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 education; Stockmar had made him what he was; it was for him, in his turn, to be a Stockmar—to be even more than a Stockmar—to the young creatures he had brought into the world. Victoria would assist him; a Stockmar, no doubt, she could hardly be; but she could be perpetually vigilant, she could mingle strictness with her affection, and she could always set a good example. These considerations, of course, applied pre-eminently to the education of the Prince of Wales. How tremendous was the significance of every particle of influence which went to the making of the future King of England! Albert set to work with a will. But, watching with Victoria the minutest details of the physical, intellectual, and moral training of his children, he soon perceived, to his distress, that there was something unsatisfactory in the development of his eldest son. The Princess Royal was an extremely intelligent child; but Bertie, though he was good-humoured and gentle, seemed to display a deep-seated repugnance to every form of mental exertion. This was most regrettable, but the remedy was obvious: the parental efforts must be redoubled; instruction must be multiplied; not for a single instant must the educational pressure be allowed to relax. Accordingly, more tutors were selected, the curriculum was revised, the