The School House in Ireland: Architecture and Meaning
Henry Glassie is a professor of folklore at Indiana University in the United States. He has published extensively on the topic of material culture, and in the 2000 he published a book that was simply titled Vernacular Architecture. Glassie’s publication drew on his three decades of observations of vernacular architecture from around the world, and showed that common buildings, and the meanings and associations attached to them, contributed to a more democratic telling of history. Glassie viewed buildings like poems and rituals, in that they realise culture and reflect in a material way, the thoughts, beliefs and experiences of the people that design, build and use them. Of course, this is true about all architecture, not just the vernacular traditions. But what do we mean when we talk about vernacular architecture, and are school houses vernacular structures, or imposing institutional buildings?
Vernacular architecture exists everywhere there are human populations around the world. It can’t be defined as a particular architectural style that you might recognise like Baroque or Neo-Classical, but rather a building paradigm where the arrangement of the structure is the simplest form of addressing human needs. It is a pure reaction to an individual person’s or society’s building needs, and has allowed everyday people, even before the architect, to construct shelter according to their circumstance. Some are the exotic products of indigenous people in places unknown to us. But others are familiar, maybe too familiar, and so are overlooked and unappreciated. This is the case with many of the school houses featured here.
Vernacular buildings are composed of local materials. The meanings that lie in the selection of materials are social and economic as well as environmental, and the buildings very much reflect the local area and its people. They can tell us a lot about the people that constructed them. As Glassie states; ‘culture gathers into an inner resource of association and gathers order aesthetically, by which he means that the landscape and how people view and experience the world is reflected in what they build and create. With the act of physical alteration that calls time into space implying a past and a future, and with the walls that divide space, at once including and excluding, architecture has happened’ (ibid.). Architecture gives physical form to names and claims, to memories and hopes. As a conceptual activity, architecture is a matter of forming ideas into plans, plans into things that other people can see. Architecture shapes relations between people. It is a kind of a communication (ibid.). Continue reading The School House in Ireland: Architecture and Meaning – Part 1