The first stage covers a period from the Introduction of Christianity to the Norman Conquest. The Introduction of Christianity was the means by which education became possible for this country, and so it naturally came about that the provision of facilities for education was generally conceived of as a part of the function of the Church. In this connection it is important to realise the relationship of the State to the Church in Anglo-Saxon times. As Professor Medley points out,[2] the Church and the State during this period were largely identical. The bishops were _ex-officio_ the advisers of the kings, and they sat in the local courts not only exercising jurisdiction in those cases in which the clergy were affected, but also concerning themselves with questions involving the morals of the laity. In a more real sense than at any subsequent time, the Church of England, during the Anglo-Saxon period, was the Church of the English nation. During this time the activities of the Church were essentially the activities of the State, and the work which was done for education might be conceived of, indifferently, as either the work of the Church or of the State. The second stage dates from the Norman Conquest, which brought to a close this identity of Church and State. William I., impelled by a desire to effect certain reforms in the Church on the model of those he had witnessed abroad, separated the ecclesiastical from the civil courts, and, by the ordinance he issued, authorised the ecclesiastical authorities to utilise the secular power for the enforcement of their sentences. From this time and right up to the Reformation, Church and State were distinct in this country. This separation of Church and State resulted in a number of duties, other than those which were strictly spiritual, being tacitly regarded as a part of the function of the Church. The provision of Educational facilities is included among these duties, and it was left to the Church to make such arrangements for the organisation, maintenance, and control of education as she deemed fit. A third stage evolved when the social consciousness of the community (or rather of a part of the community) first realised that education was not a matter for the ecclesiastical authorities alone. The first manifestation of this in England occurred when teachers began to recognise that they exercised a function distinct from the special functions of the priesthood and consequently proceeded to associate themselves in an organisation for the protection of their common interests and thus initiated a movement which ultimately resulted in the establishment of universities. At a later date, various economic developments produced certain social changes which not only made education an object of greater desire but also brought it about that wealthy merchants, gilds, and civic communities, as well as churchmen, took part in the work of providing additional facilities for the education of the people.