text:
The Demise of an Irish Clan/Chapter VII

by
 * Terence Kearey with edits by Nic Fiachra.

Unrest & Salvation

 * Conversion and coercion – The poor majority – High rents – Dianiel O’Cary – Irish immigration to America – Penal laws – Relief Act – American War of Independence – Agricultural crisis – New cotton weaving machinery – United people – New agitation – Act of Union – Absentee landlords – Old ways broken - Thomas Kearey makes out.

By the mid 1750s, the poor lived in utmost poverty. Their accommodation was squalid and their diets made up of potato, turnips, a little wheat, milk, and on rare occasions beef. The population was increasing at an enormous rate… It was only the narrow coastal plain, which provided a market economy - where they managed to sell some of its produce. The poorer folk, living further inland - up in the hills, depended on a subsistence economy. High rents were increasingly being left unpaid, which generated debts - the result of which meant evictions. The property owners forced the poor to pay an ever-increasing amount for rent; the interest rates on owed money continued to rise. The whole system discouraged improvements in property and proper farm management, particularly towards land drainage and any sort of saving – as a cushion for poor harvests. It was a self-generating national disaster, which seemed to be unstoppable – and as it turned out, was!

Sometime later, Daniel O’Cary, nephew of Thomas O'Cary, adopted the Protestant religion. Thomas O'Cary, a Catholic, not wishing his family name to be associated with a Protestant, called his family together, and he and his family pledged to assume and thereafter call themselves by the surname Keary; this in order to distinguish their Catholic family from the Protestant Daniel O'Cary. Many of the Irish began to look beyond their local areas for employment. The more adventurous found that America and the Caribbean offered them more. America became an important land for Irish immigrant labour. The life appealed too many - for its religious nonconformity and political independence. The American war of Independence started in 1775 and was an inspiration to many of the Irish poor - to get back at the English.

Those who remained in Ireland tilling their own or rent soil the enclosure movement caused further resentment, rents increased yet again and there was a decline in wages - inflation was rife. A number of militant movements raised popular passions - to influence the landowners and government - to reduce rents… all to no avail. Taxation, tithes, rents, and church dues were a continual grievance.

In the late 1770s, there was a widespread national agricultural crisis. This was not the first time that this problem had occurred: poor harvests, low cattle prices, high cost of wheat, poor crop of potatoes, and shortage of milk… all felt before. The massive problem for Ireland was that the population relied upon a staple crop of potatoes whereas the English relied upon bread. Corn was relatively simple to import and had a better shelf life – was transportable… potatoes needed careful handling - soon rots, or starts sprouting, needs proper clamping with dry hay or earth – it was also a difficult commodity to ship. Some of the harvest should be put aside, for the following year’s seed. In hard times the seed potatoes were eaten, and if you were in danger of being evicted that is what you did.

There was a population drift towards the cities, particularly Dublin, which was in the English Pale! Commercial cotton spinning and weaving was introduced into Ireland in 1777. Three years later modern machines and expertise – brought over from England, established an enterprise, which gave employment to many unemployed folk in towns and villages… This was the start to the great Irish linen industry. The latest steam engines were imported from England to provide power for many of the mills… no longer did the manufacturers have to rely upon water to drive their wheels. These engines required coal and allied services that in themselves created new business ventures…, which prospered, initiating further capital expenditure. Heavy industries like mining, iron and steel producers, pottery manufactures, tanning, glass ware and coach building all needed raw materials… delivered by road, canal, river and ports… These large building projects needed capital investment. Investors saw the opportunity to make a profit – they could see the outcome of an abundance of cheap labour and the profitability created by those first cotton mills.

This was the time rural populations in village and town showed a remarkable turn inwards – towards uniting - engaging in shared interests. These rural folk were in the main Catholics and spoke Gaelic, keenly aware that the city workers were ‘a set apart’ from their life in the village. Sporting events, fairs, markets, wakes, funerals, cockfights, hunting, and field events abounded. These gatherings united people and stimulated political thought. Gradually the unrest grew until eventually nightly political meetings arranged. In Tipperary, Neath and Limerick under the pretext of hurling and playing football, crowds gathered, bands played, shouts were heard, and fights broke out…these events confirmed Catholic strength and highlighted resident disaffection. Protestants feared the worst barricaded their houses on fair days and remained indoors. United Irishmen and Orangemen took to using these outings to start airing grievances, which always led to fights.

''O’Halloran, an Irish historian, writing in 1778, gave O’Meara as a Lord Chief of an ancient house, descended from the O’Brien. Many of the O’Ciardha clan joined in his service with the Irish Brigade. A number of the clan then started to use the anglicised form of O’Carey, or O’Cary, more often, particularly at the turn of the eighteenth century.''

