(Ebook) Statistics Made Simple for School Leaders: A New Approach for Using Student, Staff, and Community Data by Susan Rovezzi Carroll, David J. Carroll ISBN 9781475863208, 1475863209
(Ebook) Trump University Marketing 101: How to Use the Most Powerful Ideas in Marketing to Get More Customers and Keep Them, Second Edition by Don Sexton(auth.) ISBN 9780470453070, 9781118258309, 0470453079, 1118258304
(Ebook) The Impact of Women in Public Office by Susan J. Carroll, Professor of Political Science and Women's and Gender Studies Susan J Carroll ISBN 9780253340085, 9780253214881, 025334008X, 0253214882
(Ebook) Trump University Marketing 101: How to Use the Most Powerful Ideas in Marketing to Get More Customers by Don Sexton ISBN 9780471916901, 0471916900
(Ebook) Trump University Marketing 101: How to Use the Most Powerful Ideas in Marketing to Get More Customers by Don Sexton ISBN 9780470453070, 0470453079
Published in Partnership with National School Public Relations Association
ROWMAN & LITTLEFIELD EDUCATION
A division of ROWMAN & LITTLEFIELD PUBLISHERS, INC. Lanham • New York • Toronto • Plymouth, UK
Published in Partnership with National School Public Relations Association
Published by Rowman & Littlefield Education
A division of Rowman & Littlefield Publishers, Inc.
A wholly owned subsidiary of The Rowman & Littlefield Publishing Group, Inc. 4501 Forbes Boulevard, Suite 200, Lanham, Maryland 20706 http://www.rowmaneducation.com
All rights reserved. No part of this book may be reproduced in any form or by any electronic or mechanical means, including information storage and retrieval systems, without written permission from the publisher, except by a reviewer who may quote passages in a review.
British Library Cataloguing in Publication Information Available
Library of Congress Cataloging-in-Publication Data
Carroll, Susan Rovezzi.
Marketing 101 : how smart schools get and keep community support / Susan Rovezzi Carroll and David J. Carroll. p. cm.
“Published in Partnership with National School Public Relations Association.” Includes bibliographical references.
ISBN 978-1-60709-624-5 (cloth : alk. paper) — ISBN 978-1-60709-625-2 (pbk. : alk. paper) —
ISBN 978-1-60709-598-9 (electronic)
1. Rev. ed. of: How smart schools get and keep community support. 1994. 2. Schools—United States—Marketing. 3. Schools—Public relations—United States. 4. Community and school— United States. I. Carroll, David J., 1953– II. Carroll, Susan Rovezzi. How smart schools get and keep community support. III. National School Public Relations Association. IV. Title.
LB2847.C37 2011 659.2'9371—dc22
2011007295
™ The paper used in this publication meets the minimum requirements of American National Standard for Information Sciences—Permanence of Paper for Printed Library Materials, ANSI/NISO Z39.48-1992.
Printed in the United States of America
To Annie Lennon Carroll, born December 19, 1981 (Gen Y) and to Rebecca Mary Rovezzi, born December 19, 1995 (Gen Z)
Preface and Acknowledgments
The idea for this book was conceived by listening to the marketplace. Many individuals expressed frustration as their school systems faced formidable challenges and experienced diminished public support. Although the accomplishments of public schools existed, the positive message was not being heard in many communities. As a result, we searched for marketing strategies from profitable corporations and successful nonprofit organizations and adapted them for their unique application to public schools.
The implementation of marketing principles by public schools will help them strategically capture and then retain community support in tough times, without spending precious tax dollars.
In the process of developing this book, Joanne Calafiore Matarese was invaluable in the production of this manuscript. The ideas of Philip Kotler, Tom Peters, David Ogilvy, Jeffrey Fox, Peter Drucker, Cynthia Adams, and Polly Fitz shaped the manuscript. To each, a debt of gratitude is extended.
Introduction
The implementation of marketing principles by public schools is a strategic way to capture and then retain community support in tough times without spending precious tax dollars.
Chapter 1 presents a compelling case for why public schools should plan now to build community support for their schools. Next, chapter 2 investigates the two major problems that face public schools and then offers the solution—strategic marketing. Chapter 3 discusses who the customer segments are and provides diverse ways that public schools can begin to develop strong bonds with each customer segment.
Chapters 4 and 5 discuss concrete methods for building information bases that can enable schools to better understand and then communicate with important segments of their community. Surveys, focus groups, and demographic studies are described as powerful tools in relationship building with the community.
