You’re now being more careful and thorough.

You’re right to be wary of the published views that you have cited and the people who have promoted them.

You’re not right to imply that they are very influential. That really ain’t so.

Oh what a bloody waste of bandwidth he is. What a distraction. The bloody man is an infernal nuisance. A diverter of attention, a usurper of arguments, I wish this website would ban him, if only in the interests of well crafted debate.

Every time he shows up on any thread, the submissions from our online community degenerate into sheer dreck.

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Fuck off monty you cock.

I see Edmund is still stalking me.

He really really needs a new boyfriend.

A wonderful exercise in Cut and Paste Journalism, well done Edmund.

Truly the phrase ‘ Doing and Edmund’ when cut and pasting from the internet is a name well deserved.

The point is that kids are taught different skills at different ages. It does not particularly matter what perspective they are taught from as long as critical thinking is encouraged and the resource above demonstrates that there are ways of teaching the crusades from an arab perspective. So there is no excuse for a school not to teach them should they wish (and ’should they wish’ is the point.) After all, someone teaching Key stage 5 will also teach at the other key stages.

Sadly, being a Key Stage 5 resource, very few schoolkids will ever come in contact with it.

The Crusades first featured in my school education when I was 7, and not in a gung-ho fashion. I was taught that Saladin treated his captives well and sent them back home.

This was in 1965, and wasn’t in a particularly PC environment.