well, because i training why that? well, because i had the experience _ training why that? well, because i had the experience of— training why that? well, because i had the experience of doing - training why that? well, because i had the experience of doing some| had the experience of doing some sailing while i was at school and it seemed to me that it was a marvellous experience. it's the sort of thing you don't get in the ordinary course. people in our modern technological era, it really doesn't matter to them if it rains or it blows or it's wet or it's called. you just get indoors. the thing about going to see is you are suddenly exposed to an element which you cannot really control. i think thatis you cannot really control. i think that is quite good for the soul, frankly. is that is quite good for the soul, frankl . , ., that is quite good for the soul, frankl . , . ., that is quite good for the soul, frankl . , ., ., , ., frankly. is that what you en'oy ourself frankly. is that what you en'oy yourself about i frankly. is that what you en'oy yourself about sailing? �* frankly. is that what you en'oy yourself about sailing? i i frankly. is that what you enjoy yourself about sailing? i think| frankly. is that what you enjoy - yourself about sailing? i think that now it comes _ yourself about sailing? i think that now it comes to _ yourself about sailing? i think that now it comes to competitive - yourself about sailing? i think that i now it comes to competitive sailing, it is rather a different exercise. no, i don't enjoy the physical discomfort, that is why i don't go

in for ocean racing or anything. in fact, the great thing about most of these occasions is that it feels marvellous when you finish. the idea really was that it was to complement the academic, to encourage people to take part in those sorts of things which adults eventually find worthwhile doing. a hobby, a sport, an expedition, some voluntary service. the idea was to give them the experience by exposing them to the experience by exposing them to the possibilities, to give them the experience that eventually they could choose from their experience what to do later on in life. mas could choose from their experience what to do later on in life.- what to do later on in life. was it a challenge? _ what to do later on in life. was it a challenge? was _ what to do later on in life. was it a challenge? was it _ what to do later on in life. was it a challenge? was it intended - what to do later on in life. was it a challenge? was it intended it l what to do later on in life. was it| a challenge? was it intended it to be a challenge? it a challenge? was it intended it to be a challenge?— a challenge? was it intended it to be a challenge? it was a sort of "do it ourself be a challenge? it was a sort of "do

it yourself growing _ be a challenge? it was a sort of "do it yourself growing up _ be a challenge? it was a sort of "do it yourself growing up kit". - be a challenge? it was a sort of "do it yourself growing up kit". it - be a challenge? it was a sort of "do it yourself growing up kit". it is - it yourself growing up kit". it is in fact achievable by most people, by practically everybody, because it's adjusted to the capability of the individual. a challenge in a sense, but not entirely, no. i sense, but not entirely, no. i wonder perhaps whether it came from the philosophy, whether it was all about self—reliance, personal achievement. about self-reliance, personal achievement.— about self-reliance, personal achievement. , ., ., ., ., achievement. yes, it had a lot to do. it's achievement. yes, it had a lot to d0- it's then _ achievement. yes, it had a lot to do. it's then got _ achievement. yes, it had a lot to do. it's then got developed - achievement. yes, it had a lot to do. it's then got developed by i achievement. yes, it had a lot to| do. it's then got developed by the group that eventually put the scheme together as it stands today. but group that eventually put the scheme together as it stands today.— together as it stands today. but do ou together as it stands today. but do you regard--- _ together as it stands today. but do you regard... he _ together as it stands today. but do you regard... he inspired - together as it stands today. but do you regard... he inspired it, - together as it stands today. but do you regard... he inspired it, in - together as it stands today. but do you regard... he inspired it, in thej you regard... he inspired it, in the same way — you regard... he inspired it, in the same way that _ you regard... he inspired it, in the same way that he _ you regard... he inspired it, in the same way that he inspired - you regard... he inspired it, in the same way that he inspired what. you regard... he inspired it, in the| same way that he inspired what has now become the united world colleges. it was his basic idea. he was very much an ideas man. he had a philosophy about the young. i think