Thomas Padrick married Julia, daughter of Roderick Murphy of Castledermot in Kildare, who had four sons the eldest being named Thomas, as was the custom. He was the first of this family to stop using the prefix ‘O’ and to begin using the name of Keary. He married Mary, daughter of John Keogh of Castlepollard, an agricultural town in Westmeath, in 1815; that died in Dublin in 1836, interred in the churchyard of Artane. Christopher Carey - brother of William, Mathew, and James…owned a newspaper in Dublin. He was sympathetic to the cause of united free Ireland printing stories about absentee landlords and the terrible conditions rural folk were living in. These articles produced attacks from The Establishment who accused him of printing seditious stories. Thomas was tried at the Kings Bench and acquitted. The ruling body continued to hound him and force his printing business to close down. The whole family were involved in the printing trade as either reporters or tradesmen. Mathew Carey 1785-1824, became internationally known as a publisher. Born in Dublin in 1760 he was indentured to serve his apprenticeship as a letterpress printer and typographer - to make up the sticks of type, clamped into the forme. Later, befriended by Benjamin Franklin, immigrated to America where he married Miss Flavahan, devoting all his energies to the publication of the Douay Version of the Bible, founding the first American Sunday School Society and become one of America’s greatest publishers. Dublin, by the turn of the century was the second biggest city in the British Isles. The most industrious and wealthy areas of Ireland were those closest to the English mainland; and in the middle of that coastline was the seat of power - the legal centre and administrative capital. Its population contained the greatest number of professionals, guildsmen, artisans, journeymen and apprentices. This power gives a reason why Dublin was the centre of such unrest and revolution. The final straw was the drought of 1781. Later, a marvellous engineering scheme put into place the construction of a great canal and series of locks to join Dublin to the River Shannon. This feat opened up the interior and controlled water distribution to the central plains eliminating the fear of future droughts. Ireland was now an independent country but sharing a common monarch… in reality, many ties were there to check true self-government, which was never workable.

In 1790, the Act of Union saw London replace Dublin as the centre of political power for the Irish. By 1797, The United Irishmen were a powerful force in Leinster and plans were made to have a general uprising. Oaths were taken to ensure a committed gathering, which included trades people, shopkeepers, and many of the middle class. The Orange Order objected and mass atrocities were perpetuated.

In the 1800s, Kilkeary Parish was reported, by Ireland’s Ordnance Survey, as lying to the north of Co Tipperary between Nenagh, Cloghjordan, and Templemore and bounded to the east by Clonlisk in Kings. St. Ciardha’s Church [Cill Cheire] lay near the centre of the Barony of Upper Ormond, situated one and a half miles southeast of Toomevara. [The barony contained 14 Parishes] It was described as ‘a small parish chiefly under cultivation with the nearby village of Toomevara, declaring 790 inhabitants - it’s nearest large settlement. Fairs held on Whit-Monday, July 27th, September 29th and November 4th. for cattle, corn and butter.

In 1818, although there were a number of the family who used the Keary spelling this was the first time that ‘ey’ was used in Ireland and it is to Patrick and Mary [nee Lonergan] we find recorded, initiating the event. Unfortunately, it did not last long; they removed the ‘e’ five years later. With the passing of a few more years Carey [with or without the ‘e’], Carew, and Keary, seem to be an almost interchangeable choice by family members recorded in the Powerstown RC register. By the 1850s, Griffith’s Primary Valuation gives 68 Kear[e]y households in all of Ireland… Powerstown lies in the civil parish of Kilgrant in the barony of Iffa and Offa East between Clonmel and the village of Kilsheelan. As in North Tipperary, Offaly, and Westmeath, these spellings became common variants of O’Ciardha.

It is difficult from this distance to comprehend the importance the spelling makes to the use of one’s name. However, records prove that it does… prompted no doubt by strong reasons at the time. Even today, some family members feel free to use the Gaelic form whilst others use the anglicized version.

