riences and undergone the same training, would have behaved in a similar manner.)

By one of those accidents in history that personify and precipitate catastrophes, the ruler of Germany, the emperor William II, embodied the new education of his people and the Hohenzollern tradition in the completest form. He came to the throne in 1888 at the age of twenty-nine; his father, Frederick III, had succeeded his grandfather, William I, in the March, to die in the June of that year. William II was the grandson of Queen Victoria on his mother's side, but his temperament showed no traces of the liberal German tradition that distinguished the Saxe-Coburg-Gotha family. His head was full of the frothy stuff of the new imperialism. He signalized his accession by an address to his army and navy; his address to his people followed three days later. A high note of contempt for democracy was sounded: "The soldier and the army, not parliamentary majorities, have welded together the German Empire. My trust is placed in the army." So the patient work of the German schoolmasters was disowned, and the Hohenzollern declared himself triumphant.

The next exploit of the young monarch was to quarrel with the old Chancellor, Bismarck, who had made the new German Empire, and to dismiss him (1890). There were no profound differences of opinion between them, but, as Bismarck said, the Emperor intended to be his own chancellor.