Journal articles: 'British School at Rome – History'

1

Smith, Christopher J. "A HUNDRED YEARS OF ROMAN HISTORY: HISTORIOGRAPHY AND INTELLECTUAL CULTURE." Papers of the British School at Rome 80 (September 24, 2012): 295–323. http://dx.doi.org/10.1017/s006824621200013x.

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In 2010, the Society for the Promotion of Roman Studies achieved its centenary. In 2012, the British School at Rome, which was closely linked to the origins of the Roman Society, celebrates the centenary of its Royal Charter. This marked the formal establishment of the distinctively broad and interdisciplinary remit of the School by the inclusion of humanities, art and architecture in a single institution. The combination of these two anniversaries has given rise to this attempt to think through some of the paths that Roman studies have taken, and to understand them within the context of broader developments in particularly British and Italian historiography. The Roman Society and the British School at Rome have many points of connection, both in terms of individuals and in terms of research interest. Recent work on the development of a British historical tradition has shown that it remains important to ground the reading of historical scholarship within the intellectual trajectory of its practitioners. This is, therefore, an argument about how the research represented in theJournal of Roman Studies, and conducted at the British School at Rome, and ultimately more widely, should be seen in a historiographical context.

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Wallace-Hadrill, Andrew. "The British School at Rome 1901–2001." Papers of the British School at Rome 69 (November 2001): 1–2. http://dx.doi.org/10.1017/s0068246200001732.

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Wickham, Chris. "Medieval studies and the British School at Rome." Papers of the British School at Rome 69 (November 2001): 35–48. http://dx.doi.org/10.1017/s0068246200001756.

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GLI STUDI MEDIEVALI E LA ‘BRITISH SCHOOL AT ROME’Le ricerche in campo medievale hanno costituito uno dei tratti distintivi dell'attività della ‘British School at Rome’ sin dagli esordi, con la pubblicazione di consistenti ricerche storico artistiche (Rushforth) e di storia amministrativa (Jamison) nella prima decade del ventesimo secolo. Successivamente, però, fino al secondo dopoguerra, itemi medievali vennero trattati in maniera piuttosto discontinua. Negli anni '50 l'attenzione si concentro sugli studi storici, mentre quelli archeologici iniziarono negli anni '60. Questi ultimi conobbero un intenso sviluppo in seguito alla ricognizione dell'Etruria meridionale (‘South Etruria Survey’) condotta dalla ‘British School at Rome’, concentratasi sul periodo romano ma che sollevo numerose questioni relative al periodo successive All'inizio degli anni '60, gli scavi di Santa Cornelia furono tra i primi scavi medievali in Italia. A meta del decennio, le ricerche di David Whitehouse sulla ceramica resero possibile per la prima volta datazioni accurate. Da queste premesse scaturirono tre decenni di lavoro intenso sull'archeologia medievale italiana, nel quale gli archeologici britannici, di solito legati alla ‘British School at Rome’, ebbero un ruolo importante. I decenni piu recenti hanno inoltre contributo allo sviluppo delle discipline storiche è storico-artistiche; John Osborne e stato particolarmente attivo nello sviluppo degli studi sulla cultura visiva altomedievale romana.

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Potter, T. W., and Simon Stoddart. "A century of prehistory and landscape studies at the British School at Rome." Papers of the British School at Rome 69 (November 2001): 3–34. http://dx.doi.org/10.1017/s0068246200001744.

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UN SECOLO DI STUDI PREISTORICI E DEL PAESAGGIO ALLA ‘BRITISH SCHOOL AT ROME’Questo articolo esamina i cento anni di tradizione di studi preistorici e del paesaggio della ‘British School at Rome’. Questo secolo di ricerca consiste in tre fasi principali: la direzione di Ashby, quella di Ward-Perkins e gli ultimi tre decenni del ventesimo secolo. Le prime due sezioni, scritte principalmente da Tim Potter prima della sua scomparsa, ripercorrono lo sviluppo degli studi topografici dai primi decenni del ventesimo secolo fino allo studio regionale degli anni’ 60. Nell'ultima sezione l'attivita della ‘British School at Rome’ è inserita nel contesto delle tendenze più recenti nell'archeologia del paesaggio: una combinazione di orientamento delle problematiche ed un'accresciuta intensità di ricerca. Nonostante l'Etruria sud-orientale sia generalmente considerata come il principale interesse delle ricerche sul paesaggio condotte dalla ‘British School’, questo articolo cerca di sottolineare anche l'importanza di ricerche condotte altrove, particolarmente nell'Africa settentrionale, Malta ed in Italia meridionale. L'obiettivo per il futuro è di vedere fino a che punto la tradizione britannica di sintesi riuscirà a collegare queste nuove tendenze negli studi sull'archeologia di paesaggio.

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Pedley, Mary. "The manuscript papers of Diego de Revillas in the Archive of the British School at Rome." Papers of the British School at Rome 59 (November 1991): 319–24. http://dx.doi.org/10.1017/s0068246200009752.

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LE CARTE MANOSCRITTE DI DIEGO DE REVILLAS NELLA BRITISH SCHOOL AT ROMEL'archivio della British School at Rome conserva in due scatole le carte manoscritte del prete girolamino Diego de Revillas (1690–1746), comprate da Thomas Ashby nel 1902 da Constantino Corvisieri che a sua volta le aveva acquistate dal monastero girolamino di S. Alessio e Bonifacio sull'Aventino. Revillas, amante di scienze nella tradizione dell'illuminismo, studiò varie discipline: la fisica, la fisiologia, la metereologia, la topografia classica e la cartografia. I manoscritti della British School contengono note e documenti di molti lavori pubblicati da Revillas, ed anche, diari, schizzi di cartografia ed osservazioni metereologiche a Roma (fù uno dei primi ad usare gli strumenti di Celsius e Réaumur). Le carte sono molto importanti per gli studiosi di topografia classica (che dal tempo di Ashby ne hanno beneficiato) come è dimostrato dalle osservazioni dettagliate di Revillas sulle antichità delle regioni Marsicana e Tiburtina. Le note rivelano anche che egli fu uno dei primi a Roma ad impiegare il rilevamento trigonometrico nella costruzione delle mappe a grande scala. A causa dei legami con il circolo del Cardinale Alessandro Albani e i principi Stuart, le sue carte rivelano l'ambiente scientifico della Roma del XVIII secolo.

