“Last Wednesday we went to Windsor Castle to remain till Friday. The visit went off very well indeed. The Queen and the children are looking very well, and the latter much grown. The poor little Prince of Wales has disfigured his face by falling on an iron-barred gate, and the bridge of his nose and both his eyes are quite black and bruised, but fortunately no bones were broken. The first evening we danced till twelve o’clock. Next day, … dinner was very early, and at eight o’clock the Play began. ‘Used Up’ and ‘Box and Cox’ were chosen for that night, and I was much pleased at seeing two very amusing pieces. They were very well acted, and we all laughed a great deal. The Theatre was well arranged, and the decorations and lamps quite wonderfully managed. It was put up in the Rubens-room, which is separated from the Garter-room by one small room where the Private Band stood. In the Garter-room was the Buffet, and in the centre hung one of the beautiful chandeliers from the pavilion at Brighton. The four elder children appeared at the Play, and the two boys wore their ‘kilts.’ The two little girls had on white lace gowns, over white satin, with pink bows and sashes. Princess Royal wears her hair in a very becoming manner, all twisted up into a large curl, which is tucked into a dark blue or black silk net, which keeps it all very tidy and neat.” [Illustration: THE KING AND THE EMPRESS FREDERICK AS CHILDREN _From the Painting by Sir W. C. Ross, A.R.A._] CHAPTER III THE KING’S BOYHOOD 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.”