Word: brilliants
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Dates: during 1920-1929
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Harvard has no back who can compare with Slagle, brilliant Tiger carrier who led the Nassau attack in the Stadium last year. Crosby, scrappy Crimson Sophomore, is the nearest approach to Slagle in the Crimson backfield: each is a shifty runner and each weighs 158 pounds. Slagle, however, is a fine forward, passer, and Captain Cheek is met by a worthy rival in this feature of the game...
Another garrison finish on the part of the Crimson gained them another tie score in 1920. It was one of the most sensational games ever played in the Stadium. Harvard matched down the held at the beginning of the game, Owen scoring, but Lourie, brilliant Tiger pilot, dashed 50 yards for the tying score a few minutes later. At the end of the third period, Keck. All-American tackle, broke through and blocked one of Owen's punts, Princeton recovering on Harvard's 5-yard line, whence Garrity scored...
...Moran, et altera. Young Jerry Devine, as the hero and heroine idolater and the son of the coquettish proprietress, is, however, one of the chief stars. His juvenile acting is absolutely genuine and has much charm withal. And with these bouquets distributed, one must retire. "Weeds" is not a brilliant or sensational play, but it affords as good a measure of diversion as many a more pretentious offering, in addition to being the most excellently cast play in town
...breaks were with Princeton when the Tigers battled to a 10-10 tie against Annapolis on October 17. Again Slagle led the Orange and Black attack, but he met his match in Shapley, brilliant Navy carrier. Princeton's touchdown was made by Caulkins, who intercepted a Navy pass and raced 93 yards for a touchdown. This score, with a field goal by Ewing, put Captain McMillan's men in the lead, 10 to 3, with the final period half over; but then Shapley of the Navy caught a pass and ran 55 yards for the tying touchdown...
...indicate it. This same average student, therefore, may resent President Lowell's speech as doing injustice to his intentions, even if not to his achievements. But why? To say the obvious, it is because scholastic glory appears to the average undergraduate as an inferior glory, not so brilliant, and intrinsically of less worth, than other glory to which he can aspire. This attitude is unquestionably pernicious, but if remedies are to be sought, they must deal with the causes which underly so false a perspective in the student's mind...