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Fabbricotti, Emanuela. "Thomas Ashby e la Libia." Libyan Studies 32 (2001): 115–31. http://dx.doi.org/10.1017/s0263718900005811.

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AbstractThomas Ashby was a very well-known British archaeologist of the beginning of last century. He travelled a lot and left to the British School at Rome, of which he was the first student, many albums of photographs. Some of them have been recently published. This article deals with the trip to Libya by sea made in May 1910. He took photographs of Derna, Benghazi and Tripoli with general views of them. Of course, the panorama is now changed, but it is interesting to note some features which are nowadays lost, like the Turkish castle at Benghazi, or the arch of Marcus Aurelius at Tripoli still obstructed by later buildings, or the ‘modern’ technology of the radio masts at Derna.

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Greenwood, Martin. "Grants in Aid of Research: The ‘Anglo-Roman’ School: British sculptors in Rome 1820–70." Papers of the British School at Rome 65 (November 1997): 353. http://dx.doi.org/10.1017/s0068246200010722.

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8

Coarelli, Filippo. "Pits and fora: a reply to Henrik Mouritsen." Papers of the British School at Rome 73 (November 2005): 23–30. http://dx.doi.org/10.1017/s0068246200002968.

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POZZI E FORA: UNA RISPOSTA A HENRIK MOURITSENQuesto articolo è una risposta all'articolo di Henrik Mouritsen (Papers of the British School at Rome 72 (2004), 37–67), in cui si contesta l'interpretazione dei ‘pozzetti’ scoperti nei fori delle colonie latine (proposta da chi scrive e da Mario Torelli) come limiti di aree inaugurate, ispirati al modello del Foro di Roma. Anche se talvolta la funzione era in effetti diversa (come nel caso del Foro di Fregellae), l'ipotesi che collega i ‘pozzetti’ di dimensioni maggiori all'inauguratio di aree forensi sembra ancora la più probabile.

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9

Rathbone, D. W. "S. P. Oakley: The Hill-forts of the Samnites. (Archaeological Monographs of the British School at Rome, 10.) Pp. xii + 164, 145 figs, 1 map. London: British School at Rome, 1995. Paper, £35. ISBN: 0-904152-28-6." Classical Review 49, no. 1 (April 1999): 307–8. http://dx.doi.org/10.1093/cr/49.1.307.

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Laurence, Ray. "P. Arthur, Naples from Roman Town to City-State: an Archaeological Perspective (Archaeological monographs of the British School at Rome 12). London: British School at Rome, 2002. Pp. xv + 197, illus. ISBN 0-904152-383. £27.95." Journal of Roman Studies 94 (November 2004): 278–79. http://dx.doi.org/10.2307/4135098.

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11

Parkins, Helen. "G. Barker and J. Lloyd (eds), Roman Landscapes: Archaeological Survey in the Mediterranean Region (Archaeological Monographs of the British School at Rome, 2), London, British School at Rome, 1991. xvi + 240 pp. £28.00. ISBN 0 904152 16 2." Rural History 5, no. 2 (October 1994): 227–28. http://dx.doi.org/10.1017/s0956793300000716.

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12

Witcher, Rob. "The Hill-Forts of the Samnites. By S.P. Oakley. 300mm. Pp. xi + 164, ills. Oxford: Oxbow Books for the British School at Rome, Archaeological Monographs of the British School at Rome, no. 10, 1995. ISBN 0-904152-28-6. £35.00." Antiquaries Journal 78 (March 1998): 486. http://dx.doi.org/10.1017/s0003581500500353.

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13

Witcher, Rob. "The Hill-Forts of the Samnites. By S.P. Oakley. 300mm. Pp. xi + 164, ills. Oxford: Oxbow Books for the British School at Rome, Archaeological Monographs of the British School at Rome, no. 10, 1995. ISBN 0-904152-28-6. £35.00." Antiquaries Journal 78 (September 1998): 486. http://dx.doi.org/10.1017/s0003581500045261.

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14

Lanzarone, Nicola. "Annotazioni inedite all’Aetna di scuola pomponiana (cod. Corsinianus 1839)." Philologus 163, no. 2 (November 6, 2019): 331–57. http://dx.doi.org/10.1515/phil-2019-8888.

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Abstract This is the editio princeps of the notes on the Aetna (a poem attributed to Virgil) that are contained in the codex Corsinianus 1839 (Rome, Biblioteca Corsiniana). These notes are from Pomponius Laetus’ school (XV century): many of them are similar or identical to those on the same poem that are transmitted by the codex London, British Library, Sloane 777, which is an autograph by Pomponius. These annotations are part of Pomponius’ exegesis on Virgil, a very importtant chapter of Virgil’s centuries-old exegesis.

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15

Sear, Frank. "Cisterns, drainage and lavatories in Pompeian houses, Casa dei Capitelli Colorati (VII.4.51), Casa della Caccia Antica (VII.4.48) and Casa dei Capitelli Figurati (VII.4.57)." Papers of the British School at Rome 74 (November 2006): 163–201. http://dx.doi.org/10.1017/s0068246200003251.

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CISTERNE, DRENAGGI E LATRINE NELLE CASE DI POMPEI, CASA DEI CAPITELLI COLORATI (VII.4.51), CASA DELLA CACCIA ANTICA (VII.4.48), CASA DEI CAPITELLI FIGURATI (VII.4.57)L'articolo esamina le quattro cisterne, la latrina, i bacini idrici e parti del sistema di condutture della Casa dei Capitelli Colorati (VII.4.51); la grande cisterna, la piscina e le due latrine nella Casa della Caccia Antica (VII.4.48); e la cisterna sotto l'atrio della Casa dei Capitelli Figurati (VII.4.57). Il lavoro segue un precedente articolo (Papers of the British School at Rome 72 (2004): 125–66) concernente l'impianto idrico della Casa del Granduca (VII.4.56).

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DUTRA SALGADO, Pedro. "History, Agency and Eurocentrism in the English School." Relaciones Internacionales, no. 41 (June 10, 2019): 33–52. http://dx.doi.org/10.15366/relacionesinternacionales2019.41.002.

