Glensaul National School, Greenaun townland, Co. Mayo (Dated mid-20th Century) NGR: 105539, 265891
The townland of Greenaun is located to the southwest of the village of Tourmakeady on the shores of Lough Mask in Co. Mayo. The Partry Mountain range lies to the west of the lake, and from there a number of mountain streams tumble and flow down the hillsides and enter Lough Mask below. On the opposite side of the lake to Greenaun, the towns of Ballinrobe and The Neale are located on the relatively-productive flat-lands. In between these two areas Lough Mask glistens like a shimmering silver mirage on a bright day, and lights up the surrounding landscape with the most brilliant light. The Place-name ‘Greeneaun’ translates as solarium; a fort commanding a prospect’. From the elevated position on the west of Lough Mask and looking east with the mountains behind you, the landscape seems open, with panoramic views across the glistening water body and the wild lands of this part of Co. Mayo.
Historically, a large portion of the southern part of the parish of Tourmakeady was formerly part of Co. Galway. However, in 1898 the entire parish was transferred to Co Mayo. Like much of this area around North-Galway/South-Mayo, the wider region was predominately Irish speaking until recent decades. Today, the Gaelic speaking areas in Co. Mayo have been reduced to just three clusters; Erris, Achill Island and Tourmakeady. There are 1,000 people living in the parish of Tourmakeady of which approximately 400 are daily Irish speakers.
The mountainous landscape was dotted with small farmsteads through the 19th and earlier parts of the 20th century. But the area was devastated during the Great Famine of the mid-19th century and never fully recovered from this tragic event. Like the Irish language, the population dwindled in the years and decades that followed. At the turn of the 20th century, many one-roomed schools were still in use in the area, but as the century progressed, many were closed or consolidated as people left the area and emigrated abroad. Some of these school buildings still remain on the landscape in varying ruinous states, though the population that required them is now gone. Below are some other examples from the immediate area around Tourmakeady:
The School House in Ireland: Architecture and Meaning (contd…)
School house designs supplied by the OPW toward the end of the 19th century vary in form but maintain the same basic features; an entrance porch, a cloakroom, the classroom, tall sash windows, an open fireplace and high ceilings, wainscoting on the lower parts of the internal walls, a raised wooden floor, ventilation features etc. The architectural drawings were supplied and distributed by the OPW to locations around the country, and for this reason you can often find identical school buildings at opposite ends of the country. There were a variety of designs available through the decades, and it is often possible to date the construction of a school house to within a few years based on the form of the building.
Many of the school houses that were built ‘to-plan’ were extended and modified and many remain in use today. Often a modern school building will have an original 19th-century construction at its core. It is interesting that the many of the principle features of the early schools have been retained such as high ceilings and windows. These features reflect the ecclesiastical and monastic origins of school house design that persist to this very day. They also reflect the continuing control that Churches had on the school system.
Although there were architecturally elaborate school buildings (most often patronised by a local land owner), they more frequently comprised functional structures, usually lacking architectural ornamentation, and built to serve a small local population.
After the National Schools Act of 1831, the need for, and mechanisms to build new school houses created a demand for new school buildings in rural areas, and these simple structures helped to meet that demand. Many were built by local communities using local materials, but to a number of standard designs supplied by the Office of Public Works; hence there are schools of identical form scattered all across Ireland. This in itself tells the story of standardising education and providing for the educational needs of the general public; a huge, and progressive leap forward at the time.
Better education was both a goal and a tool in the comprehensive modernising projects of the 19th century. The schoolhouse held notable significance as an institution for education and represented a shift towards better education and schooling. In reality, it cannot be understated how significant these buildings were in bringing learning to the masses. They were at the heart of the community and remain symbolic of a more progressive ethos that stemmed from the 1831 Act.
Rural in character, for a young teacher, these buildings were often outposts of education. At times, a school might only serve a handful of families in locality. Nonetheless, schools that children could walk to were required, and therefore many small schools with comparatively small catchment areas were constructed. Prior to this, many rural areas lacked any kind of formal educational infrastructure, and these buildings represented the first steps in making a formal education available to all.