In chapter 6, the elusive concept of “image” is presented—what it is, how it is shaped, and how it can affect public schools either positively or negatively.
Practical strategies that schools can implement without great expense are described point by point in chapters 7 through 10. Database marketing techniques, program evaluation models, and marketing communications such as advertising, publicity, social media, and personal contact are identified. Each can be used to shape image, build relationships, and secure community support.
Chapter 11 delineates the method to the madness of passing school referenda or budgets; much of the success at the polls hinges on marketing principles. The last chapter, chapter 12, provides a blueprint for smart schools, tips for thinking outside the box, and the key characteristics of smart schools.
Marketing 101: How Smart Schools Get and Keep Community Support will provide public school systems with a fresh and unique approach to building community support. The evolving “smart school” will turn challenges into opportunities, because a new way of thinking, with relationship building first, will be integrated into everyday school life. Smart schools will face the tough years ahead with poise and confidence because of community support.
Chapter One
The Stage Is Set for a New Way of Thinking
Times are changing dramatically for public education in America. The familiar, warm climate of enthusiastic, unwavering community support for school systems has turned chilly and is likely to grow colder in the years to come. Six major factors are responsible for this shift in attitude toward public education:
1. The age structure of the American population is undergoing dramatic change as the elderly become the fastest growing segment in the country.
Throughout the 1960s, 1970s, and 1980s, public education had the strong support of the parents of the baby boomers (the largest demographic segment in the history of the United States) and then of the baby boomers themselves as parents, as they sent another large demographic group into the schools—their children, the baby boomlet.
Today, however, there are fewer households that include children under eighteen years of age. As the baby boomers increasingly enter their retirement years (the first boomers turned sixty in 2006), it will be increasingly difficult to ask them for tax dollars to support public schools. Those who do not have children in public schools will question the benefits of investing in school systems. While there is mixed evidence on whether retirees are more or less prone to supporting public schools with increased taxes, we do know that the baby boomers have been characterized as poor savers. Furthermore, it is likely that they will have financial priorities that could diminish their support for public education, including paying for their children’s college educations, assisting with aging parents, and funding their own retirement years.
2. The image of public education has declined, while the cost has increased. Individual perceptions shape a school’s image. The media have contributed to and reinforced the notion that public education in our nation is failing. Beginning with coverage of the landmark study A Nation at Risk in 1983, many media reports have depicted American education as disappointing and noncompetitive with the educational systems of other industrialized nations. The need for national educa-
tion reform has been a recurring news story for twenty-five years. The passage of No Child Left Behind in 2001, with its standards-based reform, measurable goals, and standardized testing has brought with it as much disenchantment as accolades. Since that time, the public has heard more and more about school choice and charter schools as means for students to escape from poorly performing schools.
Yet communities are requested to spend more every year to educate each child. In 1990 the average annual cost per child was $4,902; in 2000, $7,380; and in 2005, $9,154. This represents an increase of 87 percent in fifteen years (U.S. Department of Education, 2010). Asking Americans to spend tax dollars in support of school systems will be increasingly difficult if the public perceives that the quality of public education is not worth the cost.
3. Funding for public education will become increasingly limited for the foreseeable future.
The worst economic recession since the Great Depression has caused the steepest decline in state tax receipts on record. High to moderate unemployment is forecast to last well into the decade. Even after making significant cuts, states continue to face large budget gaps and will continue to struggle to find the revenue needed to support critical public services for at least several years to come. To add to the states’ financial woes, the loss of federal stimulus money and inadequate funding for federal mandates will reduce state aid to education. As a result, local taxpayers will be faced with increased property taxes as they have to assume a greater portion of their town’s education budget.
4. Immigration will bring challenges to public schools not only in educating an ethnically diverse population of students but in building relationships with their parents and caregivers.
Given the vast increase in the number of immigrants coming into the United States over the past ten years, the demographic makeup of the country has and continues to experience a dramatic change. Over the next decade many school districts will have student populations that are very different from today’s, with the largest growth occurring in the Hispanic population.
In 2007, 21 percent of school-aged children (ages five to seventeen) spoke a language other than English at home, representing nearly one in five children in this age group and an increase of 9 percent over 1979. Certainly the changes in student populations will result in an increasing need for social and education services, especially English as a second language. However, a special challenge will be presented to schools in forging relationships with the parents and caregivers of these students. Language and cultural barriers will need to be overcome if they are to become active participants and supporters of their public schools.
