Public school history of England and Canada, with introduction, hints to teachers, and brief examination questions . ersonal characteristics of Cobden, Bright,Peel, RusseU, Palmerston, Disraeli (Beaconsfield,) Gladstone, and Prince Albert. References:—Mays Constitutional History, McCarthys History of Our OwnTimes, Mackenzies 19th Century, Molesworths History of England, MartinsLife of the Prince Consort, Morleys Life of Cobden, Ashleys Life of Palmerston,Trevelyans Life and Letters of Lord Macaulay, Kinglakes Crimean War; andMrs. Oliphants, Taines, and Morleys English Literature.] 1. Queen Vic
Public school history of England and Canada, with introduction, hints to teachers, and brief examination questions . ersonal characteristics of Cobden, Bright,Peel, RusseU, Palmerston, Disraeli (Beaconsfield,) Gladstone, and Prince Albert. References:—Mays Constitutional History, McCarthys History of Our OwnTimes, Mackenzies 19th Century, Molesworths History of England, MartinsLife of the Prince Consort, Morleys Life of Cobden, Ashleys Life of Palmerston,Trevelyans Life and Letters of Lord Macaulay, Kinglakes Crimean War; andMrs. Oliphants, Taines, and Morleys English Literature.] 1. Queen Victoria.—The Princess Victoria came to the thronein her nineteenth year. The youngqueen had been carefully educated byher mother, the Duchess of brought to the duties of her elevat-ed position a discreet and virtuousmind, good business habits, and ahearty desire to promote the well-beingof her people. In 1840, Her Majestymarried her cousin, Prince Albert,of Saxe-Cobourg-Gotha, upon whomshe subsequently conferred the title of Queen Victoria. Prince Consort. The union proved a singularly happy one, and. 132 PUBLIC SCHOOL ENGLISH HISTORY. [Cliap. XX. the intelligent aid Prince Albert gave the queen in her duties asa constitutional ruler was of much benefit to the nation. 2. The Chartists.—The beginning of the queens reign wasmarked by much political disturbance, owing to distress among thelower classes, and to the agitations of a number of Radical reformers,called Chartists, because they embodied their demands in whatwas termed a Peoples Charter. Among other things, the Chart-ists demanded that every man should have a vote; th?Ch£ter?^ that voting should be by ballot, (instead of openvoting, which led to bribery and intimidation of elec-tors) ; that there should be annual parliaments, and that membersshould be paid for attending them ; that the property qualifica-tion for seats in the House of Commons should be abolished ; andthat the country should be divided into e
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