic organizer like the
one below, list two or more constitutional limits
and three other limits on presidential power.
Answers might include: Constitutional limits:
congressional override; Senate’s confirmation
power; the power to impeach. Other limits:
federal courts; the bureaucracy; public opinion.
Checking for Understanding
2. Define mandate, forum.
A mandate is a formal order given by a
higher authority.
A forum is a medium for discussion.
Checking for Understanding
3. Identify War Powers Act.
The War Powers Act prevents presidents from
committing troops to combat for more than 60
days without congressional approval.
Checking for Understanding
4. In what three ways have former presidents
expanded the power of their office?
Any three of the following: Jefferson’s
purchase of the Louisiana Territory, Theodore
Roosevelt’s broad interpretation of presidential
power, Lincoln’s actions during the Civil War,
Franklin Roosevelt’s expansion of the
government’s role in the economy
Checking for Understanding
5. Why, during Lyndon Johnson’s presidency, did
Congress pass the Gulf of Tonkin Resolution?
Congress passed the Gulf of Tonkin Resolution
to give the president the authority to cope with
the situation in Vietnam.
Critical Thinking
6. Distinguishing Fact from Opinion President
Wilson said the president “is at liberty, both in
law and conscience . . . to be as big a man as
he can.” Explain if this statement is fact or
opinion.
Some students may say it is opinion because
many presidents believed the Constitution limited
their power. Others may say fact because other
presidents molded the office to their own
interpretations of the Constitution.
Constitutional Interpretations Determine
if you think there should be greater limits
on the president’s power. Compose
several catchy slogans supporting your
view and create signs or buttons that might
be used in a rally.
Roles of the President
Key Terms
executive order, impoundment, reprieve, pardon,
amnesty, patronage, treaty, executive agreement
Find Out
• How do the presidential roles of head of state,
chief diplomat, and commander in chief work
together to provide leadership in foreign relations?
• What is the president’s role in the growth and
stability of the American economy?
Roles of the President
Understanding Concepts
Political Processes How have presidents used
their political power to increase their policymaking role?
Section Objective
Describe the seven major roles of the president.
Former President George Bush, who led
the nation to victory in the Persian Gulf
War in 1991, made a parachute jump as a
personal fiftieth anniversary celebration in
1997. As a Navy pilot, Bush had escaped
death in World War II by parachuting into
the Pacific after his plane was shot down
by the Japanese.
I. As head of state, the president: (page 252)
A. represents the nation at ceremonial
functions;
B. is considered more than a politician, but
rather a symbol of the entire United States.
I. As head of state, the president: (page 252)
Which role makes the president a living
symbol of the nation?
Head of state.
II. As chief executive, the president:
(pages 253–254)
A. heads the 2 million person executive branch;
B. influences how laws are executed through
executive orders, presidential
appointments, removal of appointed
officials, and impoundment;
C. grants pardons, reprieves, or amnesty.
II. As chief executive, the president:
(pages 253–254)
Do you think the president should have
the power to impound money
appropriated by Congress?
Answers will vary. Impoundment is sometimes
useful when the need for spending changes.
III. As chief legislator, the president:
(pages 254–255)
A. proposes legislation to Congress, usually in
the State of the Union Address;
B. must work harder for congressional support
when Congress is controlled by the
opposition party;
C. may use political favors to gain
congressional support;
D. has the threat of the veto to
influence Congress.
III. As chief legislator, the president:
(pages 254–255)
Why do members of Congress pay close
attention to the State of the Union message?
It contains information about the
president’s possible legislative proposals
for the coming year.
IV. As economic planner, the president:
(page 256)
A. has gained important economic powers
since the New Deal;
B. promotes high employment, production, and
purchasing power;
C. is required to prepare the federal budget
each year.
IV. As economic planner, the president:
(page 256)
Why does Congress continue to expand the
president’s powers in economic affairs?
Answers will vary. Perhaps to make the
executive branch more and more
responsible for the economy.
V. As party leader, the president: (pages 256–257)
A. helps raise party funds and plan
campaign strategies;
B. uses political patronage to appoint party
members to government jobs.
V. As party leader, the president: (pages 256–257)
Do you agree with critics who claim the
president’s job as leader of a political party
clashes with his other duties? Explain.
Answers will vary. See text pages 256–257
for discussion of conflicting roles.
