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Anglo-Saxon, Norse, & Celtic ANGLO-SAXO N, NORSE, & CELTIC The Anglo-Saxon, Norse, and Celtic Tripos is concerned with the history, culture, languages and literatures of the different peoples who inhabited Britain, Ireland and the extended Scandinavian world in the early Middle Ages (5th–12th centuries). It is unique, in the sense that it offers a distinctive combination of subjects, not available elsewhere. Students have the opportunity to become proficient in areas of study which in most cases they will not have explored before, and to appreciate how they are best understood in relation to each other. The study of languages leads to the full appreciation of the corresponding literatures; and, in the history papers, emphasis is placed on the study of the primary sources and on the integration of information derived from all forms of evidence. Students may choose to focus their attention on languages and literature, or on history and material culture; but most of them will mix and match. All of them find a range of options which suits their own interests, and which will allow them to develop their own skills. Students make their selection of subjects from among the following options Language and literature History and culture • Old English • England before the Norman Conquest • Old Norse • Scandinavian history in the Viking Age • Insular Latin • Palaeography (manuscript studies) • Medieval Welsh • History of the Brittonic-speaking peoples • Medieval Irish • History of the Gaelic-speaking peoples For Part I of the ASNC Tripos (the first two years), students choose six options (or five plus a dissertation). For Part II (third year), students choose four options from advanced papers in the same range of subjects, plus a dissertation. The range of options is increased by papers ‘borrowed’ from other Triposes; full details are on the ASNC website. The one-year Masters degree (MPhil) in ASNC involves some training in research, and a 15,000-word dissertation; and it can lead on to a three-year doctorate (PhD), involving further independent study, and the preparation of an 80,000-word dissertation. The Department of ASNC is one of the smallest units in the University, which helps, of course, to give it its distinctive sense of identity. There is an intake of about 25 new students each year, and an overall undergraduate population of about 75 students. There are about 30 graduate students (MPhil and PhD) at any time, and two or three research officers. There are eight members of the teaching staff, each primarily responsible for a particular subject-area. The Department is admin- The Department of ASNC is located on the second floor of the istered by the Departmental Secretary, as a Faculty of English building, 9 West Road, Cambridge. part of the Faculty of English. Students reading the ASNC Tripos at Cambridge come from all manner of different backgrounds, and make many of their friends among fellow-members of their own college, reading a wide variety of different subjects. They find themselves at the same time in a Department which is widely renowned as a centre of international importance in its field. They are taught by lecturers who are at the forefront of current research, and they have access to resources beyond compare, in the Departmental Library, in the University Library, and in the Fitzwilliam Museum, as well as in their own colleges. Above all, they find themselves in a small and friendly Department, mixing with their highly-motivated fellow students, and enjoying a course of study which they will find at times surprising, frustrating, or entertaining, but always challenging and deeply rewarding. Alumni look back on ASNC as one of the formative experiences of their lives. A degree in ASNC can lead to any one (or more) of a wide variety of careers. As in other degrees in the arts and humanities (such as English, History, Classics, and Modern and Medieval Languages), the course of study enables students to pursue their individual interests, and at the same time to develop their intellectual and organisational skills. Some of our students will move on to further research and a career in academe; but most will turn their skills to effective use in careers such as Th e Common Room in the Department of ASNC, used for education, publishing, heritage, media, law, seminars, meetings, and weekly student lunches. It opens out onto a terrace above the Faculty library. management, finance, and government. For further details of the ASNC Tripos, and the Department of ASNC, visit our website www.asnc.cam.ac.uk ENGLAND BEFORE THE NORMAN CONQUEST This course of study begins with the departure of the Romans from Britain in the early fifth century, and extends to the Norman Conquest of England in 1066. The themes which give shape to the unfolding course of events during this period will serve to convey an idea of the kind of subjects which are considered in some detail: the impact of the Germanic settlements on sub-Roman Britain in the fifth