Getting to Know Edinburgh: Second Edition

 

Getting to Know Edinburgh: Second Edition: Amazon.co.uk: Harris, George Herbert: 9798243708098: Books

Introduction to the Second Edition (2026)

 

Much of this book is about past history. That has not changed. But in the eleven years since it was first written much of the first edition turns out to be wrong and out of date. Readers are recommended to turn left at a building which no longer exists. The National Gallery has been reorganised and rehung. The trams are no longer new, and we have moved house, which has led to the addition of an entirely new chapter.

 

On the day I visited three excellent museums, to check what might have changed, I found that in each one an exhibit I mentioned as a highlight was no longer on show. This is bound to happen, and is no discredit on the curators. They will have far more objects stored than they can have space to exhibit; things get swapped round.

 

But I am still very glad that we moved here, over fifty years ago, and love living here. As with the first edition, I have tried to write the sort of book I would like if I were visiting the city. It concentrates mainly, though not exclusively, on things to see that are free. It does not reproduce all the material which is posted on signs and notices, though it may call your attention to them. It most certainly leaves the way open for more books and for longer visits; Edinburgh is a life-time study. But my book is certainly cheaper than most, if you buy the on-line version.

 

The absence of maps in the first edition was commented on unfavourably. So I have made one for each route. They are not masterpieces of the cartographer's art and they miss out lots of streets that are not on the particular route, but I hope they add a little to the convenience of the book. One feature of the city that can confuse first-time visitors is the steep slopes and bridges, so that “obvious” turns right and left are not possible.

 

I also believe that now that smart phones have become more or less universal – not least for google maps – there is not really any need to put in opening times, admission prices and so on, all of which may rapidly change. I have decided not to include web addresses, as I did in the first edition for you, I am sure, can find them just as fast for yourselves.

 

The first edition had one hostile review: “Would like more about the history of the city and not so much about coffee shops”. This is so bizarre I assume it was written by a “friend”, or possibly by a former pupil. If you want more about the history of the city, there are a few recommendations in the Introduction to the First Edition. If you want to read stuff I have written try looking on Amazon Kindle for Lectures in Scottish History by George Harris. The defect that embarrasses me a little is the omission of Leith, a most vibrant and interesting part of the burgh. But I do have a principle of only writing about what I know and have absorbed over years. Any chapter on Leith (do go there) would be based on hasty scissors-and-paste work.

 

Edinburgh is well served by buses, and the drivers are friendly. These are the red buses. The green ones go out of town. Single journeys right now cost: Adult - £2.20; Under 15 - £1.10; Under 5 – free. Day tickets (often your best choice): Adult - £5.50; 5-15 - £2.75; Family (up to 2 adults and 3 children) £12.00.

 

    

 

 

 

A Foresters' Carol

 

                            A Foresters’ Carol

Tune: "God rest you, merry Gentlemen"

God rest you, merry foresters, let nothing you dismay.

We’ll celebrate the message that more trees are on the way.

See Hazel, Oak and Douglas Fir, and darling buds of May,

O tidings of comfort and joy, comfort and joy,

O tidings of comfort and joy.

 

Let timber flourish everywhere. Lock up that CO2!

For furniture and sheds, of course; but other uses too.

Skyscrapers, schools and shopping malls. Why not a wooden zoo?

O tidings etc

 

Walk in the woodlands, roaming free; there’s life on every side.

No end of tangled undergrowth for timid beasts to hide.

And not to mention rotten logs with loads of bugs inside.

O tidings etc

 

Go gather blossom in the spring and summer fruit for free.

Then acorns, conkers, Robin Hood – no end of childhood glee.

So bring the Yule log, deck the hall, dance round the Christmas Tree.

O tidings etc

 

Dionysus and the Mad Women

 

Many years ago I used to write plays with songs for our younger pupils at school , P7, S1, S2 in Scotland, 7,8,9 in England. The one called "A Near Myth" told the story of Proteus, Melampus and the women of Tyrins. I am quite pleased with this song, where Dionysus is sent from Olympus to drive the women of Tyrins mad. Tune: "Magnetic Rag" by Scott Joplin.