5. The enrollment roller-coaster over the past three decades has exposed the lack of long-range demographic planning undertaken at the school district level and has diminished the credibility of local school leaders.
Throughout the 1950s and 1960s school enrollments burgeoned with the influx of the baby boomers. New schools were built and existing ones expanded to handle
the mass of new students. However, things changed rapidly in the 1970s. School districts across the country found themselves closing schools and eliminating teaching positions as they encountered the dramatic falloff in enrollments that the baby bust generation posed. The public at that time was incredulous as the same neighborhood schools that were recently renovated were now being closed. The credibility of local school officials suffered as they were caught flat-footed at the hands of these demographic shifts.
Enrollments grew dramatically in the early 1980s, as the children of the baby boomers came of school age, and continued to increase until 2000. Districts again were responding reactively as they reopened schools, built new ones, and erected temporary classrooms to deal with their overcrowded facilities. Again the public was left scratching their heads, this time as school leaders were confronted with a significant arrival of new students seemingly overnight. The lack of demographic planning at the district level has, in the eyes of their constituents, put many local school leaders in the unenviable position of being unaware of what’s going on around them until the eleventh hour.
The roller-coaster nature of school enrollments is an inherent fact of life for educators. It is the product of births, the construction of affordable housing, migration, and immigration. Over the next decade all of these factors will play large roles in impacting the enrollments of school districts. Based on national projections, it is clear that some districts will be affected substantially more than others. It will behoove school officials to engage in the type of long-range demographic planning that will enable them to appear as real leaders as their communities struggle to deal with the issues that will be presented.
6. The explosion in the use of social media has challenged educators to communicate on an ongoing basis with their constituents and to rapidly respond to public criticism.
From bow ties and brooches to tank tops and tattoos, the landscape of the modern schoolhouse is changing (Lovely, 2005). Social media underscores that fact.
The meteoric rise in the use of social media tools by students and their parents, and even their grandparents, has been nothing short of phenomenal. Across generations, more and more people today are using blogs, YouTube, Facebook, Twitter, wikis, and other social media tools to get information, find out about the news, stay in touch with their friends and business associates, and maintain involvement with organizations they are affiliated with. Many individuals also find social media as a potent avenue for expressing their opinions publicly with the intent of influencing the perceptions of others. No one can deny the impact that the blogosphere has had on political campaigning, organizing, and fund-raising.
Social media are providing educators with the potential to get involved with new forms of community involvement, collaboration, and decision making through web-based questionnaires, blogs, and online community forums. Educators have been given a tremendous opportunity to build relationships with their students, parents, and the community through the unprecedented ability social media offers to communicate information, visually demonstrate student achievement, and respond to questions and allegations. Equally important, social media has provided school
leaders with a powerful means of “getting their story out” to the public and, when necessary, responding quickly to political attacks and factual inaccuracies.
As a result of these six factors, public schools across the United States are experiencing the frustration of community resistance. Schools are faced with formidable student-related challenges and the implementation of expensive mandates. Although the accomplishments of many school systems can be documented, communities often remain indifferent to these accomplishments. Sometimes, the public is not even given information about the success of these schools.
A window of opportunity exists, however.
Successful nonprofit organizations, such as the Girl Scouts and the United Way, and profitable corporations, such as Disney, Marriott, L.L. Bean, Southwest Airlines, and Hertz have learned the secret to capturing and then retaining customer support. Hospitals learned from these nonprofits and corporations and began to concentrate on their customers—the patients and their families. All of these corporations and organizations focused on a single strategic objective at all times: serving their consumers or customers well, time after time, with attention to small, significant details. This strategy is elementary and inexpensive to implement. Yet it pays off in the establishment and maintenance of strong relationships to get and keep customers and community support. It can similarly work for public schools that are willing to roll up their sleeves and commit to strategic marketing as a driving core philosophy.
Chapter Two The Problems and the Solution Strategic Marketing
“New taxes for public education? Vote no!”
This slogan has become common across America. Voter support for public education has dramatically declined since the 1960s as taxpayers, squeezed by rising property taxes and the cost of living, have become increasingly unwilling to pay for something they believe has declined in quality. Even more significant than the perception of quality, however, is the shrinking market of users and the growing market of nonusers—many of whom do not see any direct benefit from public education and would rather invest their tax dollars elsewhere.