and sixth centuries, and the emergence of the major ‘Anglo-Saxon’ kingdoms (East Anglia, Kent, Wessex, Sussex, Essex, Mercia, and Northumbria); the conversion to Christianity in the seventh century, and the contrast between Bede’s view of the English peoples during this period and the more complex reality; the ‘supremacy’ of the Mercian kings in the eighth century, and its significance, or otherwise, in the process which led to the unification of England; the impact of the viking invasions, in the ninth century, on English culture and society, and on the balance of power between surviving English kingdoms (notably Mercia and Wessex); the further developments in the tenth century, including the monastic reform movement, and the emergence of a unified kingdom of the English in the 960s; the viking invasions in the late tenth and early eleventh centuries, leading to the Danish conquest in 1016; and the further political complications which led to the Norman Conquest. All due attention is given, of course, to the role in these events of kings such as Offa, Alfred the Great, Æthelstan, Edgar, and Æthelred the Unready, and also to the role of bishops, abbots, ealdormen, and other leading man. One soon learns, however, that there is much more to the subject than one might think. The historian of England before the Norman Conquest learns how to deal with a variety of literary, documentary, and material evidence. The major ‘literary’ sources are Bede’s Ecclesiastical History of the English People, completed in 731, and the various versions of the Anglo-Saxon Chronicle, first ‘published’ in the early 890s, with later continuations. We also deal with charters, law-codes, and coins, as well as burials, churches, towns, artefacts, manuscripts, and place-names. Modern understanding of this period of history originated in Sir Frank Stenton’s book Anglo-Saxon England, first published in 1943; but the subject has moved on a long way in the past sixty years, and shows no sign of settling down to agreed limits. Attitudes to ‘literary’ sources have changed, so that little is now taken at face value; and this development, in conjunction with other advances in the understanding of the available evidence, has led to the questioning of much that had previously been taken for granted. The proliferation of electronic resources has opened up new possibilities, in teaching as well as research; yet new discoveries, such as the ‘Watlington Hoard’ (2015) or the ‘Staffordshire Hoard’ (2009), still have the power to turn much on its head. The paper on the history of England before the Norman Conquest naturally combines well with the other historical papers, and with the papers on Insular Latin and Old English. One should know about the Scandinavian peoples in their homelands, if one is to understand the Viking invasions of England; and if one is to understand the impact of Christianity on English society, it helps to have read Beowulf. Teaching for the paper is provided by the usual combination of lectures and super- visions, supplemented by guided reading and private study. Students are also encouraged to visit the British Museum and the British Library, where much of primary importance is always on display. They are also encouraged to visit any Anglo-Saxon sites, or churches, in their neighbourhood; and once in Cambridge they organise excursions to places of interest. SCANDINAVIAN HISTORY IN THE VIKING AGE This course is devoted to the history of the Norse-speaking peoples of Scandinavia during the Viking Age, from the beginning of the eighth century to the end of the eleventh. It spans the slow transition from the murk of prehistory, in which archaeology is our only guide, through the Viking Age itself, when foreign authors began to take an interest in their northern neighbours, to the dawn of the Scandinavian Middle Ages when native writers started to produce their own records and histories. The focus of attention lies in the processes of change that redefined life in the Scandinavian homelands during these centuries. The exploits of the raiders who terrorized the British Isles and much of western and eastern Europe at this time are notorious, of course, but they represent only one strand in the complex history of the Scandinavian peoples in the period. Only by studying the forces at work in Scandinavia itself can we hope to make sense of the Vikings and their impact on the Celtic and Anglo-Saxon peoples of the British Isles, and further afield. The activities of the Scandinavian warriors, merchants and settlers who sought their livelihood overseas during the Viking Age arose from and perpetuated the great transformations that were taking place in their homelands. Thriving commercial emporia appeared as trade flourished; kings struggled to enlarge their realms and break the power of local chieftains; and Christianity made itself felt, first as one foreign influence among many, later as a political tool of the mighty, and finally as a part of everyday life.
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