The Anglo-Saxon influence on the Carolingian world has long been recognised by historians of the early medieval period. Wilhelm Levison, in particular, has drawn attention to the importance of the Anglo-Saxon contribution to the cultural and ecclesiastical development of Carolingian Francia in the central decades of the eighth century. What is much less familiar is the reverse process, by which Francia and Carolingian concepts came to influence contemporary Anglo-Saxon culture. In this book Dr Story offers a major contribution to the subject of medieval cultural exchanges, focusing on the degree to which Frankish ideas and concepts were adopted by Anglo-Saxon rulers. Furthermore, by concentrating on the secular context and concepts of secular government as opposed to the more familiar ecclesiastical and missionary focus of Levison's work, this book offers a counterweight to the prevailing scholarship, providing a much more balanced overview of the subject. Through this reassessment, based on a close analysis of contemporary manuscripts - particularly the Northumbrian sources - Dr Story offers a fresh insight into the world of early medieval Europe.

The visual heritage of Northern Yorkshire in the pre-Conquest period is revealed in this addition to the Corpus series. This volume surveys the sculpture in the historic North Riding of Yorkshire (excluding those parts covered in Volume three).

A rich and surprising look at the robust European culture that thrived after the collapse of Rome. The barbarians who destroyed the glory that was Rome demolished civilization along with it, and for the next four centuries the peasants and artisans of Europe barely held on. Random violence, mass migration, disease, and starvation were the only ways of life. This is the picture of the Dark Ages that most historians promote. But archaeology tells a different story. Peter Wells, one of the world’s leading archaeologists, surveys the archaeological record to demonstrate that the Dark Ages were not dark at all. The kingdoms of Christendom that emerged starting in the ninth century sprang from a robust, previously little-known European culture, albeit one that left behind few written texts.

The first step in education's long road to respectability lay in the ability of its proponents to demonstrate that it was worthy of collaborating with traditional disciplines in the syllabus of higher learning. The universities where the infant discipline of education was promoted benefited from scholars who engaged in teaching and research with enthusiasm and preached the gospel of scientific education. These schools-Teachers College/Columbia University, the University of Chicago, and Stanford University-gained a reputation as oases of pedagogical knowledge. Soon, public and private colleges alike introduced professional academic programs for the preparation of teachers. Foremost among the subjects for these programs was education philosophy, with its long history and the impeccable credentials of its ancient and modern expositors. Although the principal focus of this study is the history of educational philosophy in colleges and universities, it also recognizes educational philosophy's antecedents. Chapters cover ancient roots, Christian educational theory, educational theory and the modern world, philosophy and education in early America, development of philosophies of education, disciplinary maturity for educational philosophy, and prospects. There is a bibliography and an index.