that it needed an intermediary of some sort who could convert what was a good idea into a practical scheme. a difficult question in the space of the time we have come up but how would you encapsulates the philosophy? he would you encapsulates the philosophy?— would you encapsulates the philosophy? he felt that the education — philosophy? he felt that the education of _ philosophy? he felt that the education of the _ philosophy? he felt that the education of the young - philosophy? he felt that the l education of the young should philosophy? he felt that the - education of the young should go beyond academic, that they needed to have their horizons extended. they needed to be made to feel responsible and self—reliant, i suppose. is responsible and self-reliant, i su ose. , responsible and self-reliant, i suuose. , , , responsible and self-reliant, i sun-ose. , , , , suppose. is the philosophy behind it for awarding — suppose. is the philosophy behind it for awarding somebody _ suppose. is the philosophy behind it for awarding somebody for - suppose. is the philosophy behind it for awarding somebody for having i for awarding somebody for having done something, or trying to inspire somebody to do something? i done something, or trying to inspire somebody to do something? i suppose, in the end, somebody to do something? i suppose, in the end. it's — somebody to do something? i suppose, in the end, it's to _ somebody to do something? i suppose, in the end, it's to encourage _ somebody to do something? i suppose, in the end, it's to encourage them - in the end, it's to encourage them to do something and to give them some recognition for having done it. some people have been critical of the scheme because they would say you are talking about encouraging people to do things. they would say there's people that do the duke of

edinburgh award scheme at the 30 people that we do it without encouragement anyway. i people that we do it without encouragement anyway. i don't think that is quite — encouragement anyway. i don't think that is quite true, _ encouragement anyway. i don't think that is quite true, because _ encouragement anyway. i don't think that is quite true, because i - that is quite true, because i suppose you could say that about almost anything. it depends very much on the adults concerned. i don't think young people will flock to a scheme of this kind on their own, necessarily. a lot of them do. a lot of them started up independently. theyjust say, "i would like to start it." but the majority required the encouragement of some adult who is associated with them in some wayjust to get them started. and to explain to them what it is all about and what they have to do. where there are these i think remarkable individual adults, they get a tremendous response. but it is the adult that will encourage the young to take part. pare the adult that will encourage the young to take part.— young to take part. are you concerned _ young to take part. are you concerned that _ young to take part. are you concerned that it _ young to take part. are you concerned that it is - young to take part. are you concerned that it is seen i young to take part. are you concerned that it is seen by young to take part. are you i concerned that it is seen by some

people is a bit of a middle—class thing? it people is a bit of a middle-class thin ? , , ., people is a bit of a middle-class thin? , ,., thing? it depends on your perception- _ thing? it depends on your perception. there - thing? it depends on your perception. there are i thing? it depends on your perception. there are a i thing? it depends on your i perception. there are a great thing? it depends on your - perception. there are a great many centres that take people from every section of life and every part of the country, both rural and city and urban. d0 the country, both rural and city and urban. ,, the country, both rural and city and urban. y., . ., ,., urban. do you detect that young --eole, urban. do you detect that young people. and _ urban. do you detect that young people. and i— urban. do you detect that young people, and i know _ urban. do you detect that young people, and i know this - urban. do you detect that young people, and i know this is i urban. do you detect that young people, and i know this is a i people, and i know this is a terrible generalisation that i'm asking you to either agree or disagree with, young people are more or less alienated now? i disagree with, young people are more or less alienated now?— or less alienated now? i think, if ou had or less alienated now? i think, if you had asked — or less alienated now? i think, if you had asked pericles, - or less alienated now? i think, if you had asked pericles, he i or less alienated now? i think, if| you had asked pericles, he would have given you exactly the same answer as anybody does today. people go through a state of mind while they are growing up which in some cases alienates them and in other cases alienates them and in other cases inspires them, and in other cases inspires them, and in other cases turns them off and turns them on. i think every older generation is going to be critical of the younger generation at some stage, simply because you are older. you look at things differently. i think broadly speaking young people have

been young people ever since young people have been young people. i don't think there are a great many governments are all that many people that see the need for the conservation measure for itself. they see it as meaning the welfare of animals, for instance. they find it difficult to see the difference between how you treat animals and the survival of the species as a whole. they very often think of protected areas as national parks that are going to be available for them to enjoy, no matter what effect they have on the natural inhabitants. it is a much more complicated business than simply talking about having a tree not cut down, or the treatment of an animal