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The recent English School literature within the discipline of International Relations has been successful in renewing that tradition’s popularity, along with revising some of its core elements. This work have generated innovations in its theoretical framework, resulting in important differences in relation to the classic works of the British Committee. Despite such innovations, some of its limits remain in place, as it is still centred on an Eurocentric historical perspective. In this paper, I address two recent contributions to the body of English School literature: the new narrative of globalisation of the international society, and the turn to process sociology. By analysing these contributions, I argue that by not presenting a systematic conception of agency and historical change, history becomes relegated to a secondary role in their explanatory process: it is mobilised as a set of examples that either confirms or expands the theoretical conception of the international society or its expansion. This secondary role of history provides shelter for Eurocentrism in IR theory, since it allows for the incorporation of extra-European agencies and processes without challenging the theory that was produced in their absence. In return, I argue for a radically historicist conception of theory, drawing from a particular push for historicism in the tradition of Political Marxism. This radical historicism shifts the focus from overarching processes and their outcomes towards the many conflicting agencies who played a role in the transformations of international politics.

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Rasmussen, Tom. "R. Hodges, Visions of Rome. Thomas Ashby Archaeologist. London: British School at Rome, 2000. Pp. 134, 40 illus. ISBN 0-904152-34-0. £13.95." Journal of Roman Studies 92 (November 2002): 221–23. http://dx.doi.org/10.2307/3184890.

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18

Fletcher, Stella. "Abbot Edmund Ford, secret agent." British Catholic History 35, no. 4 (October 2021): 440–61. http://dx.doi.org/10.1017/bch.2021.18.

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Hugh Edmund Ford (1851–1930), first abbot of the English Benedictine monastery at Downside in Somerset, had a reputation, especially in monastic circles, as a scholarly and reforming monk. He is much less well known than his contemporary confrères, Cardinal Aidan Gasquet and Abbot Cuthbert Butler, lacking Gasquet’s public profile and Butler’s list of much-respected publications. Ford’s considerable political and diplomatic skills were honed in the promotion of a monastic reform movement which transformed the English Benedictine Congregation. He travelled widely on monastic business and also on account of his always delicate health. More surprisingly, in 1918, he acted as an agent for the British government on a mission to neutral Switzerland, where the Benedictine abbey of Einsiedeln provided a refuge for many Germans displaced from Rome when Italy entered the Great War in 1915. Ford made use of the various ecclesiastical networks available to him,including the Benedictine Confederation centred on S. Anselmo in Rome and connections made through the school at Downside. This article places Ford in these and other Catholic networks and demonstrates how they were put to use in the Allied cause during the First World War.

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Bird, Joanna, Amanda Claridge, Oliver Gilkes, and David Neal. "Porta Pia: excavations and survey in an area of suburban Rome." Papers of the British School at Rome 61 (November 1993): 51–113. http://dx.doi.org/10.1017/s0068246200009946.

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PORTA PIA: SCAVO E RILEVAMENTO DI UN'AREA DELLA ROMA SUBURBANA. PARTE ISi tratta della prima parte di una relazione sul lavoro archeologico portato avanti dalla British School at Rome nell'area dell'Ambasciata Britannica a Porta Pia negli anni '60 e nel 1991/2.Durante l'estate del 1969 una piccola trincea fu aperta immediatamente dietro le mura aureliane della città, che in quest'area erano state ricostruite nel 1564. Furono riconosciute tre principali fasi dell'occupazione romana, la prima forse consistente di un terrazzamento a giardino probabilmente dell'inizio del secondo secolo d.C. L'area fu in seguito occupata da un angolo di un edificio industriale, possibilmente una fullonica. La terza fase era rappresentata dalla costruzione delle mura della città, nel 271-5 d.C. Un livello di scarico associato con la costruzione delle mura conteneva detriti derivanti da alcune tombe contigue e materiale ceramico risalente circa al 275 d.C.Il lavoro condotto in altre zone dell'area dell'Ambasciata ha portato allo studio di un mosaico monocromo con una scena marina, databile al periodo approssimativamente compreso fra il 140 e il 270 d.C., nonchè un dettagliato rilevamento della miniera di pozzolana del XVI e XVII secolo.

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20

Hill, Stephen. "G. Barker and J. Lloyd (eds), Roman Landscapes — Archaeological Survey in the Mediterranean Region (Archaeological monographs of the British School at Rome II). London: British School in Rome, 1991. Pp. xvi + 240, numerous illus. ISBN 0-904152-16-2. £22.00." Journal of Roman Studies 83 (November 1993): 232–33. http://dx.doi.org/10.2307/301022.

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21

M. Coutts, Catherine, and Richard Hodges. "New excavations of the Crypt Church at San Vincenzo al Volturno in 1994." Papers of the British School at Rome 64 (November 1996): 283–85. http://dx.doi.org/10.1017/s0068246200010424.

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NUOVI SCAVI NELLA CHIESA A CRIPTA DI SAN VINCENZO AL VOLTURNO (1994)Questa breve nota vuole essere una aggiunta agli scavi della chiesa a cripta di San Vincenzo al Volturno pubblicati in R. Hodges (1993) (ed.), San Vincenzo al Volturno 1. The 1980–86 Excavations, Part I (London, British School at Rome). Scavi della Soprintendenza nell'area dell'atrio di questa chiesa alto medievale hanno rivelato la presenza di un portico recinto costruito nel IX secolo (fase 5), all'interno del quale si trovava il piccolo cimitero descritto nella prima relazione. Gli scavi hanno anche aiutato a stabilire le precise misure dell'edificio tardo romano che precedeva la chiesa a cripta alto medievale.

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HERRAN, NÉSTOR. "Spreading nucleonics: the Isotope School at the Atomic Energy Research Establishment, 1951–67." British Journal for the History of Science 39, no. 4 (November 10, 2006): 569–86. http://dx.doi.org/10.1017/s0007087406008752.

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The Isotope School was established in 1951 by the British Atomic Energy Research Establishment (AERE) at Harwell following the model of the American Oak Ridge Institute of Nuclear Studies. Until its dissolution in 1967, it played an important role in the expansion of radioisotope techniques in Britain and Western Europe. This paper traces the origin and activities of the Isotope School, and describes the content of its courses and the composition of its audiences both in Britain and abroad. These illustrate the motivations behind the early diffusion of nuclear technology and the importance of Cold War politics in shaping the flows of materials and expertise. In particular, the ban on attendance of Eastern European students at the courses reveals a persistent tension inside the British nuclear programme: the conflict between the drive for disseminating nucleonics and the restrictions forced by national security concerns.

