Education
Initially Edward was tutored at home by Helen Bricka. When his parents travelled the British Empire for almost nine months following the death of Queen Victoria in 1901, young Edward and his siblings stayed in Britain with their grandparents, Queen Alexandra and King Edward VII, who showered their grandchildren with affection. Upon his parents' return, Edward was placed under the care of two men, Frederick Finch and Henry Hansell, who virtually brought up Edward and his brothers and sister for their remaining nursery years.
Edward was kept under the strict tutorship of Hansell until nearly 13; Hansell had wanted Edward to enter school earlier, but his father disagreed. Edward took the examination to enter Osborne Naval College, and began there in 1907. Following two years at Osborne College, which he did not enjoy, Edward moved on to the Royal Naval College at Dartmouth. A course of two years followed by entry into the Royal Navy was planned. A bout of mumps may have left him sterile. When his father ascended the throne on 6 May 1910 following the death of Edward VII, Edward automatically became Duke of Cornwall and Duke of Rothesay and he was created Prince of Wales a month later on 23 June 1910, his 16th birthday. Preparations began in earnest for his future duties as king. He was withdrawn from his naval course before his formal graduation, served as midshipman for three months aboard the battleship Hindustan, then immediately entered Magdalen College, Oxford, for which, in the opinion of his biographers, he was underprepared intellectually. He left Oxford after eight terms without any academic qualifications.
Read more about this topic: Edward VIII
Famous quotes containing the word education:
“Institutions of higher education in the United States are products of Western society in which masculine values like an orientation toward achievement and objectivity are valued over cooperation, connectedness and subjectivity.”
—Yolanda Moses (b. 1946)
“... education fails in so far as it does not stir in students a sharp awareness of their obligations to society and furnish at least a few guideposts pointing toward the implementation of these obligations.”
—Mary Barnett Gilson (1877?)
“We find that the child who does not yet have language at his command, the child under two and a half, will be able to cooperate with our education if we go easy on the blocking techniques, the outright prohibitions, the nos and go heavy on substitution techniques, that is, the redirection or certain impulses and the offering of substitute satisfactions.”
—Selma H. Fraiberg (20th century)