Where resources and architecture allowed, multi-room school buildings generally divided their pupils, initially by age (with infant girls and boys being taught together), before the older school children were divided by sex. Where possible, girls and boys were taught in separate classrooms, or even separate school buildings. It was not uncommon for many schools to have separate doors, or even separate schoolyard entrances for boys and girls. Often, a plaque over the doorway identified the boys’ and girls’ doorways. Where there were separate entrances, more often than not there were separate cloakrooms inside. The schoolyard often further enforced gender segregation, with a dividing wall running down the centre of the play area to ensure that boys and girls would not mix during lunch times.
Often the easiest way to identify whether a derelict building was once a school house or not is by the presence of windows that are not characteristic of a domestic building. Light, and allowing light into the building were practical necessities before the arrival of artificial luminescence from the electric bulb. For reading and writing, high windows allowed the optimum amount of light into the room throughout the day. Even today, it is recognised that maximising the amount of natural light in a school building is beneficial to the learning environment.
When considering the ecclesiastical appearance of these windows it is worth bearing in mind that during the medieval and early modern period, in many places a monastic life was often the only avenue to literacy, and so for a long time, church and the learning environment were one. Hence, school architecture often reflects that of ecclesiastical buildings.
The presence of unnecessarily ornate architectural features often indicate a wealthy patronage of the school, sometimes by the church, but also sometimes by the more progressive landlords who understood the significance and importance of education. In these cases, great effort was often made to create a place of learning with stimulating and intriguing architecture. Such buildings often also reflected well on the local patronising landlord as a display of their wealth and progressive nature. Below, the national school at Kilfinnane, Co. Limerick breaks from the ‘to-plan’ norm of national schools built at the turn of the 20th century. This former school retains many of its original features and materials such as the limestone plaque dated to 1908, copings and boundary walls, and of course, the ornate windows at the gable.
In contrast, many other schools dating to this time that were built locally ‘to-plan’ following designs commissioned by the OPW, lack architectural originality, with windows often flat-headed and plain.
This was perhaps a ‘one size fits all’ effort by the OPW that was simple and cost effective. Sash windows were the most common form of glazing, set into deep window opes like the example in below from Reyrawer National School, Co. Galway.
It is worth bearing in mind the harsh conditions experienced by school children just a handful decades ago – when even the simplest of life’s necessities could be a test of endurance. With the onset of the winter rain, wind and snow, the luxury of indoor plumbing was generally beyond the expectation of most attending school at this time. When nature called, it was commonly necessary to brave the elements and venture outside to a cold and drafty detached toilet-block, usually located at the rear or to the side of the already cold and damp school house. Through the 19th and into the 20th century, even the most basic plumbing in the outside toilet was not at all common, with dry-toilets being far more prevalent, particularly in rural Ireland. These dry-toilets varied in form and design. Generally, a single free-standing toilet block would be located at the rear of the school building and divided for male and female pupils; accessed through separate gender-assigned doorways. Occasionally, when a school yard was divided by sex, each side of a centrally located toilet block had an entrance allowing access from either the male or the female side of the yard.
Dry toilets were a simple and practical design with an absence of convenience, and luxury not even an afterthought. They comprised a number of separated cubicles over a shared trough which could be cleared out from the rear of the building, a task which frequently fell to more hard-up members of the local community or often passing vagrants. A wooden plank with an adequate opening was all that separated you from the most foul quagmire which lay beneath.
Some older toilet-blocks opened directly onto the schoolyard though a simple wooden door kept you from the view of your schoolmates while in the most vulnerable of positions.
Many early free-standing toilet blocks were later plumbed and re-fitted meaning some degree of comfort. New-build school houses and schools with extensions added from the 1930’s onward generally incorporated indoor plumbing like the example Scoil Cill Criosta Co. Galway (below).
With this added degree of luxury there was finally enough comfort to allow you to ponder over your lessons, and perhaps scribble some of your musings on the wall.
As part of their contribution to the upkeep of the school, the parents of the school children were required to supply fuel through the winter months (in rural schools, this was typically peat turf) to heat the classroom as needed. Generally, the location of the fireplace at the head of the classroom meant that the teacher enjoyed the benefit of the warmth much more than the children. However, as a small comfort the fireplace was sometimes used to heat glass bottles of milk which each child often brought to school.
Very often, supplying turf for the school fire amounted to the school children carrying a sod or two of turf to school each morning in winter. In some cases, each family who had children attending the school had to provide one cart-load of turf each year. When this was used, each pupil had to bring further fuel each day until the weather improved. Turf was often stored in the porches where the children’s coats hung.