The amount of farmland in Ireland was now unable to feed the expanding population. This fact occurred in almost all regions not just in the rich more industrial sectors with the greatest labour force. The problems stemmed from the way land was controlled by rents and tithes. Tenure was restricted so that farmers budgeted and planned for short-term gain. This did not bode well for economic rotation of crops; the construction of land drainage ditches; the removal of stone from the fields or the latest views on animal husbandry; the use of better soil management to increase fertility was much talked about. The landowners, the landlords, and the absentee property agents, took the bulk of the profits made from the rental accommodation. Most of the money found its way towards the rich English boroughs and aristocracy. It was a case of negligence, ignorance, and lack of care on the part of local and national government, in both England and Ireland. The potatoes blight finished off what the poor economy had started. ‘’‘O’Hart’s Irish Pedigrees of 1887, pp 499, gives the ‘Keary’ family as [MacCeachraigh] of Galway as distinct from Carey. [Mac and Mc means the same as O – son of] Keating’s history gives the family as being numerous in Mayo and Sligo and recites: ‘there are other anglicized forms of the Gaelic name: the extinct Mac Fhiachra or Mac Fhearadhaigh, formally both of Tyrone and Galway, the synonym of Kerin [O’Ceirin or O’Ciarain] in Mayo and Cork. The English form of Mac Giolla Céire [giolla means boy] being further corrupted in Carr – [O’Carra and Mac Giolla Chathair] in Galway and Donegal’... and Mac Chathair in Co. Donegal. Carey is more likely to be found in Cork, Kerry, and Tipperary’. There are today a small number of Gaelic Irish, mainly in Cork, Galway, and Dublin, who still use the old family name of O’Ciardha. However, those who use Keary [recorded today by the place named Kilkeary] rather than Carey… are based in southwest Ireland and Dublin.’’

When the Normans, Parliamentarians, and Anglo-Irish forced the Gaelic Irish off their ancient clan lands, it was to mainly western areas they went, Galway, Kerry, and Cork. It would seem that it was mainly immigrants to America, England, and its Empire - at the turn of the eighteenth century, who used Kear[e]y - this more Anglicized form… Those worldwide, who use the Carey form, are however, more numerous. Dublin was a setting off point for the immigrants, mostly to land at Liverpool… from there; a regular coach service was made to London, and other chief cities… It was in these large cities, where there was work to be found. If London bound, the Irish immigrant made his way to Soho and Westminster, and as likely as not, ‘The Rookeries’, where cheap lodging could be found. Thomas Kearey arrived there in about 1816, with his bag of tools… ready to start a new life…

‘’This concludes the first part of the trilogy that traces the roots – place and name, of Thomas Kearey. The second part places him in London using his skills as a whitesmith. He soon found his way to the new housing estates on the outskirts of the city close to where the railways were being built. It was here that his work blossomed; he could afford to be married, rent a house, raise children, and, to start his own business… Horses, Tractors, and Carts describe the street scenes during the Victorian period and the advent of steam power to drive not only the trains but the tractors too… Carts of all types distributed the smaller parcels, and provided carriage for the population. The final part deals with joining The Volunteer Army, serving in the First World War… then returning to ‘Civy Street’ - to the delivery of freight. If you wish to form an army who better than to ask an Irishman?’’--Terence Kearey 13:45, 15 August 2010 (UTC)

See also:
 * On the Keareys:

 * Horses, Tractors, and Vans
 * Pillbox, Shako, and Cap
 * Another book by Terence Kearey:

 * The Collins of Chard

Acknowledgements:

 * History of the Ely O’Carroll. Printed by Boethius Press.
 * Additional Material:

 * Robert Books Limited, 1982, in Toomevara Parish: The Last Lords of Ormond, ‘The Curse of Cromwell’, by Dermot F. Gleeson. New Edition with revisions by Donal A. Murphy. Published by Relay.
 * The Ordinance Survey Name Books, which describes parish boundaries, the origin of place names, and the monuments of historical value, within them references to Kilkeary.
 * The History of the Careys of Guernsey, by: William Wilfred Carey. Published 1938. Additions by Paul Dobree – Carey, 1999.
 * The Civil Survey of 1654-1656, Vol. II: carried out at the time of the Cromwellian confiscations.
 * Irish Families by Edward MacLysaght. Published by Allen Figgis & Co. Ltd.
 * Kept close by, throughout all my studies of ancient Ireland, have been: The Course of Irish History by Moody & Martin [4th Edition}; A History of Ireland by Mike Cronin; The Great Hunger by Cecil Woodham-Smith; and The Age of Arthur by John Morris; I am grateful for their research and dedication.
 * I am particularly thankful for the help of Tipperary Libraries who have always been most generous, and Westmeath County Library, and to the The National Library; The Genealogical Office; National Archives, and Registry of Deeds, all of Dublin.

(Note, this page was created by Terence Kearey, August 15, 2010.) and was released into the public domain by the author.

 * Setting the scene (Introduction and Table of Contents)
 * ../Chapter VI/: Thomas the first born (Previous Chapter)

title: The Demise of an Irish Clan/Chapter VII


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Category talk:C source code examples

Hi hello I want to write a program for full supporting calculator in 'c' platform so I need some hints so any one can help me. please help me (The preceding unsigned comment was added by 117.97.240.148 (talk • contribs) 09:14, 15 August 2010.)

