Word: confoundedly
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...look at matters from the collegian's standpoint - than to play against a man who was not a graduate, but who perhaps had been induced to enter a university for a short season in order to take part in some sport in which he was proficient. The tendency to confound the use of the term professional with the idea of skilful through long years of practice has led many to think of a graduate player as a professional player. The man whom we wish to keep out of college athletics is not the skillful man, but the man who barters...
...birth of Christ, the day of His birth and resurrection into immortal life was sacred. In our day we may observe the resurrection of Christ as an historical fact-he may be risen in our opinions, but not in our lives. We are apt to confound real life and real death. The truths of the New Testament are not always before us; we do not realize that we may be in the best of health, and yet be utterly dead-that we may be dying and yet have an abundance of real life. Real resurrection for us means the change...
room. The game calls for skill and stratagem instead of brutality and unnecessary roughness, for manly pluck and perseverance, instead of tit for-tat kicks and blows. Just here the writer urges the spectator uninformed as to the game not confound running tactics such as 'warding off' with blows. 'Warding off' never hurts the player, warded off, since by the rules the runner is not allowed to strike with closed fists. Professor Johnston remarks that the chief evil of the game is betting and urges the undergraduates 'to put down betting on the purely material side of the game-partly...
...reason of this is, that men confound what they would like to be with what they ought to be. The great fear is that the pursuit they have chosen will in the future prove "uncongenial." But it is necessarily "uncongenial" sometimes to do the right thing in any sort of action, and it may unhappily be so in this case. The question that should be asked in deciding this matter is not "What should I like to do?" but "What ought I to do?" In answering this question we have but to glance at our degrees of success...
...have examined quite a large number of these critiques, and almost without exception they confound criticism with fault-finding, and, in many cases, go almost to the extent of abuse. The average man seems to think he is going to "get even" with the world at large and his instructors in particular - presumably for inappreciation of his own efforts in the past - by vigorous "sitting on" the work of some known or unknown classmate. Perhaps this large amount of ill nature, and what might be called literary dis-curtesy, has given rise to doubts in our instructors' minds...