It is noted by many who recall the practice of bringing turf to school, that failure to supply the required fuel resulted in a caning, though officially children were not supposed to be caned for this. In 1911, government funding was made available to heat classrooms, though the practice of carrying sods of turf to school continues for several decades afterwards.
Each morning during winter, the fireplace was cleaned of the ashes from the previous day’s fire by the school children and the fire was then set. The style of the open fireplaces vary greatly from school to school though they are invariably located at the head of the classroom – be this at the gable end of the building or at an opposing central load-bearing wall which included a chimney-stack. Some fireplaces included mantle-pieces, hearthstones and occasional decorative brickwork, though often the hearth comprised a basic masonry or brickwork construction with little embellishment.
School fireplaces were naturally smaller than their domestic equivalents as domestic fireplaces included cranes and space for food preparation in the home. The hearth wall itself was usually very deep and extended to the ceiling with the chimney stack protruding further above the roof. As a result of this, the chimney wall is often one of the best-preserved features of abandoned school houses today.
Even today with the wonders of central-heating, attending school through the cold winter months is a testing experience for many school children. Think back to what it must have been like before insulation, double glazing, and warm radiators were common place in the classroom. The fireplace is an almost ubiquitous feature in every school house built in Ireland through the 19th and into the first half of the 20th century. During this period, it was common for each classroom to have its own open fireplace to keep the classroom warm, though stoves could also be found in some schools.
It is striking that for so many people who attended these schools, one of the most lasting memories is supplying fuel for the school fire.
You can read The School House in Ireland: Architecture and Meaning Part 1 here and The School House in Ireland: Architecture and Meaning Part 2 here
Avery, D. (2003) ‘Victorian and Edwardian Architecture’ Chaucer Press Books, Oxford.
Bernard, H. (1848) ‘School Architecture, Or, Contributions to the Improvement of School-houses in the United States’ H. W. Derby, Cincinnati.
Coolahan, J. (1981) ‘Irish Education: Its History and Structure’ Institute of Public Administration, Dublin
Glassie, H. (2000) Vernacular Architecture Indiana University Press
Patterson, W.M. (1875) ‘A Manual of Architecture for Churches, Parsonages and School-houses containing designs, elevations, plans, specifications’ Methodist Episcopal Church
Tilley, C. (1994) ‘Places, Paths and Monuments; A phenomenology of Landscape’ Berg Publishers, Oxford.
Shawkey, M.P. (1910) ‘School Architecture – Containing Articles And Illustrations On School Grounds, Houses, Out-Buildings, Heating, Ventilation, School Decoration, Furniture, And Fixtures’ The News-mail, Charleston.
Upitis, R. (2004) School Architecture and Complexity In ‘Complicity An International Journal of Complexity and Education Volume 1, Number 1 ‘
Weiner, D.E.B. (1994) ‘Architecture and Social Reform in Late-Victorian London’ Manchester University Press, Manchester.
The School House in Ireland: Architecture and Meaning (contd…)
What makes a building important?
Contemporary 19thand early 20th-century sources in Britain and the US (Bernard 1848; Patterson 1875; Shawkey 1910) provide, first-hand insights into the ideological and societal backgrounds behind school architecture of the period. In Britain Weiner (1994) dedicates significant wordcount to architecture and social reform in late-Victorian London from the perspective of school design, however it is part of an over-arching examination of the subject as a whole. Similarly, Avery (2003) presents a comprehensive overview of Victorian and Edwardian architecture in Britain which includes dedicated passages relating to school houses designed and constructed during this period. Both publications treat the physical and architectural environments in their historical contexts, offering a late-20th century perspective on the impact of Victorian and Edwardian reform on architecture. However, neither publication is concerned with the modern-day significance of these buildings to the modern-day populations which engages with them on a daily basis. To be fair to both publications, such a consideration is well beyond their assigned academic remit.
