Overview

Most Scots are not descended from the Gaels, but of mixed Anglian, Celtic, Viking and Norman blood like the rest of us. Much of the Border Raiding was south for cattle and extortion, whilst the English only went north to try to stop it; sometimes by forcing formal submission. Scottish academics claim a centuries-old policy of genocide, but the reality is that most cruelty and oppression has been Scot-on-Scot. Sensible and humane Scots chose Union in order to put an end to slavery, the burning alive of women as witches, legal torture, feudal oppression, and the endemic poverty that annually brought famine to large parts of the country; it led to the flowering Scotland in science and thought, and vast improvements in agriculture and industry; to a British Empire largely powered by Scots; and to regular subsidies from the English that continue to this day. This study reveals how primary-school textbooks misrepresent all of this in order to inculcate a hatred of the English, prompted by university historians who ought to know better, encouraging a fatalism and despair, particularly among the young, that contribute to disproportionately high levels of physical and mental ill-health. The English do not reciprocate this hatred; hence the free passage of Scots into England and the opportunity to prosper there. The Scots, it argues, owe it to their children to snap out of it and put their educational house in order.

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9781542400671

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About the Author - 'I was born in May 1941, just in time for the Battle of Britain. I was a twin and with no cots available, we slept in a chest of drawers. I spent my early years in a terrace house without indoor sanitation or electricity, (but it all seemed very comfortable at the time). It was not until1945 with the War ended, that I first met my father, fresh back from the North Africa Campaign; an unsettling occasion. A single-sex school left its mark; well several actually, split-lip Wednesday being our weekly boxing-lesson; but it was here that I had my first success onstage, as Shylock, which for me was indelible. The Fifties were largely taken up with delivering newspapers, though I do remember Rationing was taken off sweets (for a full twenty-four hours). The Sixties swung by, though in deepest Dorset where I began my teaching it was only the barest tremor. My headmaster claimed to have taught the Beatles, which is something I thought at the time he should have kept to himself. Life then passed in a flash - rehearsals, tutorials, meetings, research, meetings, marriage and children, and more meetings and in the latter years a great deal of time hunched over one kind of screen or another - and then retirement, farming and a near fatal accident. I live now with my dear wife Carole in a farmhouse amidst Cumbria's beauty, and when I'm not setting the world to rights, I make furniture and toys for our ten grandchildren, (whether they like it or not).

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