 * Hint: repeat until end, find number, if math symbol than find number and do math. -- dark lama  16:03, 15 August 2010 (UTC)

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User:TutorJDD/abilities

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[…] this human rights issue. […] Lisa, you might not have been welcome at your theater, but I'll tell you—welcome to the White House. We're glad you're here. […] Together, […] remove social barriers that we have accepted. […] untapped human potential that, when freed, will enrich us all. […] We embrace you for your abilities and for your disabilities, for our similarities and indeed for our differences, […] Let the shameful wall of exclusion finally come tumbling down. (George Herbert Walker Bush, July 26, 1990)

miscellany

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Ideas in Geometry

This learning project is meant to be an aid for teachers and students of a college mathematics course using the text "Ideas in Geometry". This text, licensed under the Creative Commons Attribution-ShareAlike License, is freely available its University of Illinois course website. Ideas in Geometry includes a few of the topics found in standard Euclidean Geometry, however it mostly covers slightly more advanced geometric topics, as well as topics in probability, logic, and other mathematical areas. The goal is not so much to teach proficiency in common geometric procedures, but rather to convey the spirit of mathematics.

The project will break down the topics of this text into amounts suitable for a single hour class. Each of these lessons will be treated by a student in the Fall 2010 semester of this course at Illinois. Students will also use some of the problems from the book as instructive examples to accompany the lessons.

Math 119

Lessons

 * Lesson One: Euclid's Axioms
 * Lesson Two: Spherical Geometry
 * Lesson Three: The Parallel Postulate
 * Lesson Four: Algebraic Geometry
 * Lesson Five: Analytic Geometry
 * Lesson Six: Introduction to City Geometry
 * Lesson Seven: More City Geometry
 * Lesson Eight: Hyperbolic Geometry
 * Lesson Nine: Mapping the Globe
 * Lesson 9: Set Theory
 * Lesson 10 Logic
 * Lesson Eleven: The Pythagorean Theorem
 * Lesson Twelve: The Pythagorean Theorem
 * Lesson Thirteen: Proofs by Picture
 * Lesson Fourteen: Proofs by Picture II
 * Lesson Fifteen: Proof by Picture III
 * Lesson Eighteen: Center of Triangles
 * Lesson Eighteen: Area
 * Lesson Nineteen: Triangles
 * Lesson Twenty: Area
 * Lesson Twenty One: Continued Fractions
 * Lesson twenty two: Areas and Ratios
 * Lesson Twenty Three: Wacky Dice
 * Lesson Twenty-Four: Probability Paradoxes
 * Lesson Twenty Five: Fibonacci Numbers
 * Lesson twenty six: Constructions I
 * Lesson Twenty six triangles
 * Lesson twenty seven: Constructions II
 * Lesson Twenty Nine: Introduction to Constructible Numbers
 * Lesson Twenty-Nine: Constructible Polygons and Impossibilities
 * Lesson Thirty: Fields
 * Lesson Thirty One: Constructible Polygons
 * Lesson Thirty Two: Symmetry Groups
 * Lesson Thirty Three: Origami Constructions
 * Lesson Thirty Four: Geometry of the Complex Numbers
 * Lesson Thirty Five: Geometry of the (Polar) Complex Numbers
 * Lesson Thirty Six: Transformations of the Complex Plane

Instructive Examples
A series of communication problems explained by MATH 119 student groups.
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title: Ideas in Geometry


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User talk:Quentinv57

Hi Quentin. Could you help me move the Meher Baba page. I see the redirect from a person's name to a "topic" page is not generally how this is done with other biographical people. I know how to do a move, but not when there is already a redirect page there. Can you help me? Dazedbythebell 12:39, 18 September 2010 (UTC)
 * There are a lot of pages beginning by the Topic: prefix here... I don't really know what it means, but I'm not sure that it's an error and that's the page need to be moved : please see with local sysops -- Quentinv57 21:15, 18 September 2010 (UTC)

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Help talk:The original tour for newcomers

How to talk with you about ICT in Education? How to change the traditional methodology in teaching to use ICT methodoly?


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Teaching EFL Listening via FUN WITH ENGLISH Books/7B/Lesson 7

FUN WITH ENGLISH 7B Chapter 6: A children's museum Anqing Foreign Language School Grade 7 Lesson 7 Version 0.3

Lesson Objectives

 * Students will enjoy themselves, giving a positive association with the English language a chance to develop.
 * Create an atmosphere that's comfortable enough for students to feel take chances speaking English to me and their peers.
 * Ask the right questions to get a lively discussion going about anything.
 * Find a way to make English more appealing than speaking to their friends in Chinese.
 * Look for ways to move from me speaking to them in English to them speaking to eachother and me in English, that is from one to many to many to many.

