LITMIR.BIZ

      Chapter III.

       The King’s Boyhood

       Table of Contents

      In view of all that has been said in the last chapter to show how anxiously Queen Victoria and Prince Albert considered the education of the future King of England, it is amusing to record that the latter was quite five years old before it occurred to the public to take an interest in the question. It was then that a pamphlet was published, entitled Who should educate the Prince of Wales? This contribution to the subject was carefully read by Queen Victoria and Prince Albert, and Baron Stockmar drew up another long memorandum, dealing this time with the question of the Prince’s education alone. He was fully sensible of the importance of the subject.

      “On the choice of the principles on which the Prince of Wales shall be educated,” he wrote, “will in all probability depend whether the future Sovereign of England shall reign in harmony with, or in opposition to, the prevailing opinions of his people. The importance of the selection of principles is increased by the consideration that opinion in Europe is at this moment obviously in a state of transition, and that by the time the Prince shall ascend the throne many of the maxims of government and institutions of society now in the ascendancy will, according to present probabilities, have either entirely passed away, or be on the very verge of change.”

      After enlarging on this topic, the Baron lays down that the great and leading question is—whether the education of the Prince should be one which will prepare him for approaching events, or one which will stamp, perhaps indelibly, an impression of the sacred character of all existing institutions on his youthful mind, and teach him that to resist change is to serve at once the cause of God and of his country. Baron Stockmar recommends the former course, but he utters the warning that:—

      “The education of the Prince should, however, nowise tend to make him a demagogue or a moral enthusiast, but a man of calm, profound, comprehensive understanding, imbued with a deep conviction of the indispensable necessity of practical morality to the welfare of both Sovereign and people. The proper duty of the Sovereign in this country is not to take the lead in change, but to act as a balance-wheel on the movements of the social body. When the whole nation, or a large majority of it, advances, the King should not stand still; but when the movement is too partial, irregular, or over-rapid, the royal power may with advantage be interposed to restore the equilibrium. Above all attainments, the Prince should be trained to freedom of thought and a firm reliance on the inherent power of sound principles, political, moral, and religious, to sustain themselves and produce practical good when left in possession of a fair field of development.”

      As regards the religious faith in which the future King was to be brought up, the law prescribed that of the Church of England, and Baron Stockmar therefore does not discuss that point, but he does put a question arising out of it, which naturally seemed in that year—1846—more difficult than it would seem nowadays. The Baron asks in effect whether the Prince should be made acquainted with the changes then going on in public opinion in regard to matters of faith, and the important influence on the minds of educated men which the discoveries of science were likely to exert in the future? Without suggesting a definite answer to his own question, the Baron goes on to say:—

      “The Prince should early be taught that thrones and social order have a stable foundation in the moral and intellectual faculties of man; that by addressing his public exertions to the cultivation of these powers in his people, and by taking their dictates as the constant guides of his own conduct, he will promote the solidity of his empire and the prosperity of his subjects. In one word, he should be taught that God, in the constitution of the mind and in the arrangement of creation, has already legislated for men, both as individuals and as nations; that the laws of morality, which he has written in their nature, are the foundations on which, and on which alone, their prosperity can be reared; and that the human legislator and sovereign have no higher duty than to discover and carry into execution these enactments of Divine legislation.”

      Queen Victoria and Prince Albert also consulted the Bishop of Oxford (Dr. Wilberforce) and Sir James Clark, both of whom recorded their views in long and carefully considered papers, in which they came to conclusions substantially the same as those of Baron Stockmar. On these principles, therefore, King Edward VII. was educated, namely, that the best way to build up a noble and princely character was to bring it into intelligent sympathy with the best movements of the age.

      After some further discussion Prince Albert opened negotiations with Mr. Henry Birch, afterwards rector of Prestwich, near Manchester, the gentleman who was ultimately entrusted with the responsible position of tutor to the future ruler of the British Empire. This young man had been educated at Eton, where he had been captain of the school and obtained the Newcastle medal. He had taken high honours at Cambridge, and had then gone back to Eton as an assistant master.

      The Prince Consort had an interview with Mr. Birch in August 1848, and says in a letter to Lord Morpeth, “The impression he has left upon me is a very favourable one, and I can imagine that children will easily attach themselves to him.” Writing to his stepmother, the Dowager Duchess of Gotha, in April 1849, Prince Albert observed:—

      “Bertie will be given over in a few weeks into the hands of a tutor, whom we have found in a Mr. Birch, a young, good-looking, amiable man, who was a tutor at Eton, and who not only himself took the highest honours at Cambridge, but whose pupils have also won especial distinction. It is an important step, and God’s blessing be upon it, for upon the good education of Princes, and especially of those who are destined to govern, the welfare of the world in these days very greatly depends.”

      During the years 1848 to 1850 a Mr. George Bartley, well known at that time as an actor, was engaged to read at Buckingham Palace translations of the Antigone and the trilogy of Œdipus. Queen Victoria was so much pleased with the ability which Mr. Bartley showed that she engaged him to give lessons in elocution to her eldest son, who certainly profited by them, to judge by the ability which His Majesty afterwards showed as a public speaker.

      In the summer of 1849 King Edward VII. visited Ireland for the first time. He landed with his parents at Queenstown, and received a splendid welcome, which probably laid the foundation of his hearty sympathy with and liking for the Irish character. Queen Victoria, after vividly describing the enthusiasm with which the Royal visitors were greeted at Dublin, Cork, and elsewhere, writes in her Journal on 12th August:—

      “I intend to create Bertie ‘Earl of Dublin,’ as a compliment to the town and country; he has no Irish title, though he is born with several Scotch ones (belonging to the heirs to the Scotch throne, and which we have inherited from James VI. of Scotland and I. of England); and this was one of my father’s titles.”

      Accordingly the Prince of Wales was soon afterwards gazetted Earl of Dublin, but in the peerage of the United Kingdom, not, as had been done in the case of the Duke of Kent, in the peerage of Ireland.

      It

Скачать книгу