VI.As chief diplomat, the president:
(pages 257–258)
A. directs foreign policy and oversees foreign
affairs information agencies;
B. has sole power to make treaties, with
Senate approval;
C. may make, without congressional approval,
executive agreements having the force of
treaties with foreign nations;
D. has the sole power to recognize foreign
governments.
VI.As chief diplomat, the president:
(pages 257–258)
Do you think executive agreements, like
treaties, should have the Senate’s approval?
Answers will vary, but students should
recognize that the approval process for
some treaties has proved cumbersome and
time-consuming. Executive agreements are
more efficient for time-sensitive decisions.
VII. As commander in chief, the president:
(pages 258–259)
A. shares with Congress the power to
wage war;
B. makes key military policy decisions;
C. supports war efforts on the home front
during wars;
D. may use the armed forces to end disorders
or give aid in natural disasters.
VII. As commander in chief, the president:
(pages 258–259)
Do you think a president with military
experience makes better decisions as
commander in chief? Explain.
History helps answer this. Students may refer
to presidents Franklin Roosevelt, Dwight
Eisenhower, etc.
Checking for Understanding
1. Main Idea Using a graphic organizer like
the one below, describe the different duties
of the president’s roles as head of state and
chief executive.
Answers might include:
Head of state—ceremonial duties;
Chief Executive—executive orders,
impoundment of funds, granting amnesty.
Checking for Understanding
Match the term with the correct definition.
___
D executive order
___
C impoundment
___
A reprieve
___
E pardon
___
B amnesty
A. the postponement of legal
punishment
B. a group pardon to individuals
for an offense against the
government
C. the president’s refusal to
spend money Congress has
voted to fund a program
D. a rule issued by the
president that has the force
of law
E. a release from legal
punishment
Checking for Understanding
3. Identify Council of Economic Advisers.
The Council of Economic Advisers assists the
president in studying and preparing the annual
economic report for Congress.
Checking for Understanding
4. Describe three foreign relations duties of the
president that are based on the Constitution.
The president as head of state performs
ceremonial duties, as chief diplomat directs
foreign policy, and as commander in chief
directs the armed forces.
Checking for Understanding
5. What officials may the president appoint?
The president may appoint cabinet members,
agency directors, deputy directors and their
assistants, and federal judges.
Critical Thinking
6. Understanding Cause and Effect What
decisions by a president affect the direction of
the nation’s economy?
The president gives an annual economic report
to Congress, prepares the federal budget, and
proposes economic legislation.
Political Processes Imagine a typical
day in the life of a United States
president. Prepare an agenda for the
president’s day. Be sure to keep the
seven duties of the president in mind
when creating the agenda.
Styles of Leadership
Key Terms
de facto, covert
Find Out
• Why are communication skills so important to
being an effective president?
• What leadership quality do you think is most
important to the success of a president?
Explain why.
Styles of Leadership
Understanding Concepts
Cultural Pluralism Why is it important for the
president to be accessible to all of the diverse
groups in the country?
Section Objective
Evaluate the leadership qualities important to the
success of a president.
The first president to exercise executive
privilege was George Washington when he
refused the House information on the Jay
Treaty. The Eisenhower administration used
the term executive privilege for the first time,
although many other presidents have
invoked the privilege.
I. Increased Responsibilities
(pages 261–262)
A. Modern presidents have provided strong
leadership for the nation, even though the
Founders expected Congress to lead
the nation.
B. Presidents provide leadership in introducing
bold new ideas as well as responding to
crises at home and abroad.
I. Increased Responsibilities
(pages 261–262)
Do you agree or disagree with the Founders’
belief that Congress should take the
leadership role in government? Explain.
Answers will vary. Students should support their
assessment of the advantages and
disadvantages of strong presidential leadership
versus strong congressional leadership.
II. Leadership Qualities and Skills (pages 262–264)
A. Presidents must know and understand the
people of the United States.
B. Presidents must be able to communicate
effectively and to explain their policies
clearly in order to inspire public support.
C. Presidents must know when the time is
right to introduce new policies or make
key decisions.
II. Leadership Qualities and Skills (pages 262–264)
D. Successful presidents must:
1. be flexible and open to new ideas;
2. be able to compromise;
3. have political courage and be willing to
go against public opinion in matters they
believe are vital to the nation’s interests.
II. Leadership Qualities and Skills (pages 262–264)
What do you think is the most important skill
a president should have? Explain.
Answers will vary. Students should support their
opinions with examples.
III. Presidential Isolation (pages 264–266)
A. The special treatment given to modern
presidents risks isolating them from
information and advice they should have to
carry out their duties effectively.