Dionysus and the Women of Tyrins

 

DIONYSUS:               Call me Dionysus; I’m full of nice surprises.

                                    Drinks for every day, drinks for work or play.

                                    Blow away your troubles with effervescent bubbles.

                                    Just one more glass or two cannot hurt you.

WOMEN                     Dionysus, we love you so (Repeat)

 

DIONYSUS                Doctor Dionysus; my medicine is the nicest.

                                    (I won’t tell them yet there’s a side effect.)

                                    There’s no need to worry; don’t be in any hurry.

                                    Don’t even stop to think; just have a drink.

WOMEN                     Dionysus, we love you so.  (They drink)

 

DIONYSUS                That is enough. Now you’ve had your fun.

                                    I’ve got you trapped. Now my task is done.

                                    Time to pay the price of your drinking bout.

                                    Alcohol is poison, you’ve just found out.

                                    My medicine now will your brains devour.

                                    I am a god. Now you feel my power.

                                    Think of every nightmare you’ve ever had.

                                    There’s no escape; you’re going mad.

 

WOMEN                    That is enough. Now we’ve had our fun.

                                    He’s got us trapped. Now his task is done.

                                    Time to pay the price of our drinking bout.

                                    Alcohol is poison, we’ve just found out.

                                    His medicine now will our brains devour.

                                    He is a god. Now we feel his power.

                                    Think of every nightmare we’ve ever had.

                                    There’s no escape; we’re going mad. (Exit WOMEN)

 

DIONYSUS               I am Dionysus. I think this joke is priceless.

                                    I just love to see mortals on a spree.

                                    Don’t be sympathetic; they’re really just pathetic.

                                    When Dionysus calls, who can resist?

                                    Dionysus knows the way.

                                    Dionysus calls the play.

                                    Dionysus night or day.

                                    Dionysus rules, OK!

 

History pieces that support Advanced Higher courses

 

My history pieces on Kindle are brief, (shorter than a book, anyhow), not at all superficial (based on over 40 years of studying, teaching and examining) and cheap (about £1.00 each). They are intended to provoke thought. Some of them fit closely with some of the topics that people study at Advanced Higher, so I have listed them here.

 

Field 3 – Scotland: from the Treaty of Union to the Enlightenment 1707-1815.

The Jacobites (Lectures in Scottish History Book 6) eBook : Harris, George: Amazon.co.uk: Kindle Store

An Introduction to the Scottish Enlightenment (Lectures in Scottish History Book 1) eBook : Harris, George: Amazon.co.uk: Kindle Store

Field 4 – USA: A House Divided 1850-1865

Slavery and the Causes of the American Civil War (A-grade History Lectures Book 14) eBook : Harris, George: Amazon.co.uk: Books

 

Field 6 – Germany: from democracy to dictatorship 1918-1939

Hitler's Rise to Power (a-Grade History Lectures Book 2) eBook : Harris, George: Amazon.co.uk: Kindle Store

 

Field 8 – Russia: from Tsarism to Stalinism 1914-1945

The Russian Revolution of 1917 (A-Grade History Lectures Book 3) eBook : Harris, George: Amazon.co.uk: Kindle Store

 

Field 10 – Britain: at war and peace 1938-1951

The Causes of the Second World War and Appeasement (A-Grade History Lectures Book 4) eBook : Harris, George: Amazon.co.uk: Kindle Store

 

Why did the Allies win the Second World War? (A-Grade History Lectures Book 11) eBook : Harris, George: Amazon.co.uk: Books

The Secret of Eilean Mhor

 

I hope that after you read this you might buy the book. It costs less than a pint of beer and is available as an Amazon paperback – or Kindle if you prefer (even Kindle unlimited). Let’s start with the link to it.

 

The Secret of Eilean Mhor: Amazon.co.uk: Harris, George: 9781910693322: Books

 

A few years ago we had a family holiday on the west coast of Scotland. My grandsons loved it – the beach, the woods, the hills. In fact we have had a holiday somewhere on the west coast maybe a hundred times in the last fifty years. I thought I would write a book about it.

