Although he approved of such remonstrances, Mr Birch did not disguise his belief — a belief shared by Prince Albert’s friend, Lord Granville — that the policy of keeping the Prince so strictly isolated from other boys was one of the reasons for his tiresome behaviour. It was Birch’s ‘deliberate opinion’ that many of his pupil’s ‘peculiarities’ arose from the effects of this policy, ‘from his being continually in the society of older persons, and from his finding himself the centre round which everything seems to move’. Surely it would be better if pupil and tutor were not so constantly in each other’s company. Birch recorded:
I have always found that boys’ characters at Eton were formed as much by contact with others as by the precepts of their tutors … [The Prince] has no standard by which to measure his own powers. His brother [Prince Alfred] is much too young and too yielding, and nothing that a tutor can say, or even a parent, has such influence as intercourse with sensible boys of the same age, or a little older, unconsciously teaching by example.
When he did take some lessons with Prince Alfred there was ‘a marked improvement in his temper, disposition and behaviour’; he was ‘far less selfish, far less excitable, and in every way more amiable and teachable’.
There were lessons to be learned every weekday, including Saturday. Holidays, except on family birthdays, were rare; and, when the Prince went away with his parents, the tutors went with them. In August 1849 he accompanied the Queen and Prince Albert on their visit to Ireland and was driven about the streets with them in his sailor suit; but as soon as he got back to Vice-Regal Lodge or aboard the royal yacht, Fairy, he had to settle down to his books again. When, two years later, he drove once more in his parents’ carriage — this time wearing full Highland dress — to the opening of the Great Exhibition, he knew that the lessons were to begin again on his return to the Palace. And when, sometime after this, he went with his parents to Balmoral, he was quickly disabused of the hope that he was to have a short holiday. His tutor thought a little deer-stalking or some other outdoor activity ‘such as taking the heights of hills’ would not come amiss. But Prince Albert said that ‘it must not be supposed that [the visit to Balmoral] was to be taken as a holiday; that the Prince had had mistaken notions about this; but that henceforth work must be done diligently.’
Arithmetic, geography and English the Prince studied with Mr Birch. Other tutors taught him German and French, handwriting, drawing — at which he showed some talent — music and religion. And each tutor was required to send regular reports on his pupil’s progress to Prince Albert.
Prince Albert was rarely comforted by what he read, particularly when he was obliged to accept the fact that even at eight years old the Prince was still too backward to begin learning the catechism. It was some comfort that his German was quite good, that by the age of five he could read a German book without much difficulty and carry on a conversation in German without undue hesitation, though this ability seemed to interfere with his mastery of English: despite all the efforts of the actor, George Bartley, who was employed to give him elocution lessons, the Prince never altogether lost his slight German accent and to the end of his life there was a noticeably Germanic guttural burr in his pronunciation of the letter ‘r’. His French was not so good as his German, and it was not until later in life that he acquired the accent and vocabulary on which he was to pride himself.
In his anxiety Prince Albert consulted the famous phrenologist, Sir George Combe, who, having examined the boy’s cranium, ‘pointed out the peculiarities of his temperament and brain’. Sir George subsequently reported:
The feeble quality of the brain will render the Prince highly excitable, and as the excitement will be most strongly experienced in the largest organs, it follows that he will be liable to vehement fits of passion, opposition, self-will and obstinacy, not as voluntary acts, but as mere results of the physiological state of his brain, which he can no more avoid than he can prevent a ringing in his ears … The organs of ostentativeness, destructiveness, self-esteem, combativeness and love of approbation are all large. Intellectual organs are only moderately well developed. The result will be strong self-will, at times obstinacy … In the Prince self-esteem is so large that he will be unusually sensitive to everything that affects himself …
‘I wonder whence that Anglo-Saxon brain of his has come,’ Prince Albert commented on receiving Sir George Combe’s report. ‘It must have descended from the Stuarts, for the family has been purely German since their day.’ Sir George replied that he suspected that the Prince
had inherited not only the quality of his brain but also its form from King George III [and he emphasized] all that this implied. It will be vain to treat the Prince as a normal child … rules and hours of study cannot be safely applied to him. Give him much and frequent repose; solicit but do not force him to learn; and when he falls into a fit of obstinacy, this should be viewed as an involuntary action of his organization, to be treated by kind consideration and soft moral remonstrances long and earnestly applied; and, if these fail, let him take his course and have out his fit of ill temper … From the size of his moral organs I should not fear his feigning inaptitude in order to escape from study. On the contrary I regard his as a true and loyal nature and anticipate that by a due training … he will regard falsehood in any form as utterly unworthy of himself.
To bring out the best in the Prince, Sir George earnestly recommended the employment of a tutor ‘thoroughly acquainted with the physiology of the brain’. He had no doubt that a qualified person with the necessary ‘large organs of philoprogenitiveness, benevolence and conscientiousness’ could be found if diligently sought for. Indeed, he himself was prepared to help in the search and in the training of the person selected.
Prince Albert was not convinced, however, by these arguments and Sir George was left pondering upon ‘the manifold evils which the shallow, ignorant and flippant opponents of Phrenology have been the means of inflicting on their country by dissuading and deterring the generation which has been born and grown up to maturity since it was presented to the British public in 1815 from studying it’.