B. Presidents may discourage staffers from
disagreeing with them or giving them
unpleasant advice.
C. Access to the president often forces top
staffers and advisers to flatter the
president and provide only good news
and favorable opinions.
III. Presidential Isolation (pages 264–266)
D. Top staffers control access to the president.
E. Dealing with White House staff requires much
of the president’s time and makes it more
difficult to keep in touch with the public.
III. Presidential Isolation (pages 264–266)
How do you think presidential isolation might
be lessened?
Answers will vary. For a discussion of isolation
see text pages 264–266.
IV. The Use of Executive Privilege (pages 266–267)
A. To keep White House discussions and
advice secret, presidents invoke executive
privilege to avoid giving such information to
Congress or the courts.
B. Modern presidents have claimed that
executive privilege also protects their
communications with other members of the
executive branch.
C. The Supreme Court has ruled that executive
privilege is constitutionally based.
IV. The Use of Executive Privilege (pages 266–267)
Do you agree or disagree with the Supreme
Court ruling that executive privilege is
constitutional? Explain.
Answers will vary. For a discussion of executive
privilege see text pages 266–267.
Checking for Understanding
1. Main Idea Using a graphic organizer like the
one below, identify six qualities of presidential
leadership and give an example of each.
Answers might include:
political courage—Lincoln;
ability to compromise—Wilson;
understanding the public—F.D. Roosevelt;
openness to new ideas—Kennedy;
ability to communicate—Reagan;
sense of timing—Bush.
Checking for Understanding
2. Define de facto, covert.
The term de facto means existing “in fact”
rather than legally.
Covert means secret.
Checking for Understanding
3. Identify executive privilege, United States
v. Nixon.
Executive privilege is the right of the president
and other high-ranking executive officers to
refuse to testify before Congress or a court.
United States v. Nixon is the Supreme Court
case that rejected President Nixon’s claim of
executive privilege and unanimously ruled that
the president had to surrender secretly taperecorded conversations about the Watergate
cover-up to the special prosecution investigating
the scandal.
Checking for Understanding
4. How do presidents test public opinion before
announcing new policies?
A presidential aide leaks information about an
issue to the press so the president can
observe public reaction before actually
announcing the policy.
Checking for Understanding
5. How do good communication skills help a
president gain public support?
Good communication skills help presidents
explain their policies clearly and inspire
public support.
Critical Thinking
6. Synthesizing Information How can a
president’s willingness to let staff express
disagreements on issues help the president
make better decisions?
That willingness may lead to a well-informed
decision and allow the president to see all
points of view.
Cultural Pluralism Suppose that you
are the president’s chief assistant for
legislative affairs. The president has
asked for your advice on whether or not
the opinions of interest groups should be
a factor in making policy decisions. Write
a memo supporting your position.
Reviewing Key Terms
Choose the letter of the term defined in each phrase.
A.
B.
C.
D.
E.
executive order
reprieve
de facto
mandate
pardon
F.
G.
H.
I.
J.
amnesty
line-item veto
treaty
covert
forum
___
D
1. expressed will of the people
___
J
2. medium of discussion of presidential messages
___
G
3. the power to accept or reject only parts of a
congressional bill
___
F
4. a release of a group from legal punishment
___
A
5. presidential decree that has the force of law
___
B
6. postponement of a person’s legal punishment
___
C
7. existing “in fact” rather than officially or legally
___
I
8. something that is secret
Recalling Facts
1. Identify the five constitutional roles or duties of
the president.
The five constitutional roles or duties of the
president are:
1. head of state: represents the nation and
performs many ceremonial roles;
2. chief executive: sees that the laws of
Congress are carried out;
3. chief legislator: proposes a legislative
program for the nation;
4. chief diplomat: directs the foreign policy
of the United States;
5. commander in chief: directs the armed
forces of the United States.
Recalling Facts
2. What are four limits on presidential power?
Four limits on presidential power are limitations
by Congress, federal courts, federal
bureaucracy, and public opinion.
3. What is the president’s role as party leader?
The president helps party members who are
running for office, helps to raise funds for the
party, selects the national chairperson, and
helps plan election strategies.
Recalling Facts
4. Why can failing to understand the public’s mood
weaken a president’s power?
The president may lose public support. Without
the leverage of public support, relations with
Congress will be difficult and the president’s
effectiveness will diminish.