 

I made it a children’s adventure story because of my grandchildren. Inventing and telling the adventure plot was fun, and I think it worked. As my daughter said to me later: “He’s reading your book right now. He can’t put it down.” But I was also keen to include all the bits that can make a holiday on that wonderful coast such a pleasure, for adults as well as for children. There is boating, hill walking, searching the machair for flowers, a Highland games, swimming, playing on the beach and exploring wild woodland.

 

One child whom I did not know at all – daughter of the friend of a friend - said to me: “There’s only one thing wrong with your book. It hasn’t got a sequel.”

 

I decided to make my own illustrations. They may not be great art, but they do show exactly what I wanted. The clachan with its island is invented but the mountain they go up is real. Readers can feel they are in Moidart. I could have used photos of the area, such as these.

 

(No spoilers, but a cave and a washed-up telegraph pole are important in the story)

Designing an Amazon paperback tested my new skills to the limit. The pagination of one or two of the chapter headings isn’t quite what I was after. Otherwise it is a very handy little book. It would make a good present for a young reader.

 Reviews by friends of the author can’t always be trusted, of course. That’s why I was so pleased with the opinion of the unknown girl who wanted a sequel. Here also is an Amazon review by a completely unknown purchaser: 

“A great adventure mystery story, set in one of the best places on earth - the west coast of Scotland. Would recommend! Thanks for writing this, it was amazing.”

There was also an exchange on Bluesky with the Arthur Ransome Society, and I was very pleased when they said this: The 12 Ransome books are for all ages. Setting of yours is a modern 'Great Northern?' while having baddies like S&A does. Later aspects of your book are more for older readers - can't go into details as it would be a plot spoiler. Like Jon Tucker's 'Those kids' you blend modern technology in well.

 

 

The Spirit of Christmas - A carol

 

I write a satirical column for our church magazine. My motto comes from Desiderius Erasmus: "What is the matter with telling the truth with a smile?" I have just written this carol which, I hope, makes some serious points beneath the fun. The three characters have had their personalities developed over three decades but I think it is clear from their verses what their attitudes are. I hope some of you know "HMS Pinafore" and will be able to hum along, or even burst into song. 

A Trio for Christmas: Tune – “Never mind the why and wherefore” by Sir Arthur Sullivan (abridged)

 

Thumbscrew Widget:      Let’s give thanks for Christmas frolic, often very alcoholic,

    Twelve whole days of getting plastered going on through Hogmanay.

    Carol singing, bottles clinking, Christmas is a special day!

All:                                          Celebrate the incarnation, boisterously or meek and mild.

                                                What a cause for celebration! Joseph, Mary, and the Child.

 

Seth the Preacher:           There’s too much of Christmas frolic, often far too alcoholic

                                         Just commercial exploitation, all awash with gin and beer.

                                         It’s the Roman Saturnalia. Cromwell had the right idea!

All:                          BUT…..  Celebrate the incarnation, boisterously or meek and mild.

                                                What a cause for celebration! Joseph, Mary and the Child.

 

Parkin Slipshod:               All enjoy the Christmas frolic, whether dry or alcoholic.

                                          Kings or Shepherds – even Angels – mark the feast in your own way.

                                          Even if you don’t like turkey, Christmas is a special day.

All:                          SO…….. Celebrate the incarnation, boisterously or meek and mild.

                                                What a cause for celebration! Joseph, Mary and the Child.

 

Coniston Landscapes

 My next exhibition will be in The Institute, Yewdale Road, Coniston. Saturday and Sunday, May 20 and 21, 10.00 - 6.00 Monday May 22, 10.00 - 4.00. It is in aid  (50/50) of the Mountain Rescue Team. I have only twice had to call out the Coniston MRT, when I have met other fell walkers in difficulties, but I can think of no better cause for lovers of the Lake District fells. 

There will be large paintings, medium-sized paintings, small paintings, hand-painted cards, Christmas cards, and post cards. 