Two of the elements responsible for the cooler climate for public education are (1) the absence of demographic homework in planning and (2) the image of public education as an expensive product that lacks quality. When these factors are considered, it is clear that conducting business as usual would be a mistake.
However, these catalysts can be defused, and the trend toward a troubling future can be arrested and reversed, by assimilating marketing strategies into every aspect of public education. Marketing strategies may include many components, but the key to future success is that public education embraces all aspects of marketing.
Many school districts have already taken the first step by creating public information departments designed to keep the public informed of school events, issues, and achievements. In fact, many administrators realize that they are educational marketers when they interact with the community. These are significant moves toward improving voter support, but they are only a few aspects of a marketing approach. The means to future success includes demographic planning, a pervasive marketing orientation adopted by all staff, and other marketing tools as needed.
PROBLEM #1: LITTLE DEMOGRAPHIC PLANNING
To understand how public education has failed to do its demographic homework, we must start with the end of World War II. American parents produced a monumental number of children nine months after the war ended. High birth rates continued until
Chapter Two
1964. The birth rate peaked in 1957 when 4.3 million babies were born—an average of more than 11,000 births per day. During this time period, 3.8 children were born to the average American household. Members of the cohort group born from 1946 to 1964 are called the baby boomers. (See textbox 2.1.) From the beginning, the size of the baby boomer cohort placed a strain on public education. In response, thousands of public schools were approved and built.
Textbox 2.1. Important Demographic Market Segments
GI Generation (those born before 1930):
Many experienced the Great Depression and fought in World War II. These individuals are patriotic and careful about spending their money.
Depression Generation (those born between 1930 and 1939):
These individuals had tough economic times as children but experienced prosperous postwar years as young adults. These are the parents of the baby boomers. They constitute about 8 percent of all Americans. Many enjoy strong pension plans and Social Security income in their retirement years. Many of the Depression generation are in relatively good health, have accumulated considerable assets, and are much more active than previous generations of older Americans. They report feeling ten to fifteen years younger than their chronological age.
War Babies (those born between 1940 and 1945):
These Americans (6 percent) were born during World War II. This small segment is amorphous. It has not become a distinctive cohort. Instead, this group blends with the baby boomers and previous generations.
Baby Boomers (those born between 1946 and 1964):
The 76 million baby boomers account for almost one in three of all Americans. During the baby boom there were 3.8 children born to the average American household. Despite its massive size, this generation has distinctive elements. Boomers are well educated and are sophisticated consumers. Baby boomers are extremely hardworking and motivated by position, perks, and prestige. Baby boomers are confident, independent, and selfreliant. Members of this generation grew up in an era of reform and believe they can change the world. They questioned established authority systems and challenged the status quo. Baby boomers are not afraid of confrontation and will not hesitate to challenge established practices.
Gen X or Baby Bust (those born between 1965 and 1976):
Compared to its boomer predecessors, the smaller size of this cohort (17 percent) led to public school closures in the 1980s. Members of this group,
often called generation X, like to watch movies and play with computers and are less likely to exercise and participate in sports. They were born into an era of fallen heroes, a beleaguered economy, and high divorce rates. With a survivor mentality, they have business savvy, entrepreneurial skills, and have embraced new technologies with enthusiasm. They reject labels, are pragmatic, and think globally. Gen Xers are highly individualistic and can display a dislike of structure in the workplace. Living life to the fullest is a stronger motivational factor than work.
Gen Y, Baby Boomlet, or Dot.com Generation (those born between 1977 and 1994):
These babies of the baby boomers are a large 25 percent of the population and accounted for the significant increase in school-aged populations from the mid-1980s to the late 1990s. There are 72 million boomlet members. Unlike the original baby boom generation, this is a more diverse, multiethnic group. Many members come from households headed by a single, divorced, or remarried parent. Gender roles will be redefined by this generation. They are family centric, team oriented, and achievement oriented. Members of Gen Y have high expectations of their employers and are not afraid to challenge authority. Confident and ambitious, this generation may become the most influential generation in U.S. history. They have a strong business orientation and get information quickly from Internet sources.
Gen Z, Echo Bust, Net Generation, or Millennials (those born between 1995 and 2009):
These babies of Gen X or baby bust are a much smaller cohort that follows Gen Y or the baby boomlet. They are highly connected and have a lifelong use of communications and media technologies, such as the Internet, instant messaging, text messaging, mobile phones, and YouTube. Sometimes called the new silent generation, verbal communication skills are not seen as important as the ability to communicate through Web 2.0 tools. Since information retrieval has always been rapid for this group, they can become very inpatient with action that is not instant and satisfactory.
