Chapter 11 — Glin

The move to Glin

He went on to note: Even if crimes such as larceny, truanting and housebreaking, which may well have been motivated by poverty are excluded from the list of offences directly attributable to poverty – it is clear that over 48% of the boys were committed to Glin as a direct consequence of their impoverished backgrounds.

Religious Congregations’ evidence

Mr Dunleavy stated that, between 1947 and 1966, the reasons for admissions were as follows:

Reason for admission	Number
Having a parent not a proper guardian	218
Destitution	95
Larceny	35
Not attending school	12
Housebreaking	7
Wandering	6
Homelessness	4
Parents unable to control child	3
Receiving Alms	2
Parent unable to support child	2
Fraud	1
Being under the care of a parent with criminal habits	1
Total	386

Mr Dunleavy stated that, between 1947 and 1966, the reasons for admissions were as follows:

Reason for admission	Number
Having a parent not a proper guardian	218
Destitution	95
Larceny	35
Not attending school	12
Housebreaking	7
Wandering	6
Homelessness	4
Parents unable to control child	3
Receiving Alms	2
Parent unable to support child	2
Fraud	1
Being under the care of a parent with criminal habits	1
Total	386

The Industrial Schools Act (Ireland), 1868 had envisaged that each school be under the control of a Manager and Management Committee, with the day-to-day running of the school under the supervision of a Resident Manager. In Glin, however, as in all Christian Brothers’ industrial schools, the role of Resident Manager was assumed by the local Superior of the Community. The House Council, consisting of the Superior, Sub-Superior, and one or more Councillors, served as a form of Management Committee.

The Industrial Schools Act (Ireland), 1868 had envisaged that each school be under the control of a Manager and Management Committee, with the day-to-day running of the school under the supervision of a Resident Manager. In Glin, however, as in all Christian Brothers’ industrial schools, the role of Resident Manager was assumed by the local Superior of the Community. The House Council, consisting of the Superior, Sub-Superior, and one or more Councillors, served as a form of Management Committee.

The numbers in the primary school in Glin varied from a maximum of 212 boys, in the late 1940s, to 48 when the School closed in 1966. The average number of teachers who served on the staff was five.

The numbers in the primary school in Glin varied from a maximum of 212 boys, in the late 1940s, to 48 when the School closed in 1966. The average number of teachers who served on the staff was five.

The Resident Manager was responsible for the overall management of Glin on a day-to-day basis. The duties of the Resident Manager included the health and welfare of the boys, admission and discharge, staff, management of buildings and property, and interaction with Government Departments and other agencies. He was also the Superior of the Community and Manager of the Primary School. In this role the Resident Manager had the responsibilities now carried out by a Board of Management. The Resident Manager had responsibility for the educational life of the School, the lay teachers and the finance.

The Resident Manager was responsible for the overall management of Glin on a day-to-day basis. The duties of the Resident Manager included the health and welfare of the boys, admission and discharge, staff, management of buildings and property, and interaction with Government Departments and other agencies. He was also the Superior of the Community and Manager of the Primary School. In this role the Resident Manager had the responsibilities now carried out by a Board of Management. The Resident Manager had responsibility for the educational life of the School, the lay teachers and the finance.

From 1936 until 1966, Glin had eight Resident Managers, three of whom served terms of six years.

From 1936 until 1966, Glin had eight Resident Managers, three of whom served terms of six years.

Br Jules1 was appointed Resident Manager in the early 1950s. He abolished the separate post of Disciplinarian and assumed the duties himself. In an internal Christian Brothers interview that he gave, he recalled in relation to discipline: There were no written rules. There was a general understanding of rules, passed on from year to year. I never saw the “Rules and Regulations for the Industrial Schools”.

Br Jules1 was appointed Resident Manager in the early 1950s. He abolished the separate post of Disciplinarian and assumed the duties himself. In an internal Christian Brothers interview that he gave, he recalled in relation to discipline: There were no written rules. There was a general understanding of rules, passed on from year to year. I never saw the “Rules and Regulations for the Industrial Schools”.

Br Coyan,2 speaking about his experiences in Glin, recalled Br Jules and his attitude to corporal punishment in the School: Well we had strict and firm orders from Br Jules, he was the boss and the principal. We were not to punish a young fella, if any young fella became troublesome, he was to be sent to him. I remember that occasion when I had the run in with [a boy], it was reported to him and he met me the next morning and he ate me for dead and I said sorry I lost my temper and that’s that.

Br Coyan,2 speaking about his experiences in Glin, recalled Br Jules and his attitude to corporal punishment in the School: Well we had strict and firm orders from Br Jules, he was the boss and the principal. We were not to punish a young fella, if any young fella became troublesome, he was to be sent to him. I remember that occasion when I had the run in with [a boy], it was reported to him and he met me the next morning and he ate me for dead and I said sorry I lost my temper and that’s that.