Prices - well, original paintings can't cost nothing, but these will be far less than gallery prices. There's no need to buy anything anyway (though I hope you will). There will be plenty of ways just to donate lots to the MRT.

Coniston Water is, of course, the main subject in many of the paintings. 

But there are many pictures made from high on the fells - mostly in easy walking range of the village.

The little corners, appreciated as you walk past can be just as important to a lover of the district as the wide vistas.

Almost all the pictures are of the Coniston area, but I am lucky to have a possible place to stay in Borrowdale as well.

There is a wide variety of seasons and weather conditions.

Some of the pictures are of places I have loved to play for nearly 70 years. All the paintings are either from sketches, or from pitching my easel on the spot. All the paintings include vivid memories for me. There will be well over 50 paintings.

I do hope you will be able to call in. It will be lovely to see you.

Remembrance

I am in the remembrance business. After decades teaching about both world wars, and taking many trips to the Ypres Salient, November 11th is not much more special than any other day. But the annual focus on remembering those who fought in both wars, and since, is very important. We are not required to judge one way or the other, but to remember.  

Four of the pieces I have published on Kindle are about the two world wars and their causes. This year, 2025, I am making them free on November 9, 10, 11. (If you can't wait, or if you have missed those dates, don't worry; they only cost about £1.00 each.) I usually describe them as "brief but not superficial". Here they are, with links.

The Causes and the Course of the First World War

This is, as its title suggests, two separate sections. The second section does not in fact deal with the whole course, but with the specific question of why Germany lost.

The Causes and the Course of the First World War (A-Grade History Lectures Book 10) eBook : Harris, George: Amazon.co.uk: Kindle Store

Scotland and the Causes of the First World War

I was invited to give this talk in 2014 by the Colinton History Society, and I knew I must do a good job for them. On the one hand I reviewed how my own understanding of the causes of the war had changed and developed during my life, in the light of published material available. On the other hand I looked at the Scottish experience; in particular I researched newspapers of July and August 1914. I think the result was interesting.

Scotland and the Causes of the First World War (Lectures in Scottish History) eBook : Harris, George: Amazon.co.uk: Kindle Store

The Causes of the Second World War and Appeasement.

This is another piece that was originally written as two separate lectures. The first looks at the world-wide causes of a world-wide war. There was a lot more going on than Britain versus Germany. The second goes through a series of points about the specific policy of appeasement. It is notorious for not working, of course, but there were many reasons for following the policy which looked good at the time.

The Causes of the Second World War and Appeasement (A-Grade History Lectures Book 4) eBook : Harris, George: Amazon.co.uk: Kindle Store

Why did the Allies win the Second World War?

As a student I developed a reputation with my supervisors for a style of writing that said a great deal in a few words. I can hardly believe that this piece covers such a massive subject in so few words - but it does. It will not take you long to read a very great deal about the Second World War. Of course the War could be a life-time study, and still not complete at the end of it, but you have to start somewhere.

Why did the Allies win the Second World War? (A-Grade History Lectures Book 11) eBook : Harris, George: Amazon.co.uk: Books

 

Magnificat

Service With a Smile by DES

“What is the wrong with telling the truth with a smile?” Desiderius Erasmus to Martin Dorp, 1515

 

 

Culture Clash

 

The Episcopalian watchdog, OFFbish, has received the strongest possible hint from the new Prime Minister that, among other things, churches must not make political statements and must on no account attempt to radicalise their members. The letter from 10 Downing Street continues:

 

“In particular we note that every Sunday evening – indeed weekdays as well in some collegiate foundations and in cathedrals – you are guilty of this practice. You oblige the congregation to sing, or to listen to, the words: “He hath put down the mighty from their seat, and hath exalted the humble and meek.” We would be prepared to accept the excuse that this dangerous doctrine arises from our Levelling Up Agenda. But it is a gross distortion of it. It is similar to suggesting that the free speech to which we are committed allows you to say things – woke nonsense, for example - of which we disapprove. However, later on in the same rabble-rousing chorus members are encouraged to sing “And the rich he hath sent empty away”. Not only is this clean contrary to government policy, it is clearly a most dangerous clause to sing in churches. Imagine if children, or other weak-minded people, were to take it at face value?”

