The Story Behind the Mortarboard: Why Graduates Wear the Iconic Cap

The mortarboard hat, with its flat, square top and dangling tassel, is one of the most enduring symbols of academic achievement in Britain. Though today it is primarily associated with graduation ceremonies, its origins and symbolism run much deeper, weaving together centuries of tradition, intellectual authority, and social identity.

Historically, the mortarboard evolved from the biretta, a cap worn by clerics and scholars in medieval Europe. The square design is thought to reflect the scholarly pursuit of structured, rational thought, echoing the quadrangles of great universities such as Oxford and Cambridge. Some interpretations even suggest that the mortarboard’s flat surface resembles a book, symbolizing knowledge itself resting atop the head of the graduate. The tassel, meanwhile, adds a ceremonial flourish, often moved from one side of the cap to the other as a rite of passage marking the transition from student to graduate.

In British academia, the mortarboard has always been more than an accessory-it is a badge of belonging. To don one is to step into a centuries-old lineage of learning, where education is not just personal advancement but a contribution to the shared intellectual fabric of society. For many, that first moment of wearing the cap is a tangible recognition of years of effort and perseverance, crystallising their academic journey into a single, iconic image.

The tradition of “tipping” the hat carries its own symbolic weight. This small yet meaningful gesture is often performed during graduation ceremonies as a mark of respect. Historically, the act of tipping a hat was a courteous acknowledgement, a way of greeting or honouring another. Within academia, the gesture retains a similar resonance-graduates tip their mortarboards to acknowledge their teachers, mentors, and families who supported them along the way. It also reflects a moment of humility; despite the achievement being celebrated, the act of tipping reminds graduates that learning is never solitary, but built upon the guidance and generosity of others.

At British universities, particularly those steeped in tradition, mortarboards have sometimes been worn with strict rules. For example, at Oxford and Cambridge, graduates were historically expected to wear academic dress-including the mortarboard-during examinations, formal dinners, and ceremonies. The etiquette surrounding the hat, such as when it should or should not be removed, became part of a larger framework of academic decorum. Over time, while such practices have relaxed, the mortarboard’s presence at graduations has remained steadfast.

The image of an entire cohort of students gathered in their robes and mortarboards is more than ceremonial pageantry-it is a visual declaration of collective achievement. The uniformity of the hats underscores equality among graduates, while the tipping gesture allows for individuality within that shared ritual. In this way, the mortarboard serves as both a unifier and a personal symbol, connecting each graduate to a wider academic heritage while marking their own distinct accomplishment.

In conclusion, the mortarboard in British academia is not simply an item of dress. It is a symbol of knowledge, tradition, respect, and transition. From its medieval roots to the modern act of tipping in graduation ceremonies, the cap represents both continuity and change, carrying forward the timeless values of learning while adapting to the evolving narratives of each new generation of scholars.