William of Germany. Stanley Shaw
university, but the royal parents now decided to make an important departure from it by sending their boy to an ordinary public school in some carefully chosen place. The choice fell on Cassel, a quiet and beautiful spot not far from Wilhelmshohe, near Homburg, where there is a Hohenzollern castle, and which was the scene of Napoleon's temporary detention after the capitulation of Sedan. Here at the Gymnasium, or lycée, founded by Frederick the Great, the boy was to go through the regular school course, sit on the same bench with the sons of ordinary burghers, and in all respects conform to the Gymnasium's regulations. The decision to have the lad taught for a time in this democratic fashion was probably due to the influence of his English mother, who may have had in mind the advantages of an English public school. The experiment proved in every way successful, though it was at the time adversely criticized by some ultra-patriotic writers in the press. To the boy himself it must have been an interesting and agreeable novelty. Hitherto he had been brought up in the company of his brothers and sisters in Berlin or Potsdam, with an occasional "week-end" at the royal farm of Bornstedt near the latter, the only occasions when he was absent from home being sundry visits to the Grand Ducal Court at Karlsruhe, where the Grand Duchess was an aunt on his father's side, and to the Court at Darmstadt, where the Grand Duchess was an aunt on the side of his mother.
An important ceremony, however, had to be performed before his departure for school—his confirmation. It took place at Potsdam on September 1, 1874, amid a brilliant crowd of relatives and friends, and included the following formal declaration by the young Prince:
"I will, in childlike faith, be devoted to God all the days of my life, put my trust in Him and at all times thank Him for His grace. I believe in Jesus Christ, the Saviour and Redeemer. Him who first loved me I will love in return, and will show this love by love to my parents, my dear grandparents, my sisters and brothers and relatives, but also to all men. I know that hard tasks await me in life, but they will brace me up, not overcome me. I will pray to God for strength and develop my bodily powers."
The boy and his brother Henry stayed in Cassel for three years, in the winter occupying a villa near the Gymnasium with Dr. Hinzpeter, and in summer living in the castle of Wilhelmshohe hard by. Besides attending the usual school classes, they were instructed by private tutors in dancing, fencing, and music. Both pupils are represented as having been conscientious, and as moving among their schoolmates without affectation or any special consciousness of their birth or rank. Many years afterwards the Emperor, when revisiting Cassel, thus referred to his schooldays there:
"I do not regret for an instant a time which then seemed so hard to me, and I can truly say that work and the working life have become to me a second nature. For this I owe thanks to Cassel soil;"
and later in the same speech:
"I am pleased to be on the ground where, directed by expert hands, I learned that work exists not only for its own sake, but that man in work shall find his entire joy."
This is the right spirit; but if he had said "greatest joy" and "can find," he would have said something more completely true.
The life at Cassel was simple, and the day strictly divided. The future Emperor rose at six, winter and summer, and after a breakfast of coffee and rolls refreshed his memory of the home repetition-work learned the previous evening. He then went to the Gymnasium, and when his lessons there were over, took a walk with his tutor before lunch. Home tasks followed, and on certain days private instruction was received in English, French, and drawing. His English and French became all but faultless, and he learned to draw in rough-and-ready, if not professionally expert fashion. Wednesdays and Saturdays, which were half-holidays, were spent roving in the country, especially in the forest, with two or three companions of his own age. In winter there was skating on the ponds. The Sunday dinner was a formal affair, at which royal relatives, who doubtless came to see how the princes were getting on, and high officials from Berlin, were usually present. After dinner the princes took young friends up to their private rooms and played charades, in which on occasion they amused themselves with the ever-delightful sport of taking off and satirizing their instructors. At this time the future Emperor's favourite subjects were history and literature, and he was fond of displaying his rhetorical talent before the class. The classical authors of his choice were Homer, Sophocles, and Horace. Homer particularly attracted him; it is easy to imagine the conviction with which, as a Hohenzollern, he would deliver the declaration of King Agamemnon to Achilles:—
"And hence, to all the host it shall be known
That kings are subject to the gods alone."
The young Prince left Cassel in January, 1877, after passing the exit (abiturient) examination, a rather severe test, twelfth in a class of seventeen. The result of the examination was officially described as "satisfactory," the term used for those who were second in degree of merit. On leaving he was awarded a gold medal for good conduct, one of three annually presented by a patron of the Gymnasium.
A foreign resident in Germany, who saw the young Prince at this time, tells of an incident which refers to the lad's appearance, and shows that even at that early date anti-English feeling existed among the people. It was at the military manoeuvres at Stettin:
"Then the old Emperor came by. Tremendous cheers. Then Bismarck and Moltke. Great acclaim. Then passed in a carriage a thin, weakly-looking youth, and people in the crowd said, 'Look at that boy who is to be our future Emperor—his good German blood has been ruined by his English training.'"
Before closing the Emperor's record as a schoolboy it will be of interest to learn the opinion of him formed by his French tutor at Cassel, Monsieur Ayme, who has published a small volume on the education of his pupil, and who, though evidently not too well satisfied with his remuneration of £7 10s. a month, or with being required to pay his own fare back from Germany to France, writes favourably of the young princes. "The life of these young people (Prince William and Prince Henry) was," he says,
"the most studious and peaceful imaginable. Up at six in the morning, they prepared their tasks until it was time to go to school. Lunch was at noon and tea at five. They went to bed at nine or half-past. All their hours of leisure were divided between lessons in French, English, music, pistol-shooting, equitation, and walking. Now and then they were allowed to play with boys of their own age, and on fête days and their parents' birth-anniversaries they had the privilege of choosing a play and seeing it performed at the theatre. As pocket-money Prince William received 20s. a month, and Henry 10s. Out of these modest sums they had to buy their own notepaper and little presents for the servants or their favourite companions."
As to Prince William's character as a schoolboy, Monsieur Ayme writes:
"I do not suppose William was ever punished while he was in Cassel. He was too proud to draw down upon himself criticism, to him the worst form of punishment. At the castle, as at school, he made it a point of honour to act and work as if he had made his plans and resolved to stick to them. He was always among the first of his class, and as for me I never had any need to urge him on. If I pointed out to him an error in his task he began it over again of his own accord. We did grammar, analysis, dictations, and compositions, and he got over his difficulties by sheer perseverance. For example, if he was reading a fine page of Victor Hugo, or the like, he hated to be interrupted, so deeply was he interested in the subject he was reading. Style and poetry had a great effect upon him; he expressed admiration for the form and was aroused to enthusiasm by generous or noble ideas. Frederick the Great was the hero of his choice, a model of which he never ceased dreaming, and which, like his grandfather, he proposed as his own. It is easy to conceive that after ten or twelve years of such study, regularly and methodically pursued, the Prince must have possessed a literary and scientific baggage more varied and extensive than that of his companions. And he worked hard for it, few lads so hard. To speak the truth, he was much more disciplined and much more deprived of freedom and recreation of all sorts than most children of his age."
Par paranthèse may be introduced here a reference to Prince Henry, of whom Monsieur Ayme writes less enthusiastically.
"One day," the tutor writes, "I was dictating to him something in which mention of a queen occurs. I came to the words ' … in addition to her natural distinction she possessed that August majesty