5. How do presidents become isolated?
Most information comes through close aides
who screen out what they do not want the
president to hear. Thus, the flow of information
and ideas to the president may be severely
limited. Also, presidents may isolate
themselves by discouraging opposing opinions
or unwanted advice.
Understanding Concepts
1. Constitutional Interpretation How did
President Lincoln’s actions during the Civil War
violate some people’s constitutional rights?
Some people were denied a fair trial or due
process of law before they were jailed. Lincoln
also raised an army without congressional
approval and took other harsh measures to
preserve the Union, regardless of the
unconstitutionality of those measures.
Understanding Concepts
2. Political Processes When has Congress
allowed expansion of a president’s
economic power?
In 1970, Congress gave President Nixon power
to control prices and wages. The president used
this power to put a 90-day freeze on all prices,
rents, wages, and salaries.
Understanding Concepts
3. Cultural Pluralism Why is compromise
such a vital ingredient for a president to be
able to maintain support of the people?
A president needs support of many different
interests in order to get a new program accepted
by Congress. Compromise is often necessary in
order to build support. Presidents who will not
compromise risk accomplishing nothing at all.
Critical Thinking
1. Understanding Cause and Effect Use a
graphic organizer to show why President
Johnson chose not to run for re-election in 1968.
Cause: Public opinion turned against Johnson
and made a strong campaign impossible.
Effect: Vice President Hubert Humphrey was
nominated by the Democratic Party and lost
to Nixon.
Critical Thinking
2. Identifying Alternatives How could Congress
have prevented President Jefferson from
purchasing the Louisiana Territory?
Congress could have refused to ratify the treaty
or refused to raise the money for the purchase
of the Louisiana Territory.
Critical Thinking
3. Drawing Conclusions What are the dangers
in depending only on the cabinet for advice?
Only on presidential aides?
Answers may suggest that by depending only
on the cabinet, the president is exposed to the
influence of interest groups and the self-interest
of departments. Relying only on aides, the
president risks isolation and little open
exchange of ideas.
Interpreting Political Cartoons Activity
1. According to the
cartoon, what do the
American people
expect of their
president?
They expect the
president to be
“Superman,”
performing
amazing and
superhuman feats.
Interpreting Political Cartoons Activity
2. How must
presidential
candidates present
themselves to the
public?
They must present
themselves as capable
of performing any
humanly possible feat.
Interpreting Political Cartoons Activity
3. Are the personal
qualities of
presidential
candidates important
in an election?
Explain your answer.
Students should
choose yes or no and
explain their answers
by using examples of
how personal qualities
won or lost an election
for a presidential
candidate.
Which president holds the record for writing
the most (3,522) executive orders?
Franklin D. Roosevelt, who also served
the longest as president
1) President Richard
M. Nixon
2) These words
represent the
opposite extremes
of absolute power
and powerlessness.
3) Answers will vary,
but students may
conclude that the
situation has not
really changed.
2) Answers will vary.
3) Answers will vary.
1) Answers will vary.
1) John F. Kennedy, Franklin D. Roosevelt, Lyndon B.
Johnson, Richard M. Nixon, and Ronald Reagan
2) They all represent
issues Clinton has
faced.
3) These
former
presidents
each
faced an
issue
similar to
the ones
Clinton
faced.
Writing a Glossary Use the words listed under Key
Terms in each section of the text to create a glossary
of the chapter. Along with writing your own definition of
each word, use the word in a sentence and draw a
picture to illustrate each word. To extend the project,
work in pairs. One student reads a sentence leaving
out the glossary word and the other student identifies
the term. Continue until all sentences have been read
and all glossary words have been defined.
Hail to the Chief When physically unimpressive
President James K. Polk entered a room, he
sometimes went unnoticed. His wife, Sarah, decided to
ensure him of a president’s welcome by requesting the
marine band to play “Hail to the Chief,” an old Scottish
anthem, when he arrived. The tradition has lasted to
this day.
Psychologists often use five significant characteristics—
neuroticism, extroversion, openness to experience,
agreeableness, and conscientiousness—to classify
personality types. Using these characteristics to
measure presidents, some psychologists ranked
Theodore and Franklin Roosevelt first and second
respectively in extroversion, with Bill Clinton as third.
They ranked Richard Nixon as the most neurotic,
Thomas Jefferson as the most open to experience, and
James Madison and Abraham Lincoln as the most
agreeable. George Washington was rated the most
conscientious.
