confidence in them in all things."

Training in religion, to be of real and lasting value, must be given
by the mother herself, and in 1844 the Queen noted with regret that
it was not always possible for her to be with the Princess Royal when
the child was saying her prayers.

"I am _quite_ clear," she said, "that she ought to be taught to have
great reverence for God and for religion, but that she should have
the feeling of devotion and love which our Heavenly Father encourages
His earthly children to have for Him, and not one of fear and
trembling; and that the thoughts of death and an after-life should
not be represented in an alarming and forbidding view, and that she
should be made to know _as yet_ no difference of creeds, and not think
that she can only pray on her knees, or that those who do not kneel
are less fervent and devout in their prayers."

On November 21, 1840, the Queen's first child, Victoria Adelaide Mary
Louisa, the Princess Royal, was born. The Prince's care of his wife
"was like that of a mother, nor could there be a kinder, wiser, or
more judicious nurse." Only for a moment was he disappointed that
his first child was a daughter and not a son.

The children were all brought up strictly and were never allowed to
appear at Court until a comparatively late age. They were all taught
to use their hands as well as their heads, and at Osborne, in the
Swiss cottage, the boys worked at carpentering and gardening, while
the girls were employed in learning cooking and housekeeping.
Christmas was always celebrated in splendid fashion by the family,
and the royal children were always encouraged to give as presents
something which they had made with their own hands. Lessons in riding,
driving, and swimming also formed part of their training, for the
Queen was wise enough to realize that open-air exercise was very
necessary for the health of her children.

In 1846 the question arose as to who should educate the Prince of
Wales (born 1841). A pamphlet on the subject had been published and
created general interest. Baron Stockmar was again consulted, and
gave it as his opinion that the Prince's education should be one
"which will prepare him for approaching events"--that is, he was to
be so educated that he would be in touch with the movements of the
age and able to respond sympathetically to the wishes of the nation.
The rapid growth of democracy throughout Europe made it absolutely
necessary that his edu