in a zoo, or that sort of... if down, or the treatment of an animal in a zoo, or that sort of. . ._ in a zoo, or that sort of... if we destroy the _ in a zoo, or that sort of... if we destroy the atmosphere, i in a zoo, or that sort of... if we destroy the atmosphere, we i in a zoo, or that sort of... if we destroy the atmosphere, we destroy everything? ihla. destroy the atmosphere, we destroy eve hinu ? ., , everything? no, we destroy ourselves- _ everything? no, we destroy ourselves. the _ everything? no, we destroy ourselves. the most - everything? no, we destroy i ourselves. the most damaging everything? no, we destroy - ourselves. the most damaging things that we are doing to the environment are going to eventually, if we go on with them, are going to destroy the human population. you cannot destroy nature. it will win in the end, it always has done. whose fault is it? ours. people's. but always has done. whose fault is it? 0urs- people's-— always has done. whose fault is it? ours. people's. but who among us in articular? ours. people's. but who among us in particular? everybody, _ ours. people's. but who among us in particular? everybody, i— ours. people's. but who among us in particular? everybody, i think. i ours. people's. but who among us in particular? everybody, ithink. but. particular? everybody, ithink. but ou don't particular? everybody, ithink. but you don't believe _ particular? everybody, ithink. but you don't believe we _ particular? everybody, ithink. but you don't believe we have - particular? everybody, ithink. but you don't believe we have to i particular? everybody, ithink. but you don't believe we have to look| you don't believe we have to look again at how we live our sophisticated lives? what is evident, sophisticated lives? what is evident. it _ sophisticated lives? what is evident, it seems _ sophisticated lives? what is evident, it seems to - sophisticated lives? what is evident, it seems to me, i sophisticated lives? what is evident, it seems to me, is| sophisticated lives? what is i evident, it seems to me, is that sophisticated lives? what is - evident, it seems to me, is that the world cannot go on supporting a population of 5000 million people,

rising 2% per annum. at some stage, the poor old thing is going to say enough. what i'm trying to do in a small way is to try and prevent the extinction of wild species in the hope that, at some stage, they might have space to exist on this planet, or to continue to exist on this planet. because if somebody doesn't look after them, they really will disappear. the rate at which extinctions take place goes up every year.

good evening. it was a cold and frosty start for many this morning, but there was some lovely sunshine around early on.

however, as the day progressed, we quite literally had four seasons in one day. a frosty start, some sunshine, then some showers. and the shower is turning increasingly wintry with some hail and snow mixed in there as well. this has been the story through the day today. the shower clouds developed as we went through the morning and then became quite widespread into the afternoon. the only exception is down to the south—east where we had some fairly dense cloud throughout the day, associated with this weather front. and it brought some light, showery rain as well. now, the front drifts away, and through the next night the showers will fade and the temperatures will fall away quite sharply. so we are likely to see another frost in many northern and eastern areas across the country. maybe that frost getting into the south—east with the lack of cloud. the cold arctic air once again returns across the country, and so temperatures look likely to struggle as we go through the day on sunday. there will be some

sunshine around first thing, but it will be the early bird that catches the sunshine as the shower clouds developed through the afternoon and, once again, though showers could be wintry with some hail, some sleet and snow mixed in there as well. almost anywhere could catch a shower as they fly through, and those temperatures will struggle. 6—8 c, generally, but we mightjust scrape double figures somewhere along the south. as we move out of sunday into monday, we've got this area of high pressure building in from the south—west. but this weather front across the top of that high could bring some outbreaks of rain. it looks likely to be slipping its way into northern ireland, eventually into wales and south—west england. so a dry day looks likely on monday across scotland and much of eastern england. still a cool breeze coming down from the north sea. here, those temperatures a little disappointing. once again, highs of 7—10 celsius. as we move out of monday into tuesday, the high pressure is going to build and stay with us. now, the position of this high will be subject to question and there is still likely to be the risk of some showers from time to time. where the high is sitting

depends on the type of weather you will get, but it does look likely that we will see something a little less cold — temperatures increasing as we go through the week. perhaps back to average for the time of year. take care.

this is bbc news. the headlines at seven... prince charles says his "dear papa" was "a very special person", and that the duke of edinburgh would have been amazed by the reaction to his death. i particularly wanted to say that my father, i suppose the last 70 years, has given the most remarkable, devoted service to the queen, to my family, and to the country, and also to the whole of the commonwealth, and, as you can imagine, my family and i miss my father enormously. the duke's funeral is to take place next saturday, at st george's chapel in windsor. the congregation will be limited to 30, and the palace said prince harry will attend. earlier today, there were gun salutes across the country and around the world, to mark the duke's death. a minute's silence was held for the duke at aintree ahead of this afternoon's grand national.