 

And so OFFbish has instructed the Council for the Reappraisal of the Anglican Prayer Book to retranslate the Song of Mary into more politically acceptable language. As The Not Very Reverend Parkin Slipshod (Platitudinarian) explained: “Biblical scholars are increasingly aware of the need not to take the imagery of the Gospel writers literally. The word “rich” clearly does not refer to money, dividends or party donors, but is, rather, a metaphor.”

 

DORP: What rubbish!

 

DES: You will also, my old friend, be pleased to hear of the efforts to tempt more people back into the churches by re-examining and, if necessary rewriting, some of the more difficult passages of holy writ. The project has not got far, but one awkward verse has been recast thus:

“And another of his disciples said to him: Lord, suffer me first to go and bury my father. But Jesus said unto him: Would it not be better to wait until he is dead?”

 

 

 

My Lighter Pieces

 

The oldest things on my list were plays I wrote – for junior pupils but for adult audiences. I have only published the ones I think you might enjoy, whatever your age.  They all cost less than a pint of beer, and, indeed, if you are a Kindle Unlimited person, they are free.

 

Cockburn’s Edinburgh This isn’t all fun, to be sure. It includes a duel, a public execution and a miscarriage of justice. But Henry Cockburn’s “Memorials” are perhaps the most readable book on Edinburgh history, and I have tried to keep his quiet wit. I wrote it with the deliberate intention of passing on a lot of Edinburgh history, and entertaining audiences at the same time.

Cockburn's Edinburgh (Plays by a History Teacher Book 1) eBook : Harris, George: Amazon.co.uk: Kindle Store

 

Three Wise Men I took the Christmas Story as told by St Matthew and had him retell it for a modern audience. My intention was to raise a lot of laughs and to provoke a lot of thought. I am happy with the result. It also casts a critical eye over the teaching profession and the nature of wisdom.

Three Wise Men: A Christmas Play (Plays by a history teacher Book 2) eBook : Harris, George: Amazon.co.uk: Books

 

The Baker Street Irregulars This is a Sherlock Holmes play. I devised a new story, involving Wiggins and his gang, as well as Holmes and Watson. The story involves Moriarty, and a nihilist bomb plot. Much of the action is set in a music hall, and part of the fun was to incorporate lots of well-known music hall songs. You can hum along as you read.

The Baker Street Irregulars (Plays by a History Teacher) eBook : Harris, George: Amazon.co.uk: Kindle Store

 

The Curse of Donald Bane This one is about David I of Scotland and the founding of Edinburgh. I realised after I had written it that it has echoes of Rosemary Sutcliff in the approach, but I am happy with that. It is so much a play of a history teacher that it contains footnotes with primary sources.

The Curse of Donald Bane (Plays of a History Teacher Book 4) eBook : Harris, George: Amazon.co.uk: Kindle Store

 

The Secret of Eilean Mhor During lock-down I wrote a children’s adventure story for my grandsons – and illustrated it. I was sure it was good enough to publish, so here it is. It is really a celebration of wonderful holidays on the west coast of Scotland, with an adventure as well.

The Secret of Eilean Mhor eBook : Harris, George: Amazon.co.uk: Kindle Store

 

An Introduction to the Renaissance This is one of my history lectures, but I really wrote it not for exams but for those who may have many ideas and experiences of the Renaissance - maybe visitors to Italy - but would like to get their ideas in order. As well as talking about art, I also deal briefly with humanism.

An Introduction to the Renaissance (A-grade History Lectures Book 15) eBook : Harris, George: Amazon.co.uk: Kindle Store

History for Pupils and Students

 

 

Some of my Kindle pieces were written with senior school pupils very much in mind. Some of them are for those generally interested in history, but many fit closely with common exam topics. They are brief but not at all superficial.

 

It is hoped they go a little beyond the more straightforward text-books. Anyhow, here are the links to those ones. 