What is important to consider is that these and other studies have been primarily concerned with ‘Architectural Interest’ from all almost exclusively historical architectural perspective. They fail to draw upon or recognise the identical social significance of many similar buildings that have served the same institutional function, but were perhaps of a lesser intrinsic architectural value for a variety of reasons (date, originality of design etc.). Hence, these buildings have been overlooked. In defining a building to be of ‘Architectural Interest’, Historic England have condensed the general principles applied by the Secretary of State under the Planning (Listed Buildings and Conservation Areas) Act 1990 (DCMS 2010) to this simple statement:
‘To be of special architectural interest a building must be of importance in its architectural design, decoration or craftsmanship; special interest may also apply to nationally important examples of particular building types and techniques (e.g. buildings displaying technological innovation or virtuosity) and significant plan forms.’ – Historic England 2017 Continue reading The School House in Ireland: Architecture and Meaning – Part 2→
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→
The autumnal evening sun hangs low in the sky, and the few clouds that have lingered as twilight beckons are tainted red and orange around their fringes by the setting sun. From the forested hills of the Slieve Aughty Mountains in south Co. Galway, I can see across into Co. Clare, with the stoney plateau of the Burren silhouetted blue by the bright, dropping sunlight. I’ve spent the day touring around South Galway indulging in a recent pastime of mine; looking for what I consider to be a derelict beauty. Beside where I’m standing on the low hillside, and hidden in the dense forestry plantation of the Slieve Aughtys, is the now-disused, one-roomed Reyrawer National School; dilapidated and empty, haunting and isolated. I’m here to photograph the school, and to get a sense of the local environment, both in its present state and in the past.
The landscape around here has changed significantly over the past 50 years. The now forested hill-sides are dotted with the ruins of former farmsteads. The former pasture and rough grazing lands have been sown with coniferous plantations, and the ubiquitous and imposing wind-turbines highlight the movement away from agrarian living in this area, as an alternative and profitable use is sought for this now people-less landscape. In the Aughtys, the result is an empty space, a desolate place where few people live. An unintended but welcome consequence of this depopulation is the creation of a welcome retreat from the ribbon development popular across much of the Irish landscape – though the man-made forests bear a hunting watermark of former settlement, with field boundaries, bóithríns, houses, farms, and infrastructure such as disused schools, hidden throughout the forests. When Reyrawer National School was in use, this was a lived-in landscape which supported a scattered, largely agrarian population. With the movement away from this lifestyle, the landscape was emptied and the school was no longer needed. The plaque on the eastern gable of the building dates the construction of the school to 1891. It closed in the late 1950s.
From travelling the countryside to photograph these old schools, I can tell you that there is a greater proliferation of abandoned schools in more rural and depopulated areas, with a near absence of them in urban centres. To begin explaining this let’s start with the establishment of the National Schools Act in 1831. Shortly after the establishment of the National Schools Act, Ireland’s population began to decline dramatically, initially triggered by the Great Famine of the 1840s. Between 1840 and 1960, the population of the 26 counties of what would become the Republic of Ireland fell from 6.5 million to 2.8 million. However, this decline was driven by mass emigration, and birth rates in Ireland during this time were amongst the highest in Europe. Because of this fact, despite a dramatically falling population, the need to educate significant numbers of children of school-going age remained. New school buildings continued to be required and used. There were particular spikes in new-builds after the National Schools Act in 1831, and again 1926 with the School Attendance Act which meant parents were legally obliged to send their children to school for the years between their 6th and 14th birthdays.
During this time the Irish demographic was quite different to today’s, with the majority of the population living in a rural setting. In a time before motorised transport and a transport infrastructure, the requirement was for many small national schools which local children could walk to. Hence, in 1950 there were 4,890 national schools staffed by 4,700 male and 8,700 female teachers (CSO) in the 26 counties, while the population remained at about 2.8 million. In 1998 with the Irish population passing 4 million, the number of open national schools was 3,350.
How is it that with a rising population, there could be less national schools in Ireland? To explain this, we can look at the change in the Irish demographic from about 1950 onward. Through the 1950s, some 400,000 Irish emigrated because of a lack of opportunities for employment at home. With things at their most bleak, at the beginning of the 1960s the programme for economic expansion was initiated, establishing the Industrial Development Association (IDA) which sparked an improvement in the Irish situation, the development of an industrial economy, and a shift in settlement patterns from a rural based economy to one centred around industry and urban settlement. This saw the beginning of an emptying of the rural Irish population into the larger towns and cities. Small farms began to be consolidated. Further to this, actions such as the ‘evacuation’ of many offshore Islands compounded the issue even more.