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23

Nekrasov, Andrei. "Сэр Бернард Пэрс и Школа славянских исследований в Лондоне." Roczniki Humanistyczne 69, no. 7 (August 11, 2021): 77–90. http://dx.doi.org/10.18290/rh21697-6.

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This article covers the diverse activities of the renowned British historian Sir Bernard Pares on the development of Russian and Slavic studies in the first half of the 20th century. He was the author of several books and a fair number of articles on Russia, edited the journals The Russian Review and The Slavonic Review. Pares also founded the first School of Russian Studies at the University of Liverpool (1907) and served for twenty years as Director of the School of Slavonic and East European Studies at the University of London (1919-1939). Due to his interest in Russian politics, history and culture, frequent and lengthy visits to Russia from 1906 to 1919 and close friendship with many Russian liberals, his appointment as an official observer to the Russian army in 1915 and as a British representative to Kolchak’s army during the Civil War, Pares became one of the most authoritative British experts on Russia and rightfully assumed the position of Director of the School of Slavonic Studies. This article pays close attention to various financial and administrative problems that Pares had to cope with as the Director of the School. The author concludes that Bernard Pares’ role as a promoter of all things Russian, a translator of Russian poetry and prose, a researcher into Russian history and an organiser of Russian and Slavonic studies in Britain was indispensable.

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Gaffney, Vince, Helen Patterson, Paul Roberts, G. Barratt, A. Bradley, W. Clarke, D. Goodman, et al. "Forum Novum–Vescovio: Studying urbanism in the Tiber valley." Journal of Roman Archaeology 14 (2001): 58–79. http://dx.doi.org/10.1017/s1047759400019838.

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The Roman town of Forum Novum lies in the Sabine hills to the northeast of Rome. Its study forms part of the British School at Rome's Tiber Valley Project, a collaborative research initiative which studies the Tiber valley as the hinterland of Rome, tracing the impact of Rome's development on the history of its settlement, economy, and cultural identity from 1000 B.C. to A.D. 1300 (Patterson and Millett 1999; Patterson et al. 2000) (fig. 1). The project draws on the extensive work carried out in this area to produce a new, material-based history of the valley. While the project seeks to re-evaluate past survey material, a vital contrast is provided by the development of new field projects to fill the gaps in settlement knowledge. Three main lacunae have been identified: the study of urban centres; the dearth of data from the E bank of the Tiber; and the poor understanding of the late-antique and early Mediaeval landscape. Forum Novum offers an opportunity to address all these lacunae.Urbanism forms a key research theme for the Tiber Valley Project. In marked contrast to the intensity of archaeological work on rural settlement in this area, there has been little systematic research on towns. Study has tended to concentrate on the excavation of monumental structures or, more rarely, the investigation of single and exceptional towns such as Ostia and Rome itself. Surprisingly little is known of the organization of the smaller towns and knowledge of their history is based largely on the epigraphic and documentary evidence.

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Malkin, Stanislav. "From Small Wars to Guerrilla Warfare: Imperial School of British Military Thought During the Interbellum." Novaia i noveishaia istoriia, no. 6 (2021): 22. http://dx.doi.org/10.31857/s013038640017166-0.

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The Interbellum era was marked by the competition of various interpretations of guerrilla warfare and small wars, which were a practical expression of rebel activity in the colonies and on the outskirts of the British Empire. Discussions in that regard reflected both theoretical and doctrinal contradictions and the bureaucratic rivalry between the departments responsible for its internal security and the confrontation between the military and civilian authorities over the boundaries of their responsibility to preserve colonial order. The evolution of the meaning of the concept of “guerilla warfare” within the British military thought in the first half of the 20th century is demonstrated by highlighting the stages of the process, historical reconstruction of the levels of discussion of this topic in a professional environment, and identifying the degree of mutual influence of its basic provisions in the face of budgetary constraints and new challenges to colonial rule after the First World War. This approach allowed to specify ideas about the place and role of the army in the functioning of the internal security system of the British Empire at the final stage of its existence. The analysis of the semantics and content of the “guerilla warfare” concept between two world wars makes it possible to apply a new approach to the issue of disagreements between the military and civilian authorities over the choice of the military and political course in the conflicts of this kind. Thus, the identified differences may be viewed as a result not of the bureaucratic differences only, but as the absence of the unified understanding of the “modern rebellion” problem among the military as itself.

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Forgacs, David. "The words of the migrant: tales of contemporary Italy." Papers of the British School at Rome 76 (November 2008): 277–97. http://dx.doi.org/10.1017/s0068246200000507.

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L'articolo fornisce un quadro breve del progetto di ricerca ‘Linguaggio/lingua, spazio e potere in Italia sin dal 1800’ che sto conducendo alla British School at Rome dal 2006 al 2009, e fornisce esempi tratti da uno dei più completi case studies. Nell'insieme, con questi case studies si esaminano gli intrecci del linguaggio/lingua, dello spazio e del potere in un certo numero di istituzioni e agenzie, inclusi l'esercito, i tribunali e gli ospedali psichiatrici, e in ricerche etnografiche e antropologiche. Il caso qui illustrato è quello della recente immigrazione in Italia e in particolare la verbalizzazione delle relazioni di potere tra ospiti e immigrati, e le rappresentazioni verbali e visive degli immigrati. I due esempi costituiscono eventi che hanno avuto luogo nel campo di detenzione di Regina Pacis in Puglia e le rappresentazioni degli immigrati rumeni a Roma, incluse le giovani donne che lavorano come prostitute.

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Coccia, S., D. J. Mattingly, B. Brehm, H. Elton, P. Foss, I. George, T. Leggio, H. Patterson, P. Roberts, and T. Sudell. "Settlement history, environment and human exploitation of an intermontane basin in the central Apennines: the Rieti survey 1988–1991, Part II. Land-use patterns and gazetteer." Papers of the British School at Rome 63 (November 1995): 105–58. http://dx.doi.org/10.1017/s0068246200010217.