 

The Reformation

The Protestant Reformation briefly explained eBook : Harris, George: Amazon.co.uk: Books

 

James IV: Scotland’s Renaissance King

James IV: Scotland's Renaissance King (Lectures in Scottish History Book 4) eBook : Harris, George: Amazon.co.uk: Kindle Store

 

The “Glorious” Whig revolution: 1670-1720

The "Glorious" Whig Revolution 1670-1720: explained with the help of "The Vicar of Bray" (A grade history lectures Book 17) eBook : Harris, George: Amazon.co.uk: Kindle Store

 

The Jacobites

The Jacobites (Lectures in Scottish History Book 6) eBook : Harris, George: Amazon.co.uk: Kindle Store

 

The Congress of Vienna

The Congress of Vienna Reassessed (A-grade History Lectures Book 13) eBook : Harris, George: Amazon.co.uk: Kindle Store

Slavery and the Causes of the American Civil War

Slavery and the Causes of the American Civil War (A-grade History Lectures Book 14) eBook : Harris, George: Amazon.co.uk: Books

 

Bismarck and the making of the German Empire

Bismarck and the Making of the German Empire (A-Grade History Lectures Book 5) eBook : Harris, George: Amazon.co.uk: Kindle Store

 

The Development of Democracy in Britain: 1850-1918

The Development of Democracy in Britain: 1850-1918 (A-Grade History Lectures Book 6) eBook : Harris, George: Amazon.co.uk: Kindle Store

 

Scotland and the Causes of the First World War

Scotland and the Causes of the First World War (Lectures in Scottish History) eBook : Harris, George: Amazon.co.uk: Kindle Store

 

The Russian Revolution of 1917

The Russian Revolution of 1917 (A-Grade History Lectures Book 3) eBook : Harris, George: Amazon.co.uk: Kindle Store

 

Votes for Women!

Votes for Women! (A-Grade History Lectures Book 1) eBook : Harris, George: Amazon.co.uk: Books

 

Hitler’s Rise to Power.

Hitler's Rise to Power (a-Grade History Lectures Book 2) eBook : Harris, George: Amazon.co.uk: Kindle Store

 

The Causes of the Second World War and Appeasement

The Causes of the Second World War and Appeasement (A-Grade History Lectures Book 4) eBook : Harris, George: Amazon.co.uk: Kindle Store

 

Why did the Allies win the Second World War?

Why did the Allies win the Second World War? (A-Grade History Lectures Book 11) eBook : Harris, George: Amazon.co.uk: Books

The Cold War

The Cold War (A-Grade History Lectures Book 7) eBook : Harris, George: Amazon.co.uk: Kindle Store

 

 

 

The Founding of the Edinburgh Academy

 

 Between 1760 and 1820 the New Town was built in Edinburgh. In 1824 The Edinburgh Academy was founded, a new school for this new town. Partly this was a convenience for those who lived in that part of the city. But the early nineteenth century was a time of radical thought in many fields, so perhaps there was more going on than mere convenience.

 

The French Revolution at that time dominated radical thoughts. However, the ideas of the French Revolution are not simple; rival revolutionaries did each other to death over disputes. Is Napoleon counted as a Revolutionary? Two ideas, however, can be asserted as general to the French Revolutionaries. One was that the influence of religion over politics, over life in general, should be greatly reduced if not eliminated altogether. The other was that power in society should not come “top down”, based on birth. Exactly what “bottom up” version of power should replace it was one of the things disputed, to the point of killing.

 

The Edinburgh Academy was widely seen as a Whig scheme. The founders tried to dilute this political wrangling by inviting Walter Scott (avowedly Tory) to be the first Chairman of Directors. The Whigs were less utterly against the French Revolution than the Tories. However, even though they eventually evolved into the Liberal Party forty years later, in 1824 they were as opposed to democracy as were the Tories. On the other issue, the influence of religion, they did agree more with the French Revolution. Incidentally, the terms “Whig” and “Tory” do not carry quite the same meaning in Scotland as they do in England. Jacobite memories took a long while fading and Whig meant “anti-Jacobite”. Also the Established Church (which Tories supported in England) in Scotland was the Presbyterian Kirk, not the Church of England.