Gen A or Generation Alpha (those born after 2009):
These are the children of Gen Y or baby boomlet. They will be a considerably larger demographic than Gen Z or the echo bust that preceded it. As the children of older, wealthier parents with fewer siblings and more entertainment and technological options, it’s likely they’ll be the most materially supplied generation ever. They are expected to be the most formally educated age group in history. It is probable that they will work longer and have an average of five careers and twenty different employers in their lifetimes.
Chapter Two
The birth rate slowed significantly by 1965, and the baby bust began as the baby boom ended. Born between 1965 and 1976, the 43 million members of the baby bust—Gen X—led to a steep decline in the number of school-aged children. When the 76 million boomers began to graduate, they left empty classrooms behind them. In the years between 1970 and 1984, approximately 6.2 million fewer school-aged children entered the public school systems, a drop resulting in 12,400 empty elementary schools. Most school boards responded by closing schools, cutting teaching positions, and allowing many existing facilities to deteriorate, even though the next likely group after the baby bust would be the baby boomers’ children—Gen Y.
Because there were so many boomer parents, even two children per family stretched the capacity of the public schools to the limit. Many local school districts mistakenly thought a second baby boom had begun, even while the number of births per thousand women age fifteen to forty-four was lower. The apparent baby boom was really a parent boom. Throughout the early 1980s and into the late 1990s, public school enrollments were significantly higher than anyone anticipated. As a result, many Gen Yers attended school in trailers or portable classrooms, and a substantial number attended schools that were in a run-down condition. School leaders hurriedly hired new staff. Proposals for new schools were designed, rushed into state reimbursement pipelines, and brought before the public for their approval in referendums.
But even that enrollment bubble burst. Today many districts are seeing falling student populations as a result of the low number of births beginning in 1995 with the advent of Gen Z, or the millennials. During the ten-year period from 1995 to 2004, incoming kindergarten enrollments on a national level grew less than 1 percent. Only marginal growth was forecast through 2010.
Steady growth is forecast for incoming kindergarten enrollments on a national basis over the period from 2010 to 2018 as a new generation of children enter the demography of the United States. The children of Gen Yers, Gen A, or alpha, will be a substantially larger cohort than the one that preceded it. Furthermore, the continued influx of immigrants is expected to play a significant role in student enrollments, leading to dramatic growth in some states.
However, this increase will not hold true for all school districts. Some districts will experience a substantial expansion in their kindergarten classes during this time frame, while others will see only a marginal increase or even a decline. The former case is especially true for districts in the South and West regions, which are forecast to have growth of 14 percent and 11 percent, respectively. Conversely the Midwest is projected to have a very modest growth of 2 percent, while enrollments in the Northeast are expected to decline by 1 percent. Yet, even within regions, local conditions may mitigate national trends. Some states (and by implication some cities and towns) are expected to run counter to the projections in their regions.
More than ever, demographic planning should be viewed as a necessary function at the district level. Its importance especially given past experience should not be understated. Fluctuating trends in school enrollments have become a fact of life for school officials and board members. The next two decades promise more of the same. Given the impact that immigration is having on the demography of the United States, vast changes in the composition of student populations have also become a given for many school leaders.
There are a number of tools that school leaders can use to conduct demographic projections and they need to feel comfortable using them. Here are some of the most common ones.
• U.S. Census
• American Community Survey
• Population Estimates Program
• National Center for Education Statistics
° Projections of Education Statistics
° Digest of Education Statistics
° Common Core of Data (CCD)—Build a Table
• State Departments of Public Health—Population Statistics and Vital Records
• State Departments of Education
° Public School Enrollment by Town
° Enrollment Trends and Projections
° English Language Learners by District
School districts should use these tools to identify national, state, and regional demographic trends, evaluate them within the context of local data, and plan accordingly. They should be used for two purposes: for enrollment projections and to ascertain political shifts that will impact school referendum campaigns.
In terms of the latter, Samuel Preston (1984) reported that voter segment sizes translated into voting power blocs. The increasing problem of passing school budget and bond referenda reflects the dramatic changes in the age structure of our population. It was easy to get approval for education budgets in the 1960s and 1970s because most voters had children in the schools. In 1970 the 69 million Americans under the age of eighteen represented 34 percent of the population. In 2010, 64 million Americans (21 percent) are under eighteen. The largest demographic segment, the baby boomers, is growing older. The median age of the boomers was thirty-five in 1990, forty-five in 2000, and fifty-five in 2010.