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STORIA DELL'INSEDIAMENTO, DELL'AMBIENTE E DELLO SFRUTTAMENTO UMANO DI UN BACINO INTERMONTANO NELL'APPENNINO CENTRALE: LA RICOGNIZIONE 1988–91 A RIETI, PARTE II. MODELLI DI SFRUTTAMENTO DEL TERRITORIO ED ELENCO DEI SITIQuesta seconda parte della relazione finale sulla ricognizione a Rieti (cf. Papers of the British School at Rome 60 (1992), 213–89, per Parte I) presenta ulteriori informazioni ed interpretazioni sui modelli di trasformazione degli insediamenti e di uso del territorio nel tempo, insieme al completo elenco dei siti. La discussione sull'insediamento e sull'uso del territorio è basata su una dettagliata analisi della distribuzione spaziale del materiale ceramico di diverse fasi all'interno del transetto interessato dalla ricognizione. Comunque, la maggior parte di questa relazione riguarda l'elenco dei siti, con descrizioni di tutti i siti registrati e liste riassuntive, per ogni singolo sito, della ceramica e dei laterizi raccolti nonchè delle fasi di attività attestate.

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Grindel, Susanne. "The End of Empire Colonial Heritage and the Politics of Memory in Britain." Journal of Educational Media, Memory, and Society 5, no. 1 (March 1, 2013): 33–49. http://dx.doi.org/10.3167/jemms.2013.050103.

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Taking as its starting point the current debate over the significance of history in the National Curriculum for England, this article examines the place of the country's colonial past in its national culture of memory. In the context of debates about educational policy and the politics of memory concerning Britain's colonial heritage, the author focuses on the transmission and interpretation of this heritage via school history textbooks, which play a key role in the politics of memory. This medium offers insight into transformations of the country's colonial experience that have taken place since the end of the British Empire. School textbooks do not create and establish these transformations in isolation from other arenas of discourse about the culture of memory by reinventing the nation. Instead, they reflect, as part of the national culture of memory, the uncertainties and insecurities emerging from the end of empire and the decolonization of the British nation's historical narrative.

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Graham, A. J. "Campania - Martin Frederiksen (ed. with additions by Nicholas Purcell): Campania. Pp. xviii + 368; 6 maps, 15 plates. London: British School at Rome, 1984." Classical Review 36, no. 1 (April 1986): 105–8. http://dx.doi.org/10.1017/s0009840x00105220.

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Coarelli, Filippo, Stephen Kay, Helen Patterson, Rose Ferraby, and Sophie Hay. "Investigations at Falacrinae, the birthplace of Vespasian." Papers of the British School at Rome 76 (November 2008): 47–73. http://dx.doi.org/10.1017/s0068246200000416.

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Fin dal 2005 la British School at Rome con l'Università di Perugia e la Soprintendenza per i Beni Archeologici del Lazio sta conducendo uno studio sistematico del territorio di Cittareale, situato sulle montagne appenniniche a nord-est di Rieti, lungo la Via Salaria, sul confine tra le regioni Lazio, Umbria e Marche. Il progetto è parte di una serie più ampia di eventi programmati per il 2009 per ricordare il bimillenario della nascita di Vespasiano, ed è focalizzato principalmente sulla localizzazione e lo scavo del vicus di Falacrinae, dove Svetonio riporta che nacque l'imperatore. Il progetto ha comportato come prima cosa un programma di indagine di superficie, quindi l'analisi di una serie di siti attraverso la ricognizione geofisica, e lo scavo. Questo contributo presenta i risultati delle ricognizioni geofisiche e li compara con le evidenze emerse dallo scavo.

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SWEETING, ANTHONY, and EDWARD VICKERS. "Language and the History of Colonial Education: The case of Hong Kong." Modern Asian Studies 41, no. 1 (December 11, 2006): 1–40. http://dx.doi.org/10.1017/s0026749x04001635.

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Judith Brown, in her Epilogue to Volume IV of The Oxford History of the British Empire (OHBE), states that of the legacies of the British Empire, the ‘most significant of all is the legacy of the school and the university’, and in particular the role of English as an international language. Brown's acknowledgement of the importance of colonial education renders all the more striking the lack of attention given to this subject in the OHBE as a whole. For example, while Volume IV contains chapters on ‘Gender in the British Empire’, ‘Critics of Empire in Britain’, ‘The Popular Culture of Empire in Britain’, and ‘The British Empire and the Muslim World’, education receives barely two dozen references, buried in the text of other chapters. These offer glimpses into the development of literacy in parts of Africa, the expansion of state educational provision in Ceylon, and the concern of Nigeria's colonial authorities regarding the socially and politically destabilizing effects of the spread of Western education; but taken together they provide no overall analysis of colonial education policies, systems of schooling or curricula. Notwithstanding what some have criticised as its ultra-orthodox overall approach, with regard to this particular field the OHBE more-or-less accurately represents the current state of research. Despite a number of interesting forays on the periphery, the history of colonial education remains a vast and largely unexplored field of enquiry: the dark continent of imperial historiography.

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Munro, Beth. "E. FENTRESS, C. GOODSON and M. MAIURO, with M. ANDREWS and J. A. DUFTON, VILLA MAGNA: AN IMPERIAL ESTATE AND ITS LEGACIES: EXCAVATIONS 2006–10 (Archaeological Monographs of the British School at Rome 23). London: The British School at Rome, 2016. Pp. xvi + 516, illus. isbn9780904152746. £90.00." Journal of Roman Studies 108 (August 30, 2018): 249–51. http://dx.doi.org/10.1017/s007543581800076x.

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Patterson, Helen, Helga Di Giuseppe, and Rob Witcher. "Three South Etrurian ‘crises’: first results of the Tiber Valley Project." Papers of the British School at Rome 72 (November 2004): 1–36. http://dx.doi.org/10.1017/s0068246200002658.

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LE TRE ‘CRISI’ DELL'ETRURIA MERIDIONALE: RISULTATI PRELIMINARI DEL PROGETTO VALLE DEL TEVERECon questo articolo si intende fornire un resoconto preliminare su alcuni dei risultati principali del progetto Valle del Tevere condotto dalla British School at Rome. Il lavoro si concentra sui risultati attenuti dal riesame dei materiali raccolti in occasione della South Etruria Survey e illustra come questi consentano di rivedere le precedenti interpretazioni proposte. Sono stati scelti tre casi-studio al fine di dimostrare come il progetto stia consentendo di ripensare i cambiamenti dei paesaggi della Media Valle del Tevere e, in particolare, di collocarli nel contesto del continuo e mutevole rapporto con Roma, durante i periodi storici di supposta ‘crisi’: il V–IV secolo a.C, il II secolo a.C. e il tardoantico–alto medioevo. Ogni periodo mostra differenti gradi di continuità e cambiamenti. Si è preferito pertanto adottare un termine neutrale come ‘trasformazione’, piuttosto che ‘crisi’ e situare ognuno di questi cambiamenti all'interno di una più lunga prospettiva storica e di una più ampia struttura interpretativa.