 

There was also the Scottish Enlightenment. Its great days – associated with Hume, Smith, Hutton and others - had preceded 1789. Leonard Horner, who shared the original idea of the new school, The Edinburgh Academy, was steeped in that tradition. He was involved in the foundation of London University and of what developed into Heriot-Watt University. Both of these consciously moved away from the more ancient foundations, emphasising subjects other than the Classics and not at all insisting on membership of the Established Churches. At school level the academy movement is especially interesting. Consider this extract or from the Perth Town Council Minutes (1761). [ Taken from “Modern Scottish History 1707 to the Present, Vol 5” , Edited by Cooke, Donnachie, Macsween and Whatley]

“But Providence has cast our Lot in happier Times, when things begin to be valued according to their use and men of the greatest Abilitys have employed their Skill in making the Sciences contribute not only to the Improvement of the Lawyer, Physician and Divine, but to the Improvement of the Merchant, Mechanic and Farmer in their respective arts. Must it not then be of Importance to putt it in the powers of Persons in these Stations of Life to reap that advantage which Science is Capable of affording them…. From this Plan it will appear how much such an Education would differ from that which is generally pursued in our universities.”

 

But the Edinburgh Academy was not inspired by such views. Henry Cockburn, in his “Memoirs” describes the moment:

“ Leonard Horner and I had often discussed the causes, and the remedies, of the decline of classical education in Scotland; and we were satisfied that no adequate improvement could be effected so long as there was only one great classical school in Edinburgh, and this one placed under the town council, and lowered, perhaps necessarily, so as to suit the wants of a class of boys to more than two-thirds of whom classical accomplishment is seen to be useless. So one day, on top of the Pentlands we two resolved to set about the establishment of a new school.”

Clearly it was to specialise in the Classics and it was not aimed at the generality of the population. Most of the first masters were eminent teachers of the classics.

 

To understand this one must appreciate that Edinburgh society had particular characteristics. The Treaty of Union had moved much of “ruling class” life, and the excitement of a capital city, down to London. But it had left the Kirk, education, medicine and the law untouched. The hub of these learned professions was Edinburgh. While the Grand Tour was impossible during the French wars Edinburgh could feel part of mainstream Britain. Now the wars were over; ambitious young men went to Europe to finish their education, not to Edinburgh. Besides, the Edinburgh professional classes wanted their sons to be ready to succeed in England and the Empire, as well as at home. The new school did have a teacher of English, and it was insisted that he have an English accent. A major controversy in the early years was whether the English pronunciation of Latin should be taught or the traditional Scots one – even though the Scots one was the same as the best European practice. The Directors did not want their ex-pupils’ Latin tags to be laughed at south of the Border.

 

The first Directors realised they had better have a maths teacher, so they appointed the young James Gloag. He stayed for forty years. In one seven year burst he produced six Senior Wranglers at Cambridge. He also has some responsibility for the man who ought to be The Academy’s most famous former pupil: James Clerk Maxwell.

 

Historical films as enrichment for pupils

 

 

There was a tweet the other day enquiring about films as enrichment for school pupils studying history. I am no sort of film buff, and I am sure I have not watched as many good films as you have watched. But I did use films quite a lot in my teaching, so here are my thoughts for what they are worth.

 

I also occasionally wrote historical plays for my pupils and so I know from first-hand experience what is common sense: that even if you try to be true to the history, the disciplines of the play/film take over. There will be a small number of main characters, issues will be simplified, there will be a beginning, middle and end, the dialogue will be interesting, and so on. Many historical films (and some of my plays for that matter) have the status of historical novels. They may be set in some period of the past, but the events and characters will be fictionalised.

 

Nevertheless, I did use films quite a lot, once the video recorder had been invented. (You can see how old I am). Quite apart from lessons, we for a time had compulsory “after school activities”. My “History on Film” activity one year attracted all the pupils (a small number) who went on to gain places at Oxford and Cambridge. To a colleague who said dismissively “You mean you just watch films?” I replied “Why is it that when I take pupils to the theatre I am praised but when I show them films it is assumed to be lazy fun?”.

