The general effect of these changes was to destroy the homogeneity of the tripos. Objections to the new scheme were soon raised. Especially, it was said--whether rightly or wrongly--that part I contained too many technical subjects to serve as a general educational training for any save mathematicians; that the distinction of a high place in the historic list produced on its results tended to prevent the best men taking it in their second year, though by this time they had read enough to be able to do so; and that part II was so constructed as to appeal only to professional mathematicians, and thus the higher branches of mathematics were neglected in the University by all save a few specialists. Whatever value be attached to these opinions, the number of students studying mathematics fell rapidly under the scheme of 1886. In 1899 the board proposed[79] further changes. These seemed to some members of the senate to be likely still further to decrease the number of men who took up the subject as one of general education; and the two main proposals were rejected, 15 February 1900 by votes of 151 to 130 and 161 to 129. A few years later, in 1907[80], the board brought forward another scheme, proposing changes so sweeping as almost to destroy the identity of the tripos. Under this the examination in part II was abolished--a change on which all parties were agreed. There was introduced an examination, called part I, confined to elementary mathematics, which could be taken as early as the second term of residence, and for which in certain cases of failure a student could present himself again, but this, although an examination for honours, did not qualify for a degree. In the new part II, taken normally at the end of the third year of residence and qualifying for a degree, candidates were given some option in the subjects of their examination, and order of merit was abolished. The first examination under this scheme was held in 1908. A remarkable feature in the history of the Cambridge mathematical school is the fact that for nearly two hundred years most students were accustomed to rely for preparation for it on work done with a private tutor or "Coach." Towards the close of the seventeenth century we first read of these "pupil-mongers" (among whom Laughton of Clare was the most famous) who made it their business to prepare men for their "acts."