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Knowles, Claire. "Sap(p)hos and Phaons: Robert Merry, Mary Robinson and the Romantic History of the Lesbian Poet." Romanticism 28, no. 1 (April 2022): 87–98. http://dx.doi.org/10.3366/rom.2022.0539.

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Robert Merry is now infamous as the ringleader of the Della Cruscan school of poets, whose poetry, nurtured in the pages of newspapers like the World and the Oracle, became something of a phenomenon in the 1780s and 90s. In 1783, however, he was just another young British dilettante in Florence whose first book Poems by R***** M**** (Florence, 1783) appears to have made little impact on the literary scene. In this essay, I examine a poem from this collection, ‘Sapho to Phaon: an Epistle’, and suggest that it is quite possible this early poem of Merry’s was an influence on Mary Robinson’s far more famous sonnet sequence, Sappho and Phaon (1796). Sappho and Phaon is typically regarded as Robinson’s most accomplished and overtly feminist works; the virtual antithesis of her ephemeral Della Cruscan productions. This essay suggests, however, that the sequence might also be seen productively as a continuation of the poet’s intertextual dialogue with Robert Merry. Viewed in this light, Sappho and Phaon’s Della Cruscan legacy becomes clear.

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Hajj, Samir. "The Arab College in Jerusalem 1918-1948: Influence of the Curriculum on the Cultural Awakening." Journal of Nationalism, Memory & Language Politics 11, no. 1 (July 31, 2017): 20–38. http://dx.doi.org/10.1515/jnmlp-2017-0002.

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Abstract This article seeks to shed light on the curriculum of the Arab College in Jerusalem established by the British Mandate Government in 1918. The curriculum of the college was similar to the educational program of an English public school and was overwhelmingly geared toward English language and literature, with special emphasis on British history, in addition to Arabic, Latin, geography, science, and mathematics. The curriculum was also geared toward teachers’ training, in order to create a class of professionals to occupy managerial positions in the Mandate government and help in the administration of the country by working in schools, banks, and the Postal Service. This article examines and analyzes the curriculum of the Arab College, including textbooks and final examinations. It will also look at the role of the British Mandate Government in the improvement of the education system and the personal interviews with present graduates from the Arab College. It also examines the influence of the educational program on the writings of one of its graduates, Jabra Ibrahim Jabra (1920–1994). The literary works of Jabra, mainly in novel, poetry, and translation, represent an example on how the Arab College promoted the British culture among the Palestinian graduates of the college.

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Vallat, J. P. "M. Frederiksen, Campania. Ed. N. Purcell. London: British School at Rome, 1984. Pp. xviii + 368, 15 pls., 1 map on end papers." Journal of Roman Studies 75 (November 1985): 232–34. http://dx.doi.org/10.2307/300665.

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WILSON, JON E. "ANXIETIES OF DISTANCE: CODIF ICATION IN EARLY COLONIAL BENGAL." Modern Intellectual History 4, no. 1 (March 8, 2007): 7–23. http://dx.doi.org/10.1017/s1479244306001016.

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Historians of political thought tend to emphasize the continuous flow and transmission of concepts from one generation to the next, and from one place to another. Historians of Indian ideas suggest that India was governed with concepts imported from Europe. This article argues instead that the sense of rupture that British officials experienced, from both the intellectual history of Britain and Indian society, played a significant role in forming colonial political culture. It examines the practice of “Hindu” property law in late eighteenth- and nineteenth-century Bengal. It suggests that the attempt to textualize and codify law in the 1810s and 1820s emerged from British doubts about their ability to construct viable forms of rule on the basis of existing intellectual and institutional traditions. The abstract and seemingly “utilitarian” tone of colonial political discourse was a practical response to British anxieties about their distance from Indian society. It was not a result of the “influence” of a particular school of British thinkers.

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Grasby, R. D. "Latin Inscriptions: Studies in Measurement and Making." Papers of the British School at Rome 70 (November 2002): 151–76. http://dx.doi.org/10.1017/s0068246200002130.

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ISCRIZIONI LATINE: STUDI SULLA MISURAZIONE E LA REALIZZAZIONEQuesto articolo costituisce una continuazione ed una revisione della ricerca pubblicata in ‘A comparative study of five Latin inscriptions: measurement and making’, Papers of the British School at Rome 64 (1996). I cinque studi lì pubblicati hanno indicato la presenza di molte coincidenze nella composizione e nell'uso dei caratteri tra le iscrizioni formali di tardo primo e secondo secolo d.C., e hanno dimostrato come ogni aspetto della loro costruzione fosse regolato da un sofisticato sistema di misurazione. Lo scopo di questo secondo articolo, basato su iscrizioni di età repubblicana e di prima età imperiale — e che inoltre presenta i risultati di un sesto studio formale — è di determinare se si possano o meno identificare anche per questo periodo precedente simili principi nella composizione e nell'uso dei caratteri. Inoltre costituisce un'opportunità di aggiornare gli aspetti teorici degli studi precedenti e di dimostrare alcuni processi nell'uso dei caratteri nelle iscrizioni.

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Francis, Karen D. "A Mousterian lithic assemblage from Monte San Croce, Molise." Papers of the British School at Rome 62 (November 1994): 305–11. http://dx.doi.org/10.1017/s0068246200010114.

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UN CAMPIONE LITICO MUSTERIANO DA MONTE SANTA CROCE, MOLISENell'agosto del 1993 archeologi della ‘British School at Rome’ condussero un rilevamento sul campo a Monte Santa Croce (1124 m) nel comune di Cerro al Volturno, Molise. Fu raccolto un totale di 249 oggetti litici, la maggioranza dei quali erano quasi certamente il prodotto di lavorazione della pietra locale. Fra gli strumenti diagnostici vi è da segnalare la presenza di punteruoli, intaccature, punte musteriane ed un'ampia varietà di raschiatoi, molti prodotti su schegge ‘Levallois’. La ricchezza degli strumenti musteriani suggerisce che il rilevamento possa aver portato alla scoperta di una serie di zone di reperimento relative ad attività del paleolitico medio. Queste potrebbero essere collegate ad aree dove gli strumenti venivano prodotti in prossimità dei giacimenti di materia prima per essere successivamente portati via. Queste concentrazioni si situano su altipiani a circa 1000 m sul livello del mare. Il campione potrebbe testimoniare la presenza di attività stagionali sugli altipiani nel Paleolitico medio.

