The number of people who deserve to be thanked here is immense, and I
am certain to accidentally leave out a few, but here goes. In chronological
order, they are:
Professor Peggy Knapp of Carnegie Mellon University, my first teacher of medieval studies, my advisor, and the person who made me aware that there was a beautiful literature to be found in medieval English.
Professor John Miles Foley of the Center for Studies in Oral Tradition at the University of Missouri-Columbia, who taught me Old English, pointed out the difficulties of existing grammars, and showed me how knowledge of oral tradition vastly enriches so many texts.
Professor Martin Camargo of the University of Missouri-Columbia, who advised and supported me throughout my studies there.
Professor Allen J. Frantzen of Loyola University Chicago, who taught me an enormous amount about teaching in addition to guiding me through my Ph.D. program and dissertation. Allen will be pleased to know how much my work at the Loyola Literacy Center has informed the writing of this grammar book.
My colleagues in the English department at Wheaton College, who have also taught me more than they realize about teaching and who have encouraged and supported medieval studies and Anglo-Saxon. Thank you: Claire Buck, Beverly Lyon Clark, Sam Coale, Katherine Conway, Susan Dearing, Paula Krebs, Dick Pearce, Sheila Shaw, Sue Standing and Kathleen Vogt.
Joel Relihan of Classics has been a great help in discussions of how to teach ancient languages.
Marilyn Todesco has been a steady source of support and encouragement, as have her amazing student assistants, Libby Bixby and Beth Afanato.
Kathryn Powell has also helped me much along the way, and I thank her for her friendship and kindness.
Donald Scragg's encouragement has also been much appreciated, as have the suggestions of the many wonderful scholars of the International Society of Anglo-Saxonists, who at the 1999 convention at the University of Notre Dame viewed the King Alfred prototype and provided many invaluable suggestions. I would also like to thank Katherine O'Brien O'Keefe for organizing the intellectually energizing conference.
But the people deserving the most thanks are my student collaborators, Rachel Kapelle and David Dudek.
Rachel developed the sentences for the first four chapters. She compiled the lists of vocabulary, and her work with the program led to numerous improvements.
David helped me develop much of the technology that underlies the program, and he helped design the exercise interface.
Rachel, David and I are all grateful for a generous grant from Wheaton's Library Technology and Learning Committee that allowed us to work on the project over January break of 2000. A grant from the Gebbie foundation funded the creation of the original King Alfred prototype.
Finally, I would like to thank my beloved wife, Raquel M. D'Oyen, without whom none of this would be possible.
Michael D.C. Drout
Wheaton College and Dedham, Mass.