Lesson Plan
Before Class Starts
 * If time, walk around and chat with the students before the bell rings.

'''Greeting: Yo! What's up?'''

Opening Joke
 * Fred's Piano joke from The Internet TESL Journal
 *
 * Direct link to joke
 * Introduce as a man is sick so he goes to the hospital.
 * Instead of operation say "eat medicine".
 * Do you understand?

Opening Discussion: Anything
 * What do you want to talk about today?

Textbook: Page 22 Let's get ready A
 * Make sure they read out the full answer.
 * Question Questions
 * What is the "Animal in the past"?
 * What are the "Animals around us"?
 * What are they looking at in the night sky?
 * What are they looking at in the night sky?

Textbook: Page 22 Let's get ready B
 * Make sure they read out the full answer.
 * Question Questions
 * Do you like medicine?
 * Have you ever gotten a headache from watching too much TV?
 * What does a picture of a heart mean/symbolize? [Draw a picture of a heart on the board]
 * Have you ever broken any bones? [Tell my collarbone breaking incident story]
 * What is a disease?

Choose to talk about doctors or Childrens Museums

Discussion: Doctors
 * Do you like doctors? Why?
 * Have you ever gone to see a doctor?
 * Do you want to be a doctor when you are older?

Discussion: Children's Museums
 * What is a museum? [Mandarin = Bowuguan]
 * Do you like museums?
 * What can you learn at museums?
 * Have you ever gone to a museum? Where?
 * What is a children's museum?
 * What should a children's museum have?
 * What can you put in a children's museum?

Activity: Create a Children's Museum
 * I want you to work with a partner.
 * You are going to make a museum for children in Anqing.
 * You need to answer these three questions.
 * What kind of museum will it be? Science? History? Sports?
 * What will be in the museum?
 * How much will it cost for children to go to the museum?

Textbook: Page 23 Let's listen 1 B Tapescript Page 81

Textbook: Page 24 Let's listen 2 A Tapescript Page 81 (Maybe)

Students Choose: MJ or Textbook?
 * What would you like to do now, play a game or listen to a Michael Jackson song?

Activity: The Man in The Mirror Slideshow"
 * Introduce the song as one of Michael Jackson's hits from his 1988 "Bad" Album. [1]
 * Ask first:
 * Do you know this song?
 * What do you think will be its subject?
 * Write questions on the board before we begin, so they can have something to look for and check them as they're listening/reading the lyrics.
 * Who is the man in the mirror?
 * What does he want to do?
 * Why?
 * Do you think he is right or wrong?
 * Stop it after he sings the chorus through the first time and talk about it. If they don't know the answers, do not give them just keep playing the song and stop later.
 * View online
 * Google Music China link to the song (Only for those in China - Beware has several pop up ad's)
 *
 * Lyrics from CRAVEONLINE
 *

Extra Time
Game: Number of Letters? (Mr. Brown)
 * Make two teams.
 * Tell them to make a word that begins with one letter, e.g. D, and has 6 letters.
 * Go back and forth between the teams making the words.

16 Apr 2010 AM Period 3 Grade 7 Class 7

 * Had an opening discussion about computers for a little, but it got to a strange point.
 * Told them about my blog will be interesting if any of them

visit. Next Week
 * Class has a great attitude, but we haven't quite had a sensational lesson yet.
 * The extra test did not belong to the boy I thought it did. Get that sorted.
 * Put all the students into 2 rows, per my colleague who observed me last week's suggestion.

16 Apr 2010 AM Period 4 Grade 7 Class 9

 * This class has an incredible amount of energy.
 * Today we spent about 20 to 30 minutes where they just asked me questions.

Next Week
 * give them my qq number, in case the one i tried to remember this week is wrong.
 * did better with the group of boys on my left, but still progress can be made.

16 Apr 2010 PM Period 3 Grade 7 Class 2

 * Brought up the trip from last week, which got some chuckles.

Perhaps could have pushed it further, but I didn't.
 * When I asked them what they wanted to talk about I got a few responses (NBA Playoffs, ghosts) but

nothing that grabbed everyone.
 * We never made a connection like we did the week before.
 * Textbook activities went fine.
 * Joke fit in really well with the doctor section. Moved it to the end, and added in my story

about breaking a bone for the question about bones.
 * A few of them got the joke, but I didn't take the time to really explain it.
 * The speakers in the classroom didn't work, so instead of listening the MJ song, we just sang it.