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Fagan, Garrett G. "The reliability of Roman rebuilding inscriptions." Papers of the British School at Rome 64 (November 1996): 81–93. http://dx.doi.org/10.1017/s0068246200010357.

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L'AFFIDABILITÀ DELLE ISCRIZIONI DA RIEDIFICAZIONI ROMANEEdmund Thomas e Christian Witschel hanno presentato (Papers of the British School at Rome 60 (1992), 135–77) un'analisi dell'affermazioni epigrafiche delle iscrizioni da riedificazioni nel tentativo di mettere in luce il simbolismo e l'ideologia della ricostruzione e la sua importanza per i Romani. In tutto il loro lavoro i suddetti autori costantemente mettono in dubbio l'affidabilità delle iscrizioni da riedificazioni romane, poiché la finalità di tali testi viene vista non come un riflesso delle condizioni dell'antichità, ma piuttosto come un mezzo per trasmettere un'ideologia della ricostruzione. In questo lavoro viene invece affermato che la natura del linguaggio epigrafico, i limiti dell'evidenze antiche e le difficoltà nell'interpretazione del materiale archeologico ed epigrafico in connessione, e, infine la funzione sociale dei monumenti epigrafici stessi rendono difficile accettare il quadro di diffusa inaffidabilità che emerge, secondo Thomas e Witschel, da tali testi. Piuttosto, le iscrizioni da riedificazioni vanno associate all'antica realtà fisica, sebbene in un linguaggio sfumato, simbolico e di formule.

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Perkins, Phil, and Sally Schafer. "The Villa Pigneto Sacchetti excavation: a new interpretation." Papers of the British School at Rome 77 (November 2009): 273–90. http://dx.doi.org/10.1017/s0068246200000106.

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I resti settecentesca della Villa Pigneto Sacchetti si trovano a Roma, a nordovest della Città del Vaticano, sul ripido fianco nella Valle dell'Inferno nel parco regionale di Monte Mario. Concepito per la famiglia Sacchetti da Pietro da Cortona, essa fu una delle poche tra i suoi progetti architettonici ad essere costruita. Nel 1990 si pensava che la villa fosse andata perduta, e così fu elaborato un progetto per collocare ed esplorare i resti materiali; nel 1992 abbiamo parzialmente scavato la villa e in seguito pubblicato una relazione di scavo (in Papers of the British School at Rome 68 (2000)). Nel 2008 è stata pubblicata la molto attesa monografia di Jörg Martin Merz, Pietro da Cortona and Roman Baroque Architecture. Senza alcun dubbio questo volume fornisce un importante contributo alla letteratura architettonica del Barocco romano. Esso include un capitolo dedicato alla Villa Pigneto Sacchetti, che prende in considerazione alcuni dei nostri rinvenimenti. Questo articolo riguarda vari punti sollevati sul nostro lavoro e offre una reinterpretazione della storia della costruzione della villa con lo scopo di riconciliare opinioni divergenti e di incorporare i progressi degli studi dal 2000.

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di Giuseppe, Helga, Marta Sansoni, John Williams, and Robert Witcher. "The Sabinensis Ager revisited: a field survey in the Sabina Tiberina." Papers of the British School at Rome 70 (November 2002): 99–149. http://dx.doi.org/10.1017/s0068246200002129.

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UNA RILETTURA DEL SABINENESIS AGER: LA RICOGNIZIONE NELLA SABINA TIBERINAQuesto articolo presenta i risultati di una piccola ricognizione nella Sabina Tiberina, a sud-ovest dell'antica citta di Cures Sabini, a nord di Roma. La scelta dell'area di indagine e degli obiettivi risponde a quesiti di ricerca specifici identificati dal ‘Tiber Valley Project’ della British School at Rome — tra questi, una valutazione della differenza di densità di insediamento sulle due sponde del Tevere, apparentemente molto marcata. Allo scopo, è stata selezionata un'area precedentemente analizzata da Muzzioli, nella speranza di poter perfezionare la cronologia dei siti noti e di poter identificare insediamente precedentemente sconosciuti. L'area di ricerca offriva l'opportunità di valutare la divisione del territorio in media età repubblicana proposta da Muzzioli. La nuova ricognizione ha permesso l'identificazione della maggior parte dei siti già noti così come di un numero significativo di altri insediamenti. Ciò sembrerebbe suggeririre che la minore densità di insediamento della Sabina possa essere dovuta a tecniche meno intensive di ricognizione sul campo. È stato inoltre possibile estendere in maniera significativa la cronologia dei siti conosciuti, fino al periodo sabino e tardo antico.

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Roux, Patrick Le. "Sir Ian A. Richmond, Trajan 's Army on Trajan's Column (préface et bibliographie de Mark Hassal), Londres, The British School at Rome, 1982, 56 p. + 24 planches." Annales. Histoire, Sciences Sociales 40, no. 5 (October 1985): 1220–22. http://dx.doi.org/10.1017/s0395264900074941.

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Vallat, Jean-Pierre. "Paul Arthur, Romans in Northern Campania. Settlement and Land-Use around the Massico and the Garigliano Basin, Archaeological Monographs of the British School at Rome, Londres, 1991." Annales. Histoire, Sciences Sociales 47, no. 2 (April 1992): 423–25. http://dx.doi.org/10.1017/s0395264900061783.

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Ansell, Richard. "Turin and the British in the Age of the Grand Tour. Edited by Paola Bianchi and Karin Wolfe. British School at Rome Studies. Edited by Christopher J. Smith et al.Cambridge: Cambridge University Press, 2017. Pp. xxviii+488. $135.00 (cloth); $108.00 (Adobe eBook Reader)." Journal of Modern History 91, no. 3 (September 2019): 690–92. http://dx.doi.org/10.1086/704411.

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Dermer, Anthony. "Imperial values, national identity." History of Education Review 47, no. 1 (June 4, 2018): 25–39. http://dx.doi.org/10.1108/her-03-2017-0003.

