Philip Ziegler - King Edward VIII

The Prince of Wales’s instructions were that his son was to be treated exactly like any other naval cadet. Edward asked for nothing better, his ruling desire was to conform and to be accepted by his peers. But there was no chance that he would be able to escape altogether from his identity. He was subjected to mild bullying by small boys determined to show that he was not anything very special; red ink was poured down his neck, his hands were tied behind his back and he was guillotined in the sash window of his classroom. But his inoffensiveness and obvious determination not to trade on his rank soon led to his acceptance. Within a few weeks he had won through, was given a nickname – ‘Sardines’, presumably because he was the son of the Prince of W[h]ales – and became a tolerated if not leading member of society.

‘Perhaps the actual hours of work at Osborne are not excessive,’ the Prince of Wales wrote to Hansell, with greater perception than might have been expected, ‘but the whole life is a very strenuous one and they are never alone and therefore never quiet from the time they get up till the time they go to bed.’ 10Sociable by nature, Edward survived the hurly-burly well, but the gaps left by Hansell’s teaching quickly became apparent. He did well in French but even special coaching in mathematics failed to raise him from the bottom ten places in the Exmouth term of sixty or so cadets. On the whole he settled respectably, if without great distinction, a little above the halfway mark; more important, he worked steadily throughout his two years at Osborne, reaching his peak after eighteen months and then only slipping back because of ill health. His father applauded his achievements and was decently consolatory about his setbacks. ‘I am delighted with the good reports that were sent me about you and that you are now 24th in your term,’ he wrote at the end of 1907, ‘… that is splendid, and I am sure you must be very pleased about it too and it will make you more keen about your mark.’ 11

Edward’s letters to his parents were short and uncommunicative even by the standards of schoolboys, consisting mainly of excuses for not having written before or at greater length: ‘I am in a bean-bag team and I had to practise every morning,’ was one explanation; ‘I have had to practise Swedish drill every morning,’ occurred a few weeks later; then, in desperation, ‘I have been doing such a lot of things lately that I have not had much time.’ 12His father tolerated brevity but not a failure to write at all. ‘You must be able to find time to write to me once a week,’ he protested, ‘… I am anxious to hear how you are getting on.’ 13Edward endured stoically the separation from his family, but felt it a bit hard when his mother announced that she intended to visit Germany during the first two weeks of his first holidays. The Princess of Wales was apologetic but unrelenting; Aunt Augusta was eighty-five and unable to travel. ‘I hope we shall have great fun when we do meet,’ she wrote. 14In spite of the demands on their time the Waleses generally did manage to make the holidays fun. ‘We miss you most dreadfully,’ the Prince of Wales wrote when his son returned to Osborne. ‘I fear you felt very sad at leaving home. I know I did when I was a boy, it is only natural that you should, and it shows that you are fond of your home.’ 15

By the time Prince Albert followed his brother to Osborne, Edward was in his last term and a figure of some consequence. ‘I hope you have “put him up to the ropes” as we say,’ wrote their father. ‘You must look after him all you can.’ 16Opportunities for such tutelage were limited, boys from different terms were not supposed to mix at Osborne and when the brothers wanted to talk together surreptitious assignations had to be made in the further reaches of the playing fields. Prince Edward was expected to do more than just give comfort to his sibling; the Prince of Wales frequently instructed him to make sure Bertie worked harder or to pass on complaints about his failure to concentrate. Edward seems to have relished the quasi-parental role, especially since his brother did conspicuously worse than him. ‘Bertie was 61st in the order which was not so bad,’ he wrote later from Dartmouth. ‘I really think he is trying to work a bit. This is an excellent thing …’ 17

Though Edward had hardly been an outstanding success at Osborne, let alone a hero, he had profited by his time there. He had gained immeasurably in confidence and found that it was possible to get on well with his contemporaries. ‘He is wonderfully improved,’ noted Esher, ‘Osborne has made him unshy, and given him good manners.’ 18His father, after only one term, found him ‘more manly’ and much more able to look after himself. 19It had been sink or swim; anyone who could not look after himself in the maelstrom of Osborne life would not have survived for long. But he had swum, and even got some pleasure out of doing so. When he got home to Frogmore at the beginning of his first holidays he had found the entrance beflagged and a large banner reading ‘ Vive l’amiral! ’ No banners flew on his final departure from Osborne but a sense of achievement possessed him just the same.

Dartmouth follows Osborne as the day the night, and giving something of the same impression of light following dark. Though the discipline seemed almost as harsh, the bullying as mindless, the tempo of life as relentless as at Osborne, the cadets were that much nearer to maturity and their troubles easier to endure. ‘This is a very nice place, much nicer than Osborne …’ wrote Edward in relief in May 1909. ‘There is a very nice Chapel here and I think I am going to join the Choir.’ But the pressure was still on. ‘There is an awful rush here and everything has to be done so quickly. We are allowed 3 minutes to undress in the evening.’ 20His mother was alarmed by this last piece of information. How could he do a proper job of cleaning his teeth in so short a time? ‘This is so important and I want to know. Don’t forget to answer this question.’ 21Edward’s reply was tinged with the exasperation that a boy of fifteen properly feels towards a fussing mother. The three minutes did not include time for brushing teeth. ‘We are allowed plenty of time for that. There is also plenty of time in the morning, and I am taking great care of my teeth.’ 22

He had moved on to Dartmouth with his contemporaries from Osborne, so the process of adjustment was less painful than at the junior college. Stephen King-Hall, who was a cadet in the same year, recorded that he was ‘rather shy but generally liked’. In his first terms he was sometimes seen staggering back from the football fields with a load of boots, victim of the wish of some senior cadet to be able to say in later life: ‘The King once carried my boots.’ 23His academic strengths and weaknesses did not greatly change. In May 1909 he reported proudly that he was top in German, second in history, top in English, third in French, but only thirty-seventh in the overall order, still dragged down by his inability to manage any branch of mathematics. 24In the exams in March 1910 he was forty-eighth in geometry and forty-fifth in trigonometry out of a term of fifty-nine: ‘That is quite good for me,’ he wrote defensively. 25He found exams difficult and regularly produced worse results than he had in class. Lord Knutsford stayed at York Cottage early in 1911 and spoke to Edward about the examination system. The Prince praised it, in spite of his own inadequacy. As to the final exams, he said, ‘I dare say I shall take some time, as I am not at all clever, but I might pass.’ Knutsford found him ‘a really charming boy, very simple and keen’. He taught him card tricks and found that ‘he could do the “French drop” fairly well’. 26