All the while Ireland’s birth rate began to drop, becoming more like that of the rest of Europe. Joining the EEC in 1973, Ireland was now beginning to resemble it’s European neighbours in terms of demographics. Further to this, motorised transport became more widely available and so the hinterland of small schools became wider, with many schools in rural areas being consolidated into larger multi-classroom school buildings while the smaller school houses were closed and left to rot. During the period 1966-73, the number of one and two teacher schools was reduced by c.1,100. For this reason, small one and two room abandoned school houses are almost ubiquitous across the rural Irish landscape. They are often a mark of rural depopulation where communities dwindled as young people chose to leave the countryside for bigger cities and more prosperous lands.
For many who emigrated from Ireland at an early age, their days spent in these rural and isolated school houses often represented the last formal education they received before seeking a brighter future abroad. Although many of these buildings are now physically empty or approaching a point of collapse, the physical structures are cognitive stimuli for those who attended, and hold a wealth of memory and associations that shaped their understanding of the world around them at an early age. From these small rural school houses the children of Ireland took what they had learned and went out to find fortune and to explore the greater world.
Undoubtedly, these school buildings still tell stories about those who attended them, and what school life was like in the past. Particularly from the latter part of the 19th century onward, many school buildings were constructed to a standard design by the Office of Public Works (OPW). The architecture of these buildings reflect many of the social paradigms of the 19th and 20th century.
Where resources and architecture allowed, multi-room school buildings generally divided their pupils, initially by age (with infant girls and boys being taught together), before the older school children were divided by sex. Where possible, girls and boys were taught in separate classrooms, or even separate school buildings. It was not uncommon for many schools to have separate doors, or even separate schoolyard entrances for boys and girls. Often, a plaque over the doorway identified the boys’ and girls’ doorways. Where there were separate entrances, more often than not there were separate cloakrooms inside. The schoolyard often further enforced gender segregation, with a dividing wall running down the centre of the play area to ensure that boys and girls would not mix during lunch times. It is worth bearing in mind that these architectural features were only a reflection of the differing education received by boys and girls. For boys, the turn of the 20th century saw the introduction of a dramatically different programme and a modern approach to national school education”. In addition to the ‘three R’s’, inspectors’ reports draw attention to the additional subjects taught – physical drill, drawing, object lessons, singing, geography, grammar, history, shorthand, and book keeping. For girls, the intensive syllabi of instruction included cookery and laundry lessons for the older girls from 1910 to 1922. Inspectors checked the cookery and laundry rolls, and usually made a note of the number of lessons given e.g. These classes were discontinued after 1922, when – under the newly-established Irish government – curricular emphasis changed in favour of the teaching of Irish language.
It is worth bearing in mind the harsh conditions experienced by school children just a handful decades ago – when even the simplest of life’s necessities could be a test of endurance. With the onset of the winter rain, wind and snow, the luxury of indoor plumbing was generally beyond the expectation of most attending school at this time. When nature called, it was commonly necessary to brave the elements and venture outside to a cold and draughty detached toilet-block, usually located at the rear or to the side of the already cold and damp school house. Through the 19th and into the 20th century, even the most basic plumbing in the outside toilet was not at all common, with dry-toilets being far more prevalent, particularly in rural Ireland. These dry-toilets varied in form and design. Generally, a single free-standing toilet block would be located at the rear of the school building and divided for male and female pupils; accessed through separate gender-assigned doorways. Occasionally, when a school yard was divided by sex, each side of a centrally located toilet block had an entrance allowing access from either the male or the female side of the yard.
In 1937 the Irish Folklore Commission, in collaboration with the Department of Education and the Irish National Teachers’ Organisation, initiated a revolutionary scheme in which schoolchildren were encouraged to collect and document folklore and local history from the eldest or most knowledgeable members of their household. Over a period of eighteen months some 100,000 children in 5,000 primary schools in the twenty-six counties of the Irish Free State were encouraged to collect folklore material in their home districts. These first-hand stories, poems, recipes, phrases and local folklores were all written down by the school children who attended these schools in the 1930s, and represent a wealth of local first-hand knowledge that dates as far back as the mid -19th century. Many of the school houses featured in my blog have complimentary documents of stories from their locality, which are included in each Blog post.
