Anne Klinck M edieval studies are n o t one o f die areas th a t the U niversity o f N ew Brunswick emphasises. I t is only in th e English D ep artm en t th a t they are substantially taught, and the dep artm ent does n o t require eidier O ld o r M iddle English for the doctorate. W e do have diree medievalists: an A nglo-Saxonist (myself) and tw o m iddle English specialists— C hrista C anitz at the Fredericton cam pus and Janies N ob le at Saint John. I t is likely th at O ld English will disappear from o u r offerings w hen I retire in five years. C hrista Canitz teaches an upper-level survey, “C haucer & C o.,” in alternate years, w ith a new upper-level course 011 "T he M iddle Ages in the 2 0 th C entu ry” scheduled for next year. She also teaches frequent H o n o u rs sem inars, 011 such topics as the representation o f w om en in medieval literature (including Latin and continental vernacular texts in M iddle English translation) and the story o f T roilus and Crisevde in its various medieval (continental and insular) and m odern versions. H e r graduate seminars o n die critical reception o f C h au cers C a n te r b u r y T a le s and 011 19th- and 2 0 thcentury medievalism have been very popular, b u t she notes th a t a grad uate sem inar on medieval (re)visions o f classical antiquity suddenly lost its students after she m entioned th a t they w ould begin by actually looking at som e classical texts. She publishes and presents conference papers 011M iddle Scots poetry and 011 contem porary medievalism. A t Saint John, James N oble regularly teaches “C haucer and H is C ontem poraries” and “Chaucer: The C anterbury Tales,” w ith a course 011 A rthurian literature in alternate years. H e also occasionally teaches a graduate sem inar 011 the A rth u r stoiy; in 2 0 0 4 he will be teaching “F em inist Perspectives 011 the A rthurian Legend.” H e has had a couple o fM .A . theses in the past five years. H is publications and presentations in recent years have been m ainly 011 Layam on’s B r u t and 011 m o dern responses to M alory. In m y ow n area o f specialisation, a few students co ntinue to be interested in O ld English, b u t m any find the language hurdle insuperable. As o u r students read less and less o f Early M odern , let alone M iddle, English, this becom es increasingly so. A nd o f course they kno w n o th in g o f inflected languages and traditional gram m ar. T hus far I am still teaching upper-level undergraduate courses, O ld English I and II, alternating w ith a graduate sem inar every oth er year, b u t the d em and for a graduate sem inar is small, and I w ould n o t be surprised to see this offering dropped . As the graduate sem inar is also in tro du ctory , students are w hisked th ro u g h d ie gram m ar and urged to read m ore w idely in translation. A t the undergraduate level, students g et a m ore solid fo undatio n. B u t w ith o u r university em phasising sheer num bers m ore and m ore, the on ly w ay th a t interested students can g e t a th o ro u g h g ro u n d in g in O ld English is by m y teaching overload, w hich I regularly do. M y scholarly w ork has m oved away from O ld English in th e past ten years— th o u g h I plan to retu rn to it— and I have published m ainly o n w o m an ’s voice lyric, classical and medieval. I d o have tw o doctoral students, one w orkin g o n B e o w u lf in th e context o f ancient and m edieval epics, the o th er on the O ld Saxon H e l i a n d . I should m en tion th a t O ld English is diriving a t o u r n eighbour university, S t T hom as, w here A ndrea S chütz has attracted very large num bers o f students. R o d g er W ilkie, one o f o u r graduate students, is sharing th e teaching o f it w ith her this year. M edieval history a t U N B is covered by o u r Early M odern historian, Gary W aite. H e teaches a second-year medieval survey in alternate years, and a very popular upperlevel course called “'H eretics an d W itches in Late M edieval and Early M odern E uro pe.” H is research is o n th e N etherlands from th e fifteenth to die seventeenth century, and his H e re s y , M a g i c , a n d W it c h c r a f t in E a r ly M o d e r n E u r o p e is fo rthcom ing from Palgrave Press. K athryn Taglia, w h o is involved in the teaching o f Arts 1000 ‘T h e D evelopm ent o f W estern T h o u g h t,” has ju st com pleted a dissertation a t die U niversity o f T o ro n to o n th e socialisation o f children in late medieval France. She is a publishing scholar, b u t has n o t so far ta u g h t any medieval courses at U N B . As far as I know , medieval studies are n o t ta u g h t in any o f the language departm ents at U N B . O u r library holdings are respectable as regards English, and, I gather, adequate for undergraduates in H istory. In o th e r languages o u r holdings are veiy th in , and ten d to be concentrated around w orks w hich have influenced English winters, like C haucer. By and large, the traditional training in medieval studies is disappearing a t U N B . C haucer rem ains strong, w ith A ithuriana second; w om en-focused studies are also popular— as in all periods. M edievalism represents a g ro w in g field o f interest. A nd there is an increasing trend tow ards creating courses th a t are m arketable to no n ­ specialist students. This seems to be w here the future lies.