I was surprised they went with me.
 * Overall this group has more than enough talented/eager individuals that anything I do in the

lesson will go well.

Next Week ]
 * Some sort of small groups Problem Based Learning-esque activity.

Day in Review
What Could I Have Done Better?
 * Had something better for them in the opening.

What Did I Do Well?
 * Rested/prepared as I've been this week, and experimented throughout with new approaches.

What Did I Learn?
 * With interested classes whatever I throw at them will work one way or another. Question is how

can they get to the next level?

What Did My Students Get From The Lesson?
 * Oral/aural practice, a little bit of thinking.

Were the Lesson Objectives Achieved?
 * Students will enjoy themselves, giving a positive association with the English language a chance

to develop.
 * yes
 * Create an atmosphere that's comfortable enough for students to feel take chances speaking English

to me and their peers.
 * maybe
 * Ask the right questions to get a lively discussion going about anything.
 * no
 * Find a way to make English more appealing than speaking to their friends in Chinese.
 * overall yeah, but more because they like me, not because of anything special i did today.
 * Look for ways to move from me speaking to them in English to them speaking to eachother and me in

English, that is from one to many to many to many.
 * No.

How Can I Improve the Lesson?
 * Better opening and easier joke.

Acknowledgments

 * Ideas I got from Stuart Brown, I acknowledged with (Mr. Brown).
 * I would like to thank all the 7th and 8th grade classes at Anqing Foreign Language School who had this lesson for their participation and feedback. I would also like to thank the Anqing Foreign Language School for allowing me to teach there.

Changelog
Version 0.3 15 Apr 2010
 * Added changes in similar parts from FWE 8B Lesson 7 Version 0.21.
 * Gave a choice between talking about doctors or museums.
 * Made the opening discussion up to the students.

Version 0.2 15 Apr 2010

Version 0.11 12 Apr 2010

Version 0.1 10 Apr 2010


text: File:Coordpgram.JPG

title: File:Coordpgram.JPG


text: File:Pgramdistances.JPG

title: File:Pgramdistances.JPG


text:
Category:Metascience

Metascience is the scientific study of science, using the tools of research provided by science, on science itself. This field aims to address the following three fundamental questions:
 * What makes science?
 * Why study science?
 * How to study science?

What
Science is a tool that humans use to refine our perception of the world, using the insight gathered from the scientific method to solve problems.

Why
The intent behind science is to reduce error and bias in research. If the goal is to refine our search for knowledge, refining how we search and research is part of the process.

How
Metascience studied through meta analysis on one or more past studies, research on previous theories, and the evolution of scientific practice.

title: Category:Metascience


text:
Horses, Tractors, and Vans/Chapter I

Leaving home
John Keary - Union between Britain and Ireland – Struggle for Catholic emancipation - Thomas Kearey leaves Ireland for St Giles in London – The Irish ghetto - The canals - Railways – Booming economy – Buildings galore - Factory Acts – Dickensian Life – Metal smelter - Tinsmith or Whitesmith – Carter – Worker in metal – Tin-plate.

John Keary was a Gaelic speaking Irishman born in the middle of the eighteenth century. He had five children, the fourth, a boy, he called Thomas, which was a family tradition. Thomas saw the first light of day in 1791… and as with all cultures, he assumed, when old enough, his father’s craft, as a carter and whitesmith - working in and around Dublin. The social conditions for working class people at the turn of the eighteenth century was poor. The city was crowded with many country folk all trying to obtain work. There was not enough housing, and the rents continually increasing. The harvests had been bad for a number of years and the family had a difficult time trying to find enough food for all. Troubled Ireland was in rebellion, and Britain fighting Napoleon Bonaparte, an event that stimulated a period of economic growth especially in shipbuilding, and those things needed to equip an enlarged army. Now was the time to exploit the need for skilled workers for the new industrialized society.

When he marched down the gangplank in Liverpool Docks Thomas was excited by the challenges, which lay ahead. He sought passage to London by coach; relying on his skills as a worker in metal to find work – perhaps start a business - for Dublin’s silversmiths and goldsmiths were recognised as highly skilled craftsmen. These skills, working with precious metals, carried over into working with lead and tin – metals more closely allied to the home – servicing water-tanks, pipes, buckets, cauldrons for washing and cooking pots, and all other metal containers. Not only was he skilful shaping metal but also had knowledge of joinery and the manufacture of carts.

Thomas described himself as a whitesmith, which today maybe better described as a tinsmith, and as a smelter - an extractor of metal from an ore. Back home, the family had originated, in the hills and lowlands on the southeast side of Lough Derg. The ore that had washed down from those hills would have been a combination of any number of metals. The smelter of one ore would be knowledgeable enough to work with any number of base or precious metals.