Memory is dynamic and fluid – a pulsing living thing. It can be continually stretched, coveted, erased and manipulated by the environment and circumstances from which it is recalled by an individual or group – taking on greater or lesser significances that are determined by the interpretation of those who recollect in the present. Outside of an individual’s family, or tragic and traumatic events in our youth, it could be argued that few things have greater impact on our development and personality, our understanding of the world around us, and our coping mechanisms to deal with and interpret that world as our experience of the classroom and schoolyard. With this in mind, consider how much of an impact these now rotting buildings may have had on the lives of many.
Milleen National School, Milleenduff Townland, Séipéal na Carraige (Rockchapel), Co. Cork
NGR: 122001, 119413
The village of Roundwood in Co. Wicklow claim that at 238 m OD, their’s is the highest village in Ireland. However in recent years, the village of Meelin in Co. Cork has erected a braggadocious signpost at the edge of their humble home stating ‘Welcome to Meelin – Ireland’s Highest Village’. The brazen folk of this tiny north-Cork hamlet claim that their little settlement, located just south of the Mullaghareirk Mountains, is 15 m higher than their Wicklow rivals. If you investigate the issue online, you might find various reasons why one village believes the other’s claim to the title of the most elevated settlement is illegitimate. In all honesty, the argument could probably be settled in minutes by pulling out an Ordnance Survey Map… but what’s the fun in that?
The plucky village of Meelin is located in northwest Cork. It is one of a handful of small villages located north of Newmarket near the Cork-Kerry-Limerick border. It is unlikely that your travels would ever take you through this area; much of the land close to the village is planted with coniferous trees, mainly of lodgepole pine and Sitka spruce. The area is sparsely populated though the woodlands are filled with ruined cottages and farmsteads which remind you that there was a time when the lands here were farmed rather than planted with commercial forests.
It is here amongst the plantations just north of the village of Rockchapel that you will find the now disused Old Milleen National School in the townland of Milleenduff. The building is hidden from view by mature evergreens, with the Caher River flowing just to the south. On a bright day, sunlight flashes through moving branches of the surrounding woodlands onto the south-facing gabled entrance with it’s centrally placed name and date plaque. The planted woodlands have largely consumed the surrounding vernacular farming landscape that existed to the east here when the school was in use.
The rural landscape is not static, and has changed quite a bit over the recent decades. Although the hills, mountains, rivers and lakes don’t move much, the way that people interact with the landscape, and the character of the environment is dynamic and fluid. Rural towns and villages that were once important market places and a hub of rural activity, fade into a mere collective nostalgia for times gone by, as young people gravitate to cities and the landscape empties. I’m from County Galway and anytime I would have travelled to Dublin in the past, it was a straight burn along the N6 through Ballinasloe, Athlone, and on to the myriad of bottlenecks as you approached the capital. In more recent years the M6 means that I rarely see any of these towns anymore.
Before motorised transport and the railway, distance was largely the determining factor when choosing a route from west to east. Travelling from Galway to Dublin by carriage or on foot, it was likely that you would take a route through Loughrea, Killmor and Eyrecourt, crossing the River Shannon at Bangher in Co. Offaly; all the while passing near or along a much more ancient route, An Slighe Mhór.
But this is not the case today when the motorway saves you from having to negotiate town and village streets as you travel. The reason I mention it is to explain why, that in the three or so years that I’ve been photographing these old school houses, I had not passed by Coolagh in the parish of Abbeygormacan near Killoran (along the former road to Dublin) , and noticed the old school house there. The building is located on the northern side of the N65 about 3 km beyond Gurtymadden Cross when travelling east.
St. Josephs National School, Letter townland, Islandeady, Co. Mayo
(Dated late 19th century)
NGR: 107056, 289784
It’s late evening near Westport in Co. Mayo after an unusually dark day in late July. The sky has been overcast all afternoon and the air is damp but warm. When I think about Irish summers in the west of Ireland this is undoubtedly the weather I think of; June can (sometimes) bring long hot days but once the Atlantic Ocean has warmed up then the air becomes heavy with moisture. June had been exceptionally warm and dry this year, but now the grassy drumlins around this part of Mayo are fresh after a recent rain shower.
