“ A university may always be a protest{200} against these and other mental vulgarities, against even that debasing of the good coin of the King’s English in which Milton saw the incipient undoing of a nation. What better place for combating the last ridiculous refuge of English mauvaise honte—the shamefacedness which prefers to speak one’s own language incorrectly? Something every man at least who reads for a tripos must learn about the uses of work, about its respect, something about breadth of view and accuracy of detail—and also about the legitimate support which such work is in life. ”
M. A. R. Tuker
Summary
M. A. R. Tuker’s Cambridge is a scholarly examination of the university’s historical and intellectual development, analyzing its colleges, tripos system, and role in shaping scholars and students. By referencing institutions such as Peterhouse, King’s, and Newnham, the text emphasizes Cambridge’s dual character as a cradle of learning and a social entity, reflecting its influence from the medieval period to the 19th century.
Themes of academic discipline, the tension between tradition and progress, and the university’s wider cultural significance are interwoven through discussions of its founders, customs, and prominent figures such as Newton and Darwin. The work highlights Cambridge’s enduring legacy as both a stronghold of intellectual endeavor and a miniature representation of societal change.
Quotes from Cambridge (M. A. R. Tuker)
“ No movement of the century, it may confidently be affirmed, has done so much to increase the happiness of women, and none has opened to them so many new horizons. If men look back on the years spent at the university as among the happiest in their lives, so that everything in later life which recalls their alma mater—not excluding the London terminus from which they always “went up”—borrows some of its glamour, the university life meant all this, and more, for women. ”
“ A university can teach these things because, unlike technical colleges or seminaries for the professions, it exists first and foremost for the advancement of learning. Traditionally inseparable from this is its other object—education; and together they provide the tests it applies to all such questions as ‘how far it shall adapt itself to a commercial standard.’ For a university is not only a place of higher studies, it is the nursery of study; and to instil the love of learning for its own sake will always be required of it. ”