 

For enrichment the films should be accompanied by discussion, teaching, perhaps the watching of associated documentaries, or distribution of relevant source material and so on. One does not, at school level, need to worry too much about the fact that the type of grenade depicted as being thrown in 1915 did not actually come into use till 1918 or whatever. Though if you happen to know such points they add to the enrichment. Good films should also provoke thought, and this benefit may well go well beyond what the teacher had in mind. Ideally watchers would react as do the best readers of historical novels: “That was fun. I must find out more about that period”.

 

Anyhow, here are a few examples.

“Vikings”. No need to watch it all, unless you have time and get interested in the plot. Couple it rapidly with extracts from “King Harald’s Saga” (similarly fictionalised, I suggest) and appropriate pieces of archaeology.

 

“Robin Hood” (Errol Flynn). What? I thought this was about teaching history! Yes, but myths are part of history and the film will get all sorts of traditional medieval themes to the front of the imagination for discussion and further investigation. An important additional point is that the films are themselves evidence for the period when they were made; the scene where Robin explains to Marion the importance of helping the poor and downtrodden is pure New Deal. (The film was released in 1938). One of my music-teacher colleagues extolled Korngold’s score.

 

“1492: The Conquest of Paradise” This was issued to mark the 500^th anniversary. It turns into a very dark film in which some of the issues of conquest and colonisation are laid bare, with no punches pulled. Whether the details of the ships, or the characters, are precisely accurate I could not say.

 

The Tudor period is full of enjoyable romps from “A Man for All Seasons” to “Shakespeare in Love”. I would hesitate to use any of them in full, unless time permits; one might propagate the myths, not challenge them. But there are many extracts from the many films that are worth showing for discussion, with hard evidence produced.

 

“Cyrano de Bergerac”. Again the whole film gets away from history, unless you have time, but the opening scene in the theatre is a joy. Also, there is a brief moment where you get an idea of a regiment of 17^th century pikemen. I assume the reason they hardly ever appear in films is because these huge spears would need a lot of money spent on training the extras.

 

“Rob Roy”. It would be best if the teacher had read “The Hunt for Rob Roy: The Man and the Myths” by David Stevenson, to know that the story is mostly fantasy. But a lot of the detail of early 18^th century Scotland is interesting – for example the way the power of the aristocrats was enormous. Also there is only one Englishman in the film (and he half a Scot). Some pupils will enjoy the final duel. Try to find an account of a real duel to go with it.

 

“Waterloo”. The point I made earlier about the need to bow down to the disciplines of the film, at the expense of the history, applies here. But unless you know a lot about the battle the film will teach you more.

 

“Far from the Madding Crowd” (1967). I used to know an old labourer who stood in the market place waiting for a job, exactly as shown in the film.

 

“All Quiet on the Western Front” (1930). This is a very good film indeed. Of course, it is one snapshot and, taken on its own, might I suppose reinforce myths about the First World War. But I am sure any teacher who reads this will avoid mythologies.

 

“Lawrence of Arabia”. This gets us well away from the Western Front! Another great film. But beware. The history is heavily distorted in order to construct a memorable film.

 

“Hope and Glory”. There are too many Second World War films to know where to start. This one follows a child of school age. The final scene, where the school is destroyed by a bomb, may provoke applause.

 

“Schindler’s List”. After our school was given this by The Spielberg Foundation (I apologise if I have got the name wrong) I used to organise an evening viewing once a year. Before showing it I would make one or two points. One was that, despite make up, actors could not achieve the extreme emaciation of concentration camp inmates. The other was that this is mainly a story of survivors – based on the testimony of the survivors. Millions did not survive.

 

I am sure you could make your own list, three times as long. I’ll end by repeating a point I made earlier in passing: All films are evidence for the time in which they were made as well as the time in which they are set. Surely one can use them to enrich one’s appreciation of the past.