Yet there is an opportunity to ensure that baby boomers become lifelong supporters of public education. Boomers are the most educated demographic segment in America; 25 percent of men and 20 percent of women have college degrees. Because these boomers are (or will be) “empty nesters,” public education should develop a relationship with this powerful group. Such a long-term bond will help ensure their continued support. These grandparents can be as supportive of education as when they were parents—if their commitment to public education remains strong when they become empty nesters.
Public School Enrollment Projections to 2018
• PreK through twelfth grade enrollment is projected to rise, but growth will vary widely across the regions in America. Enrollment will increase most rapidly in the Southern states (+18 percent) with Texas (+32 percent) the leader. The Western states (14.7 percent) will also see a surge with Arizona (+42.2 percent) the leader. Enrollment growth in the Midwest will be flat at .3 percent with Nebraska having a +7 percent gain while
Random
documents with unrelated content Scribd suggests to you:
The Project Gutenberg eBook of Life and Times of Her Majesty Caroline Matilda, Vol. 3 (of 3)
This ebook is for the use of anyone anywhere in the United States and most other parts of the world at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this ebook or online at www.gutenberg.org. If you are not located in the United States, you will have to check the laws of the country where you are located before using this eBook.
Title: Life and Times of Her Majesty Caroline Matilda, Vol. 3 (of 3)
Author: Sir Lascelles Wraxall
Release date: August 17, 2017 [eBook #55369] Most recently updated: October 23, 2024
Language: English
Credits: Produced by Jane Robins and the Online Distributed Proofreading Team at http://www.pgdp.net (This file was produced from images generously made available by The Internet Archive) *** START OF THE PROJECT GUTENBERG EBOOK LIFE AND TIMES OF HER MAJESTY CAROLINE MATILDA, VOL. 3 (OF 3) ***
LIFE AND TIMES OF HER MAJESTY CAROLINE MATILDA.
QUEEN OF DENMARK AND NORWAY, AND SISTER OF H. M. GEORGE III. OF ENGLAND,
FROM FAMILY
DOCUMENTS
AND PRIVATE STATE
ARCHIVES.
BY SIR C. F. LASCELLES WRAXALL, BART. IN THREE VOLUMES.
S.W. 1864.
[AllRightsreserved.]
LEWIS AND SON, PRINTERS, SWAN BUILDINGS, MOORGATE STREET.
CONTENTS OF VOL. III.
CHAPTER I.
THE TRIAL OF COUNT BRANDT.
The Indictment—Brandt at Court The Assault on the King—The King's Deposition—The Queen and Struensee—Duty of a Good Citizen—The Confidant The Alleged Forgery The Sentence Proposed—The Defence—The King at Home— Duties of the Favourite—A Man of Courage—The Royal Gift—Brandt's Letter to his Judges—A Modest Request—Hurried Proceedings
CHAPTER II.
THE TWO COUNTS.
Struensee's Sentence—His General Conduct The Maître des Requêtes—The German Language— Struensee's Despotism—The Council of the Thirty-two—The Cabinet Minister The King's Presents—Struensee's Precautions—His Downfall—The Sentence Approved—Count Brandt—His Assault on the King—His Behaviour The Royal Assent
CHAPTER III.
THE EXECUTION.
Confirmation of the Sentence—Struensee's Correspondence—Rantzau's Treachery—An Unfeeling Court—Struensee's Penitence—The Scaffold—April 28—Execution of Brandt Horrible Details—Death of Struensee—His Character—Enlightened Despotism—The First Servant of the State—The Queen Dowager
CHAPTER IV.
THE HIGH COMMISSION.
The Ten Prisoners—The Report—Lt.-Colonel von Hesselberg—Etats-rath Willebrandt—Professor Berger—Unjust Sentences—Von Gähler— Falckenskjold and Struensee—Serious Crimes— The Sentence—The Royal Approval—The Fortress of Munkholm—The Commandant Resignation—The Order of Release—Curious Conditions—Death of Falckenskjold
CHAPTER V.
DEPARTURE OF THE QUEEN.