The skills of a whitesmith was more concerned with cutting, shaping and hammering-out sheet metal, making joints and seams using a mixture of lead and tin to make solder - to give a watertight joint. He may have worked in silver making jewellery. However, when working in London it was highly unlikely that Thomas would have been working with this expensive metal. He would have been devoting all his energies working with lead and tin in a household environment, making and repairing pipes and cooking pans, pots and utensils for a working population. He was quite prepared to seek work of a more mundane kind - to start afresh… hopefully, with better prospects for long-term employment… especially after taking the plunge to leave home. His family, having gone through years of persecution, exploitation, and finally eviction, now had to split up and find their own way, away from the country they loved.

When the Irish immigrant travelled to London, he made for Westminster… it was here that he felt most at home. The Irish populated Soho and the surrounding street and alleyways. There are many written accounts about St Giles-in-the-Fields, in the early 1800s, appearing as a maze of cellars and tenements based on the boundaries of St Giles High Street, Bainbridge Street, and Dyott Street. This was about the time that gas lighting first started to be installed in London, initially in Pall Mall. Within the area about St Giles, New Oxford Street was developed to lay waste to the slums of Church Lane, Maynard Street, Carrier Street, Ivy Lane and Church Street, which was a mass of courts, alley ways and hiding places. These countless tenements were described as ‘Rookeries’ or perhaps as ‘Little Dublin’ or The Holy Land’, whatever, as an area populated by the Irish.

The area of Westminster, Tothill Street, York Street, and Castle Lane was another locality given the deriding term, connecting Oxford Street and Holborn… the area of the abandoned of both sexes. The whole area was sold for redevelopment by private contract in 1844. Even today’s congested streets and heavy traffic does not suitably depict the area of that time: the noise, the horses, shouts, cries of the passing traders, street urchins darting here and there, the sandwich men, the dust, dirt, droppings, puddles and stench, all underfoot. The omnibuses disgorged their passengers, ponderous wagons, lurched and swayed, turned down narrow lanes completely blocking them, forcing all to proceed ahead of them to burst out into the street at the other end. It was described as a howling wilderness.

To Thomas, Georgian London must have seemed intimidating. He was here to escape poverty but was faced with it. His bad of tools, at onetime a mark of industry - here the bag felt like a burglars haul. However, it was no good berating his bad luck he just had to make a go of it. Now that he had adopted an English spelling for his name he could not face the scorn of the rest of the family, by going back...

It was there, shortly after taking lodgings, in 1818, that he met and courted Hester Pepler, eventually marrying her on the 17th October 1819, at St Anne’s Church, Soho fathering two boys and five girls. Hester was born and christened in 1794 in Great Stanmore; a small village on the outskirts of North London, just off the Great North Road, and died, March 1872 in Westminster at the age of 79. She was buried at the same church she was married in sixty years before. Hester’s mother before marriage was named Mary Collins.

In 1816, the building of the Grand Junction branch canal was being dug out on the Paddington Estate. At the same time, houses were being built along its banks to furnish the builders with homes. In 1801, there were only 324 houses in Paddington; this was a time of expansion in keeping with the construction of canals and the development of steam engines. Connaught Place in 1807 was the start to the development of Tyburnia between Edgware Road and the Uxbridge Road. A couple of years later the degradation mounted causing concern,not before time for by then Paddington had 879 inhabited houses to give shelter to over four and a half thousand people. It was not long before Paddington acquired a terrible reputation. The area on the north side of the Paddington and Marylebone Estates was as far as the more reasonable living conditions stretched, for the time being! Beyond that lay: mean streets, alleyways, huts, reservoirs, wharves and warehouses. The building of the Great Western Railway reinforced this division in the 1830s with its terminus and goods station. Land between the railway and canal intersected by Harrow Road deteriorated into slums. A large percentage of those living there were displaced Irishmen.

This whole area began to be redeveloped. The people was gradually pushed out, whole estates raised to the ground and the builders moved in. It became a period of massive building projects that made the way for the prosperous suburbs of Bayswater, Paddington, and Kensington, a place where rich trade’s people, developers, merchants, and professional men followed the gentry into taking over the new houses, giving a further boost to the area with their lavish life styles. Westbourne became the place to be, reaching to the southern most end of Westbourne Green. By 1860, the feverish pitch of building started to end. Thirty years of rapid development... Thomas and Hester’s eldest son, born 1820 in St. Giles, Middlesex, was named Thomas - as was the custom. He was my great-grandfather and trained, after leaving school, as a whitesmith and tinsmith taking over much of the trade from his father. He married Hanna Raybould in 1841, when she was twenty-one - her father Henry was also a whitesmith. The couple were married at St Andrew by the Wardrobe, Holborn. It was a common belief that there there were 1,000 Irish paupers entering London each week, congregating around this area, all seeking work.