I’ve taken a spin out from Westport toward Castlebar. About halfway along this route there’s a boggy rural spot hidden amongst the drumlins called Islandeady. A friend of a friend had let me know that there’s and old school house located out here and so with an hour or two to spare before sunset I went out to take a quick look.
The parish of Islandeady still contains four (small) working national schools; Cloggernagh, Cornanool, Cougala and Leitir. But the school house at Leitir replaced an earlier school building that still stands, and it is this structure that I’m interested in. Today it’s modern successor has just 6 girls and 4 boys on the coming years enrollment, and I wonder if it’s likely to stay open for much longer.
Inishkea (south) Island National School, Inishkea south, Co. Mayo
NGR: 55721, 321451
For two months I’ve been unsuccessfully trying to make my way out to the Inishkea Islands off the west coast of Co. Mayo. There is no ferry service or regular connection between the mainland and the two islands. Located out beyond Blacksod Bay, nobody lives there anymore; in fact the islands have been empty of human life since 1934, with the only inhabitants these days being flocks of free-roaming sheep and a thriving seal colony. I’d been out to Blacksod on the Mullet peninsula twice in April and May only for my possible lift to Inishkea failing to materialise. But late one Friday evening I got a phone call to tell me that a boat would be leaving in the morning from Termon Pier, and if I could get there I’d be able to hitch a lift out to the empty islets – they couldn’t say when exactly I might be coming back. Nonetheless, I took the chance and left for Blacksod early the next morning.
After several disappointing attempts to get to Inishkea over the preceding months, the straight burn across the Bangor stretch toward Belmullet was familiar. I made it to the pier, and to their word, Geraghty’s boat was, thankfully waiting there. Pulling out into Blacksod Bay the sun sparkled on the calm seas, and the north side of Achill Island and Slievemore Mountain was a hazy shadow on the horizon. The islands were only about 45 minutes out to sea though I could have watched the passing coastline of Achill in the glistening silver waves for hours.
The Inishkea Islands have been empty of a permanent population for about 85 years, and in that time they have lain almost untouched. Visitors are infrequent by all accounts, though the skipper tells me that one man has been living on the north island for two years without contact, electricity or even a boat. The skipper delivers him a food package once a month. Although this sounded intriguing I knew that in reality it must be tough – but I hadn’t seen the islands yet.
Pulling into ‘the anchorage’ at Porteenbeg on the sheltered eastern side of the island we passed the diminutive Rusheen Island where could been seen the remains of an old whaling station. Ahead on the shore were a line crumbling empty stone houses lined up like a deserted street overlooking a white deserted beach The pier was arranged for livestock arrivals rather than people, and I began to wonder that perhaps maybe this place was perfect, so perfect that even though I might go ahead and photograph the abandoned school house on Inishkea south, I might not post about it on this Blog for fear it might encourage any more visitors to this perfectly empty place, this empty island with it’s white beach that was almost blinding in the strong sunlight. The sea was clear and turquoise, calm and sheltered on the eastern side of the island, even though I could sea waves crash silently on the western shore in the distance: that coastline being exposed to the Atlantic. Continue reading Inishkea (south) Island National School, Inishkea south, Co. Mayo→
The wilds of County Mayo are spectacular. Along the rugged west coast the skyline is marked by the Partry and Nephin Beag ranges. On Achill Island, the northern slopes of Croaghaun mountain plummet from 600 m OD to the sea below, while on it’s southern side it shelters one of the most beautiful beaches in Ireland, Keem. To the southeast of here is Clew Bay with its plethora of low drumlin islands, while inland the landscape is dotted with rivers, lakes, bogland and the occasional turlough.
Lough Mask is located to the south of Co. Mayo. Along the lakes western shore is the village of Tuar Mhic Éadaigh, and if you ever get the chance, I would recommend the trip from here to Westport across the hilly and barren emptiness of Aughagower. The landscape comprises blanket peat that is unproductive, there are few homes though there are the crumbling ruins of many vernacular houses long deserted. Wild and ragged mountain sheep roam the narrow roads.
It is just south of this area that you’ll find the little hamlet of Finny. On high land, it affords spectacular views of a narrow part of Lough Mask. Almost directly across from Dead Island on the lake, and along the R300 road, is Old Finny National School. The building is disused now, and being so off the beaten track, it probably has very few inquisitive visitors.