This book explains what Britain was like in the fourth century AD and how this can only be understood in the wider context of the western Roman Empire.

Why did Roman Britain collapse? What sort of society succeeded it? How did the Anglo-Saxons take over? And how far is the traditional view of a massacre of the native population a product of biased historical sources? This text explores what Britain was like in the 4th-century AD and looks at how this can be understood when placed in the wider context of the western Roman Empire. Information won from archaeology rather than history is emphasized and leads to an explanation of the fall of Roman Britain. The author also offers some suggestions about the place of the post-Roman population in the formation of England.

Why did Rome abandon Britain in the early 5th century? According to Neil Faulkner, the centralized, military-bureaucratic state, governed by a class of super-rich landlords and apparatchiks, had siphoned wealth out of the province, with the result that the towns declined and the countryside was depressed. When the army withdrew to defend the imperial heartlands, the remaining Romano-British elite succumbed to a combination of warlord power, barbarian attack, and popular revolt.

A sequel to Nicholas Orme's widely praised study, Medieval Children Children have gone to school in England since Roman times. By the end of the middle ages there were hundreds of schools, supporting a highly literate society. This book traces their history from the Romans to the Renaissance, showing how they developed, what they taught, how they were run, and who attended them. Every kind of school is covered, from reading schools in churches and town grammar schools to schools in monasteries and nunneries, business schools, and theological schools. The author also shows how they fitted into a constantly changing world, ending with the impacts of the Renaissance and the Reformation. Medieval schools anticipated nearly all the ideas, practices, and institutions of schooling today. Their remarkable successes in linguistic and literary work, organizational development, teaching large numbers of people shaped the societies that they served. Only by understanding what schools achieved can we fathom the nature of the middle ages.

Roman Britain is usually thought of as a land full of togas, towns and baths with Britons happily going about their Roman lives under the benign gaze of Rome. This is, to a great extent, a myth that developed after Roman control of Britain came to an end, in particular when the British Empire was at its height in the late nineteenth and early twentieth centuries. In fact, Britain was one of the least enthusiastic elements of the Roman Empire. The northern part of Britain was never conquered at all despite repeated attempts. Some Britons adopted Roman ways in order to advance themselves and become part of the new order, of just because they liked the new range of products available. However, many failed to acknowledge the Roman lifestyle at all, while many others were only outwardly Romanised, clinging to their own identities under the occupation. Britain never fully embraced the Empire and was itself never fully accepted by the rest of the Roman world. Even the Roman army in Britain became chronically rebellious and a source of instability that ultimately affected the whole Empire. As Roman power weakened, the Britons abandoned both Rome and almost all Roman culture, and the island became a land of warring kingdoms, as it had been before.

Jones offers a lucid and thorough analysis of the economic, social, military, and environmental problems that contributed to the failure of the Romans, drawing on literary sources and on recent archaeological evidence.