The ‘railway age’ started in 1825 when Thomas was five. By the start of the First World War, almost every part of the country was covered. It was very unusual for anyone to work in a factory that employed more than ten people, for this was the average staff content of most stately homes... workshop managers were just not used to controlling more. It seems strange that businesses had this almost mental limit for group practices. The railways broke this barrier stimulated by the rapid decline in agricultural work. The operation of the Corn Laws, which blocked the import of foreign produce, ensured that farmers received a better rate of pay for their harvests. Only about a third of the population lived in large towns or cities but this was soon to change as industrialization took hold. The government restrictions on the employment of women and children although resisted by the working class were passed. The Factory Acts ensured a fixed working week and length of day, even though a fourteen-hour day was not unusual it continued to drop to ten, later in the century. Schooling was for all ages and a matter for individual parents to decide what was best. There was no co-ordination between competing educational establishments. Only about fifty per-cents of adults could sign their names. Thomas’s brother William, 1837–1902, sixth child of Thomas and Hester, was born the same year Queen Victoria came to the throne. He became a much-respected Westminster City Councillor for fourteen years - about the same time the London County Council was established. He was a coal merchant, baker and boot merchant [his wife’s father was a Leather Dealer]. During his two marriages, he had fifteen children - four of the births are recorded in St Anne’s Church, Soho, [St Anne’s Church was the same church Thomas was married in eighteen years before] nine of William’s children had connections with the Borough of Brompton where they were all born. There is a plaque erected in Westminster City Hall in his honour for his, ‘loyal and faithful work to the people of Westminster particularly the poor’.

Back in Ireland the ancient clan lands in and around Kilkeary Parish were recorded as being situated in Upper Ormond, four miles south-west of Nenagh. This parish covered an area of over two and a half thousand acres, containing 662 inhabitants. It lay twenty-seven miles from Limerick, in County Tipperary in the diocese of Killalo. Kilkeary and Ballynaclough formed a benefice linked to ‘the deanery’. The deanery was endowed with sufficient capital to provide the enlarged parish with a private school capable of providing education for 70 local children. The farmed land alone brought in tithes amounting to £120, which went towards the rector’s stipend. The growing strength of the British economy had an effect not only on Irish manufacturing but also in siphoning off capital from Ireland’s farming community.

Thomas’ move away from home was precipitant for when his son was eight years old the people of Kilkeary were locked in famine conditions. Gradually the eldest boys of poor families moved into the cities, thereafter making their way to Dublin and onwards to England and London. It was a desperate situation alleviated only by the new industrial society - its quest for power and the need for swifter transportation, all accomplished by: the construction of better roads, the birth of canal navigation, and the manufacture of bricks and steel. The invention of steam locomotion and the construction of the railway network added to the demand for even more coal. Once this movement was afoot – the gravitation from a rural existence to town and city life continued; this was coupled with the invention of machines to mass produce everyday products. Now there was no stopping the process. Fortunately, there was sufficient labour available…

The 1841, census of London registered nearly two million citizens. Three years later parts of Soho were described as ‘a sort of petty France’. French immigrants predominately owned most shop; there were schools, wine shops and restaurants mostly catering to ‘the French’. The proximity of ‘The Rookeries’, in St Giles and elsewhere, gave ‘foreignness’ to this whole neighbourhood of London. None of this mattered to the new citizens. They were only interested in earning money to pay for food and board. Other niceties could come along later. As agricultural workers were laid off, a rapid change was noticed in the countryside. Only just over twenty per-cent of the population worked on the land the difference was felt by the industrial towns and cities as people began to flood in. Construction – the making of things not just building, took half of Britain’s labour force. Free Trade was now the call in all but agriculture. In 1842, the budget introduced income tax... although declared a temporary measure it was never removed, taking the place of tariffs.

There was scarcely any drainage or sewerage, where the gullies were open a foot or more of offal, garbage, dung and sand overlapped the sides, buckets of human waste was still thrown out of upstairs windows adding to the indescribable mess and stench. The corpses of the poorest were just thrown into open marshland around St Bride’s Church. On Wednesdays, the ground was opened up again to receive more bodies. Low-lying districts often flooded resulting in the Great Stink of 1858. Many Irish immigrants were engaged in the construction of the new sewer system. Labourers were paid in 1859 18s a week, skilled workers double that and engineers, the latest skill to be picked-up and developed - by associated tradesmen.

title: Horses, Tractors, and Vans/Chapter I