The British Fleet—Spirited Conduct of Keith—The Order of Release—The Prisoner Louisa Augusta —The Departure—The Landing at Stade—The Stay at Göhrde—Arrival in Celle—The Queen's Court—A Happy Family—Keith's Mission— Literary Pirates—Reverdil to the Rescue
CHAPTER VI.
THE SECRET AGENT.
The Court at Celle—Mr. Wraxall—Presentation to the Queen—Hamburg—The Danish Nobility— The Proposition—The Credentials—Return to Celle—Baron von Seckendorf The Queen's Acceptance—Another Visit to Celle—The Interview in the Jardin François—Caroline Matilda's Agreement The Inn in the Wood— Baron von Bülow A Strange Adventure—Arrival in England
CHAPTER VII.
'TWIXT THE CUP AND THE LIP.
Baron von Lichtenstein—The King's Instructions— The Arrival from Hamburg—The Four Articles—A Terrible Journey Arrival at Celle—Interview with the Queen—Baron von Seckendorf—The Answer from Copenhagen—The Appeal to George III. The Counter-Revolution—Another Visit to Celle—The Last Interview The Queen's Gratitude—Return to London—Waiting for the Answer—A Sudden Blow
CHAPTER VIII.
DEATH OF CAROLINE MATILDA.
The Typhus Fever—Death of the Page—The Queen's Visit Symptoms of Illness—Dr. Zimmermann—Pastor Lehzen—Caroline Matilda's Goodness of Heart—Her Death—The Funeral—General Grief—The Monuments—Letter to George III.—Proofs of Caroline Matilda's Innocence—The Queen's Character
CHAPTER IX.
WHEN ROGUES FALL OUT——. The Reaction—The King's Will—Köller-Banner— Rantzau's Dismissal—Prince Charles of Hesse— Court Intrigues—Eickstedt's Career Beringskjold's Career and Death—Von der Osten —The Guldberg Ministry—The Prince Regent— The Coup d'État—Uncle and Nephew—Fate of Guldberg—Death of Juliana Maria
APPENDIX A.
APPENDIX B.
APPENDIX C.
INDEX TO VOL. III
LIFE AND TIMES OF
CAROLINE MATILDA.
CHAPTER I.
THE TRIAL OF COUNT BRANDT.
THE INDICTMENT BRANDT AT COURT THE ASSAULT ON THE KING THE KING'S DEPOSITION THE QUEEN AND STRUENSEE DUTY OF A GOOD CITIZEN—THE CONFIDANT—THE ALLEGED FORGERY—THE SENTENCE PROPOSED THE DEFENCE THE KING AT HOME DUTIES OF THE FAVOURITE A MAN OF COURAGE THE ROYAL GIFT BRANDT'S LETTER TO HIS JUDGES—A MODEST REQUEST—HURRIED PROCEEDINGS.
On the same day that the Fiscal General Wiwet handed in his indictment of Struensee, he delivered to the commission his charges against Count Brandt, which were to the following effect:—
THE INDICTMENT OF COUNT BRANDT.
As concerns the second principal prisoner, Count Enevold Brandt, we cannot say of him that he undertook something which he did not understand, but he has committed actions in which he ought not to have allowed himself to be used.
I have already most submissively stated how he, after being dismissed from court, again returned to it; that it took place through the intercession of Count Struensee, who required a person in whom he could trust, who was bound to him, and who would neither betray Struensee's enterprises, nor allow other persons to betray them. It was his function, therefore, to pay attention to everything that his royal Majesty undertook, in word and in deed, and to prevent any one having access to the king who did not belong to the party.
The attendance of the valets was for this purpose shortened. On the other hand, the king was to receive every morning the visit of a doctor, who gave him powders, although there was nothing the matter with his Majesty, and, as valet Torp stated, lit. F., p. 52, his Majesty was just as healthy as he had been before, and demanded no attendance from a doctor.
This doctor, Professor Berger, who, as the chosen instrument of Counts Struensee and Brandt, there can be no doubt indulged in thoughts about great posts of honour to be acquired in Denmark, allowed himself to be employed in incommoding his Majesty every morning. The two other physicians in ordinary, Etats-rath von Berger and Piper, could not be induced to do such useless things; and hence we see that Professor Berger did not go solely on account of his Majesty's health, but in order that the morning hour might be spent with him, the confidant of the counts.
