Non- Academic Mathematics and Mathematicians. 83 



through the ordeal. But instead of censuring the University 

 for any sort of laxity in point of discipline, I am not sure that 

 the rulers are not amenable to the penalties of Martin's act, 

 for permitting the desperate preparations that are made for a 

 run in their mental steeple chase. At all events, many a 

 noble spirit has cracked in the tremendous efforts ; others have 

 reached the mark, but at the cost of their existence, or the 

 entire wreck of their constitutions. Lovers of science and ad- 

 mirers of the most gifted of mankind must join in the wish that 

 means could be devised, either by lengthening the time of 

 preparation or simplifying the final examination, to prevent 

 such melancholy results. As matters stand, a man must have 

 the strength of a lion, coupled with the highest mental powers, 

 to get high honours without committing suicide in the attempt. 

 The subject deserves the attention of the University^ and very 

 probably does obtain their solicitude. 



Having stated the extraordinary facility which some of the 

 candidates for honours have in applying their knowledge, it 

 may be asked how is that mental dexterity acquired ? by what 

 process has that surprising vigour of the mind been brought 

 to such perfection ? I answer, by a long course of proper 

 drilling, chiefly by private tutors or friends, but very often in 

 accordance with directions given by the tutors at the lectures ; 

 by continually solving problems given at the lectures by the 

 tutors and others, for they are one and all anxious to assist a 

 reading man : there is credit attached to answering questions 

 quickly and neatly ; this creates a stimulus. Solving questions 

 at college examinations leads to distinction and college emo- 

 luments, so that the studious and talented undergraduate is in 

 a continual round of problem-solving. To keep his mind 

 steadily at it he has college friends and favours to entice and 

 encourage him, and future honours of the most exciting kind 

 to attract him. In my opinion it is this continuance of solving 

 problems, this general course of not only acquiring principles 

 but applying them, that at last makes the senior wrangler, who 

 perhaps at the time is one of the most expert mathematicians 

 in existence. 



In our seminaries most noted for teaching mathematics I 

 believe a somewhat similar course is followed. The mathema- 

 tician in embryo is enticed by prizes and made expert by con- 

 stant exercise in applying the principles that he has learned. 

 Thus in all our institutions most celebrated for making mathe- 

 maticians, not only is the practice of applying general prin- 

 ciples to the solution of deductions, problems, &c. steadily fol- 

 lowed, but inducements strong in proportion to the objects 

 aimed at are held out to encourage the timid and impel the 



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