Queen Victoria, Lytton Strachey [best books for 8th graders .TXT] 📗

the Duchess of Kent, whose annuity had been doubled five years previously, was now given an additional £10,000 for the maintenance of the Princess, and was appointed regent, in case of the death of the King before the majority of her daughter. At the same time a great convulsion took place in the constitution of the State. The power of the Tories, who had dominated England for more than forty years, suddenly began to crumble. In the tremendous struggle that followed, it seemed for a moment as if the tradition of generations might be snapped, as if the blind tenacity of the reactionaries and the determined fury of their enemies could have no other issue than revolution. But the forces of compromise triumphed: the Reform Bill was passed. The centre of gravity in the constitution was shifted towards the middle classes; the Whigs came into power; and the complexion of the Government assumed a Liberal tinge. One of the results of this new state of affairs was a change in the position of the Duchess of Kent and her daughter. From being the protégées of an opposition clique, they became assets of the official majority of the nation. The Princess Victoria was henceforward the living symbol of the victory of the middle classes.

The Duke of Cumberland, on the other hand, suffered a corresponding eclipse: his claws had been pared by the Reform Act. He grew insignificant and almost harmless, though his ugliness remained; he was the wicked uncle still⁠—but only of a story.

The Duchess’s own liberalism was not very profound. She followed naturally in the footsteps of her husband, repeating with conviction the catchwords of her husband’s clever friends and the generalisations of her clever brother Leopold. She herself had no pretensions to cleverness; she did not understand very much about the Poor Law and the Slave Trade and Political Economy; but she hoped that she did her duty; and she hoped⁠—she ardently hoped⁠—that the same might be said of Victoria. Her educational conceptions were those of Dr. Arnold, whose views were just then beginning to permeate society. Dr. Arnold’s object was, first and foremost, to make his pupils “in the highest and truest sense of the words, Christian gentlemen,” intellectual refinements might follow. The Duchess felt convinced that it was her supreme duty in life to make quite sure that her daughter should grow up into a Christian queen. To this task she bent all her energies; and, as the child developed, she flattered herself that her efforts were not unsuccessful. When the Princess was eleven, she desired the Bishops of London and Lincoln to submit her daughter to an examination, and report upon the progress that had been made. “I feel the time to be now come,” the Duchess explained, in a letter obviously drawn up by her own hand, “that what has been done should be put to some test, that if anything has been done in error of judgment it may be corrected, and that the plan for the future should be open to consideration and revision⁠ ⁠… I attend almost always myself every lesson, or a part; and as the lady about the Princess is a competent person, she assists Her in preparing Her lessons, for the various masters, as I resolved to act in that manner so as to be Her Governess myself. When she was at a proper age she commenced attending Divine Service regularly with me, and I have every feeling that she has religion at Her heart, that she is morally impressed with it to that degree, that she is less liable to error by its application to her feelings as a Child capable of reflection.” “The general bent of Her character,” added the Duchess, “is strength of intellect, capable of receiving with ease, information, and with a peculiar readiness in coming to a very just and benignant decision on any point Her opinion is asked on. Her adherence to truth is of so marked a character that I feel no apprehension of that Bulwark being broken down by any circumstances.” The Bishops attended at the Palace, and the result of their examination was all that could be wished. “In answering a great variety of questions proposed to her,” they reported, “the Princess displayed an accurate knowledge of the most important features of Scripture History, and of the leading truths and precepts of the Christian Religion as taught by the Church of England, as well as an acquaintance with the Chronology and principal facts of English History remarkable in so young a person. To questions in Geography, the use of the Globes, Arithmetic, and Latin Grammar, the answers which the Princess returned were equally satisfactory.” They did not believe that the Duchess’s plan of education was susceptible of any improvement; and the Archbishop of Canterbury, who was also consulted, came to the same gratifying conclusion.37

One important step, however, remained to be taken. So far, as the Duchess explained to the Bishops, the Princess had been kept in ignorance of the station that she was likely to fill. “She is aware of its duties, and that a Sovereign should live for others; so that when Her innocent mind receives the impression of Her future fate, she receives it with a mind formed to be sensible of what is to be expected from Her, and it is to be hoped, she will be too well grounded in Her principles to be dazzled with the station she is to look to.”38 In the following year it was decided that she should be enlightened on this point. The well⁠—known scene followed: the history lesson, the genealogical table of the Kings of England slipped beforehand by the governess into the book, the Princess’s surprise, her inquiries, her final realisation of the facts. When the child at last understood, she was silent for a moment, and then she spoke: “I will be good,” she said. The words were something more than a conventional protestation,