It is not easy to understand how Count Brandt, of whom it must be confessed that he possessed common sense, and might have been useful to the king and country as a native, allowed himself to be persuaded to become a promoter of the Struensian undertakings. Nor is it possible to discover what could induce him, as a person of rank and family, to deny that hauteur which is generally observed toward people of low origin, unless it was caused by an unbounded desire for honours and wealth, and that he consequently behaved like those who consort with, and are the accomplices of, thieves.
If Count Brandt, as he says and writes, wished to leave the court and go on his travels, if only an income of 1,000 dollars were allowed him, because he saw that his remaining would do him no good, why did he remain? Why did he not say to his Majesty that he did not wish to stay at court any longer? What Count Brandt alleges, therefore, is only a subterfuge; and what he states in his memorials to Count Struensee is not earnestness, but merely threats against Count Struensee, who must effect that which Count Brandt desired to attain, as is visible from the fact that Count Struensee appears to have employed soothing language. For if Count Brandt regarded his
position at court as a Hell (his own expression), he was at liberty to get rid of it by sending in his resignation. But it was not meant seriously. Hence he is not to be excused for accepting a post of which himself says:—"Mais je le force de vivre avec moi et pour comble de disgrâce je suis encore obligé à le (the king) traiter durement, à ce qu'il l'appelle pour qu'il ne devient insolent vis-à-vis de la Reine, et si cela arrive par hazard j'en porte la faute: cela tout seul est un Enfer." In this position with his royal Majesty he has proved himself guilty of the following capital crimes:—
I.After free consideration and consultation he went in to the king his master, and then challenged, abused, attacked, beat, and bit his Majesty. This is certainly unheard of, and, I must say of this deed, "animus meminisse horret luctuque refugit." But it happened so, and Count Brandt's own confession and the statements of the witnesses confirm it.
Count Brandt confessed before the commission that he—after his royal Majesty one day at breakfast had said something which he, Count Brandt, considered insulting, and his Majesty had thrown a lemon at him—consulted with Count Struensee on the matter, who advised him to go to the king and demand satisfaction. In consequence of this, after laying a riding-whip previously in a pianoforte standing in the king's ante-chamber, in order to threaten the king with it, he went into the king's cabinet, challenged, assaulted, and maltreated him. (V . his confession, lit. F., pp. 309 and 322.)
This confession is confirmed by his Majesty's own declaration to valet Schleel, who, on the morning after the assault, came to his Majesty, and saw that the king's neck was scratched; by the statements of valet Brieghil, page of the bed-chamber Schack, valet Torp, and also by the evidence of the negro boy Moranti. From all this it is indisputably fully proved that Count Brandt laid hands on his Majesty in order to insult him—an awful deed, as King David says in
the second book of Samuel, chap, i., vv. 14, 15, 16: "How wast thou not afraid to stretch forth thine hand to destroy the Lord's anointed? * * * * Thy blood be on thine own head."
It is true that Count Brandt has tried to excuse this audacious deed, partly by the assurance that such things were frequently done to his Majesty by Count Holck and Warnstedt, partly by asserting that his royal Majesty has forgiven him this crime. But even if, as regards the first apology, we were to assume for a moment that such audacious deeds were really done by Count Holck and Von Warnstedt, this cannot exculpate Count Brandt, who was not justified in acting thus because another before him had committed these crimes and escaped punishment. And as regards the second excuse, his royal Majesty never forgave him his crime, for the witnesses I have mentioned declare, that after this occurrence his Majesty could not endure Count Brandt, and was afraid of being attacked by him; that his Majesty locked his door on the following night, which was not usually the case, and thus revealed that his Majesty had not forgiven Count Brandt the offence, and also that his Majesty ordered page Schack[1] to denounce Count Brandt's treatment of him to this commission, which would not have happened had the offence been pardoned. Although such conduct toward a king can never meet with an apology, still, if the assault had been made at the moment when Count Brandt considered himself insulted, and if it might appear that he had undertaken it in an outburst of excitement, a good deal might still be said against it. But in this case, where he goes in to his king after reflection, and in cold blood, orders out the persons present, so that there may be no witnesses of the improper deed, locks the door, in order that no one may afford assistance, seizes the king round the neck, threatens him with death; and when he at length lets him loose, after the king has spoken soothingly, threatens him that another time he shall not get off so cheaply; and, in addition, abuses the king, as himself is obliged to confess—nothing can be brought forward as the slightest excuse for him; he is a child of death, and one of the greatest criminals that ever trod the earth. He has acted against his oath, which commands him to risk his life