Watergate, originally used to describe the 1972 illicit
entry into the Democratic Party national headquarters
in the Watergate complex in Washington, D.C., has
inspired countless, mostly short-lived words ending
in “gate,” such as Koreagate, nannygate, Irangate,
and Whitewatergate.
The Buck Stopped There
As commander in chief during World War II, President
Harry Truman’s most difficult decision may have been
whether to drop an atomic bomb on Japan. He knew
such a bomb would result in terrible loss of life, mostly
civilian. The long-term effects of radiation were also a
concern. But Truman believed that defeating Japan
would require a full-scale invasion, resulting in a great
loss of American lives. Ultimately, Truman ordered
bombs to be dropped on two Japanese cities,
Hiroshima and Nagasaki. Debate over his decision
continues today.
Commanding the Military Some presidents, such as
Bill Clinton, have had no military experience. In fact, in
the 1992 presidential campaign, critics accused Clinton
of cutting ethical corners to avoid the draft during the
Vietnam War. Discuss the assets and liabilities of
having a president with a military background, and one
who has not served in the military.
AmeriCorps members help provide services including housing
renovation, child immunization, and neighborhood policing. They
also address community needs in education, public safety, human
services, and the environment. They may tutor teens, teach
elementary school students, assist crime victims, start
neighborhood crime watches, help turn vacant lots into
neighborhood parks, provide assistance and companionship to the
elderly or those with disabilities, lead community health awareness
campaigns, restore coastlines, or respond to natural disasters with
emergency relief for victims.
Activity: Discuss the AmeriCorps mission and the services its
members may provide to their communities. Work in small groups
to create a list of local community needs AmeriCorps volunteers
might meet. Share your lists with the class. Make a class list on the
board of the top community needs. Propose effective methods to
meet those needs.
National and Community Issues Often national issues
spring from community issues. For example, in 1997,
President Bill Clinton launched a national forum on the
issue of race relations by visiting local communities.
Activity: Identify possible issues in your community or
state that might have an impact on the entire nation. Then
identify how best to deal with those issues. For example,
should the president get personally involved in resolving
these issues? If so, what specific actions should the
president take? Should state and local leaders, such as a
state governor or city mayor, deal with these issues?
What local actions should be taken? Work individually or
in groups to create proposals for dealing with a
community issue.
Jimmy Carter
Former President Jimmy Carter and his wife Rosalynn
committed to working with Habitat for Humanity in
1984. The Carters tackle projects for Habitat under the
Jimmy Carter Work Project (JCWP). The Carters stress
that Habitat is not a giveaway program. The JCWP
owns the houses and the partner families make
payments to the JCWP that go to a local building fund
for Habitat for Humanity.
Activity: Think about Carter’s statement: “To work for
better understanding among people, one does not have
to be a former president. . . .” Work individually or in
groups to identify misunderstandings or problems in
your community. Present proposals that seek to resolve
the misunderstandings or problems.
Theodore Roosevelt
President Theodore Roosevelt raised a ruckus with the
press in 1906 when he ordered the government printer
to abide by a list of 300 words to be spelled according
to the Simplified Spelling Board guidelines. Funded by
millionaire industrialist and philanthropist Andrew
Carnegie, the organization crusaded for respellings
which deleted, for example, the “u” in “honour” and
“parlour,” the standard British spellings. The press
challenged the president’s power to change American
orthography, and Congress instructed the printing office
that all the material sent to its chambers maintain
standard British spellings. Roosevelt regretfully
withdrew his order in response to the public outcry. The
changes eventually came into general usage.
Gerald R. Ford
President Gerald R. Ford is the only president to serve
as both vice president and president without having
been elected to either office. In an effort to put the
Watergate scandal to rest, he pardoned former
President Richard Nixon. The pardon created a
backlash of negative public opinion. Ford’s popularity
rating plunged from 71 percent to 50 percent. People
suspected that Ford had struck a bargain with Nixon:
Nixon would resign, Ford would become president and
pardon Nixon. He never regained the public’s
confidence as president.
Lyndon B. Johnson
President Lyndon B. Johnson liked to take a nap every
day after lunch and sometimes invited a few top
reporters to interview him right up until he fell asleep.
These interviews usually began with an impromptu
invitation to lunch in the family quarters. Johnson would
give an off-the-record talk through the meal. Then he
would signal the reporters to follow him to his bedroom,
where he would change for his nap, talking all the while.
Finally the president fell asleep and the reporters
rushed off to report what he had said.
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