Despite a long and eventful reign, Britain's George II is a largely forgotten monarch, his achievements overlooked and his abilities misunderstood. This landmark biography uncovers extensive new evidence in British and German archives, making possible the most complete and accurate assessment of this thirty-three-year reign. Andrew C. Thompson paints a richly detailed portrait of the many-faceted monarch in his public as well as his private life. Born in Hanover in 1683, George Augustus first came to London in 1714 as the new Prince of Wales. He assumed the throne in 1727, held it until his death in 1760, and has the distinction of being Britain's last foreign-born king and the last king to lead an army in battle. With George's story at its heart, the book reconstructs his thoughts and actions through a careful reading of the letters and papers of those around him. Thompson explores the previously underappreciated roles George played in the political processes of Britain, especially in foreign policy, and also charts the intricacies of the king's complicated relationships and reassesses the lasting impact of his frequent return trips to Hanover. George II emerges from these pages as an independent and cosmopolitan figure of undeniable historical fascination.

Many people assume that kings and queens have generally received a "good education", perhaps the best that money could buy at the time. This book investigates the reality: what is known about the education of British sovereigns from the beginning of the Tudor period to the end of the 20th century. There have been enormous differences in the seriousness with which education was regarded at different points in history. For example Henry VIII and his children were educated at a high point in the Renaissance, when educational ideas were regarded as important as well as exciting. Queen Elizabeth I was by any standards extremely well educated; by contrast Queen Elizabeth II's education has been described as "undemanding", because her parents wanted her to have a happy childhood. Peter Gordon and Denis Lawton have traced changes in royal education through the centuries and related them not only to educational ideas and theories, but also to changing political, social and religious contexts. The monarchy itself has changed as an institution: from the semi-absolute authority of the Tudors to a much more limited kind of monarchy by the end of the Stuart period (after one king had been executed and another exiled) to the constitutional monarchy of the 20th century. To what extent have such changes made any difference to royal education? What is the most appropriate kind of education for future kings and queens in our present day democracy? In this book, the authors confront these and other such questions and explore some of the answers.