The “Cambridge Stamp”

What did a high wrangler gain from his Cambridge education? The pressurised coaching necessary for success certainly gave the top candidates a sound drilling in elementary mathematics, a good knowledge of some more advanced topics, and a familiarity with applications to the physical sciences. The best students were brought to the point at which they could contemplate conducting original research, and several went on to do so. However, some probably felt that the emphasis of their training on amassing examination marks was unworthy of higher intellectual aspirations. Though William Hopkins did what he could to stress the more philosophical aspects of the subject, he knew that speed and profi ciency in examination technique were essential to ensure success, and he trained his students accordingly, with regular written tests.

The physical and intellectual demands on these students were great. Habits of intense and protracted study were inculcated, and the best students learned to work both accurately and very fast. Those who succeeded demonstrated stamina and resilience, the ability to work at a high level under severe stress, the capacity to assimilate rapidly a mass of technical information, and to express themselves on paper clearly and succinctly. These assets were to serve them well in later life, often in fi elds far from mathematics.