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Purpose The purpose of this paper is to explore the concept of national identity, as imparted to students by the Western Australia Education Department, in the early part of the twentieth century. By specifically examining The School Paper, as a part of a broader investigation into the teaching of English, this paper interrogates the role “school papers” played in the formation of the citizen subject. Design/methodology/approach This paper draws on all available editions of Western Australia’s Education Department school reader, The School Paper, between 1909 and 1911, and on the Department’s Education Circular publication between the years 1899 and 1911. These are read within the context of the prevailing education philosophy, internationally and domestically, and the extent to which it was shaped by Australia’s cultural heritage and the desire to establish a national identity in the years post-federation. Findings The School Paper featured stories, poems, songs and articles that complimented the goals of the new education. Used in supplement to a revised curriculum weighted towards English classics, The School Paper, provided an important site for citizenship training. This publication pursued dual projects of constructing a specific Australian identity while defining a British imperial identity from which it is informed. Originality/value This research builds on scholarship on the role of school readers in other states in the construction of national identity and the formation of the citizen subject. It is the first research conducted into Western Australia’s school paper, the school reader, and provides a new lens through which to view how the processes of national/imperial identities are carried out and influenced by state-sanctioned study of English.

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Percival, John. "M. Aylwin Cotton and Guy P. R. Métraux, The San Rocco Villa at Francolise. Intro. A. Small. (British School at Rome, suppl. publication.) London: British School at Rome and Institute of Fine Arts, New York University, 1985. Pp xxxiv + 277, 37 pls, 66 text figs. ISBN 0-904152-08-1." Journal of Roman Studies 77 (November 1987): 226. http://dx.doi.org/10.2307/300609.

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Guyver, Robert. "Landmarks with questions – England's school history wars 1967-2010 and 2010-2013." History Education Research Journal 11, no. 2 (May 1, 2013): 59–87. http://dx.doi.org/10.18546/herj.11.2.06.

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This is in two parts and provides a background to national curriculum developments mainly from 1967 to 2010 as well as a focus on debates since 2010. It seeks to make links between previous curriculum debates and the current ones in the areas of pedagogy, method and content. The earlier debates had features of many issues that would arise again in the 2010-2013 period, especially: quantitative versus qualitative approaches to education; the place of nation vis-a-vis the rest of the world; the relationship between a disciplinary approach and substantive contexts; the role of historians, government and professional associations; and the role of the media. Progress in planning for the 2013 draft history curriculum in England has been slow, but the nature of the speculation before, and of the reaction after the publication of the draft shows that there are some strongly held and deeply entrenched positions about what function a national history curriculum should fulfil. The debate has involved a Government Minister (Michael Gove) and a range of teachers and academics, and – particularly – historians: from the celebrity academics chosen by him to advise, to others whose response has been divided but public, involving letters and articles in the media. A major concern has been how to organise and rationalise for an English curriculum a national narrative for students 7-14 that encompasses not only a disciplinary approach but also both British and international contexts. Complaints from all groups however show disappointment that the Minister failed to secure his earlier interest in extending compulsory school by two years to the age of 16.

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Smith, Tyler Jo. "East Greek Pottery in the Collection of the British School at Athens." Annual of the British School at Athens 104 (November 2009): 341–60. http://dx.doi.org/10.1017/s0068245400000307.

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Among the antiquities in the collection of the British School, there are a few examples of East Greek pottery, including Wild Goat Style, Chian, Fikellura, and Clazomenian as well as a Rosette Bowl and a Bird Bowl. Following a summany of the British School's excavations and role at Naukratis, the site where much of this East Greek pottery was discovered, the objects from the collection are presented in both summary and catalogue form. An appendix is dedicated to an Attic polychrome phiale mesomphalos, which, although not East Greek, shares many technical and stylistic features with some East Greek wares, and was originally identified as Vroulian. It is briefly considered in relation to East Greek and Archaic pottery.Μεταξύ των αρχαιοτήτων της συλλογής της Βρετανικής Σχολής, υπάρχουν ορισμένα παραδείγματα ανατολίζουσας ελληνικής κεραμικής, στα οποία περιλαμβάνοντοα δείγματα του ρυθμού των Αιγάγρων, της Χίου, των Φικελλούρων, των Κλαζομενών, καθώς επίσης και δύο ανοικτά αγγεία με διακόσμηση ρόδακα και πτηνών αντίστοιχα. Μετά από μία σύνοψη των ανασκαφών και του ρόλου της Βρετανικής Σχολής στη Ναύκρατι, τη θέση όπου ανακαλύφθηκε μεγάλο μέρος αυτής της ανατολίζουσας ελληνικής κεραμικής, τα ευρήματα της συλλογής παρουσιάζονται σε σύνοψη και σε κατάλογο. Ένα παράρτημα είναι αφιερωμένο σε μία αττική πολύχρωμη μεσόμφαλη φιάλη, η οποία αν και δεν ανήκει στον ανατολίζοντα ρυθμό, μοιράζεται αρκετά τεχνικά και στυλιστικά χαρακτηριστικά με ορισμένα ανατολίζοντα ελληνικά αγγεία. Η φιάλη αυτή είχε αρχικά ταυτιστεί ως αγγείο τύπου Βρουλιάς. Εν συντομία θεωρείτοα ότι έλκει στοιχεία από την ανατολίζουσα ελληνική και αρχαϊκή κεραμική.

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Wiseman, T. P. "Where was the nova via?" Papers of the British School at Rome 72 (November 2004): 167–83. http://dx.doi.org/10.1017/s0068246200002701.

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DOV'ERA LA NOVA VIA?Henry Hurst e Dora Cirone hanno individuato la presenza di una strada di VI secolo a.C., situata approssimativamente sullo stesso allineamento della strada neroniana chiamata ‘Nova Via’ da Lanciani. La domanda è, si tratta della noua uia arcaica, come il titolo del loro articolo nei Papers of the British School at Rome 71 (2003) lascia intendere? L'autore elenca le evidenze letterarie relative alia noua uia con testi, traduzioni e commenti di ogni passaggio, dividendo le fonti in tre gruppi: quelle che legano la noua uia con (1) il tempio di Vesta, (2) con il Velabrum e (3) con il Tempio di Giove Statore. Lo scopo dell'esercizio non e quello di ofrrire una soluzione definitiva ad un problema, come è noto, complesso e controverso, ma di stabilire quanto più chiaramente possibile ciò che gli autori antichi realmente dicono è percio stimare la probabilità relativa delle varie ipotesi avanzate finora. La conclusione preliminare è che un corso basso della noua uia sia quello piu probabile e, quindi, che l'evidenza archeologica per essa è lontana dall'essere trovata.

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Journal articles on the topic 'British School at Rome – History'

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