Chapter 8 — Letterfrack

Neglect

In 1945, the Visitor criticised the practice of removing weaker students from school to work on the farm. He suggested that the permission of the Superior be secured before this was allowed to happen.

Br Sorel, who taught in Letterfrack for four years from the late 1940s, said that the job was difficult as many of the children suffered from educational disabilities: It was a tremendous experience in one way, but it was very frustrating in another because a lot of the kids in the classes, as pointed out last week, were bordering on the mentally handicapped.

There was no evidence that, during Br Sorel’s time there, Letterfrack had a large number of mentally handicapped children. Educationally deprived they undoubtedly were, and for many the trauma of being locked away from family and friends would have been deeply disturbing, but judging by the complainants who attended the oral hearings, they were not mentally handicapped.

There was not a great deal of evidence about the standard of education in Letterfrack prior to 1954, when the School changed its enrolment policy. The only contemporaneous records, the Visitation Reports, were generally positive about the School.

Complainants to the Committee did not share the Visitor’s views, and described a regime of corporal punishment in the classroom that was harsh and pervasive. Education post-1954

From 1954, Letterfrack was directed by the Provincial of the Congregation to receive only those children who had been found guilty of a criminal offence. The negative impact that this decision had on the care of the boys has already been outlined. It had a considerable impact on the education of the boys in Letterfrack. The position was succinctly put in 1956 by the Resident Manager, who wrote to the Provincial informing him of the low level of educational ability of the students: The change in condition in our school brought about two years ago has altered all that radically. The old hands, if I may call them so, have become the ‘intelligentia’ and the new pupils are in a state of ignorance that has to be experienced to be realised. Of the 41 boys, still here who have been admitted in the last two years, 35 are still in school. This is more than half the number of boys on the rolls (61). These boys, in the main do not even know the letters of the alphabet.

He noted that there were three classes in the school: 3rd, 4th and 5th class. He said that 4th class was divided into three groups: 1. Boys who did not know the letters of the alphabet; 2. Boys who did know the letters of the alphabet; and 3. Boys who had begun to realise the simplest of words. He stated that these groupings were absolutely necessary and that the age groups threw further light on the state of affairs. Those in the so-called 4th class had an average age of 11 years 9 months, and those in 5th, 13 years and 1 month. He stated that it was abundantly clear from the above facts that specialised teaching was an absolute necessity if these boys were to get even the most rudimentary education. He said that the services of the three Brothers with the best of qualifications were therefore vitally needed in the school.

The Congregation presented a table of the number of boys who sat for and passed the Primary Certificate. This table does not tally with the Visitation Reports for a number of years and cannot therefore be relied on.

In 1956, seven out of 10 boys in 6th class were presented for examination and obtained their Primary Certificate.

In 1957 the teachers had been reduced to three, as numbers were falling in the school. There were 71 boys in school that year, 14 of whom were in 6th class; 10 were presented for Primary Certificate, and one boy obtained a scholarship. Both the Visitor for that year and the Provincial believed that the effort of getting one or two boys to pass the scholarship exam was not worth it and so the practice was discontinued. Boys were still sent to Clifden CBS for secondary education, but no more than a dozen attended at any time.

As in all industrial schools, the Christian Brothers selected the boys who would be presented for the Primary Certificate from 6th standard. Only those boys who were deemed capable of passing were put forward and, therefore, the pass rate was artificially high. For example, in 1958 there were 16 boys in 6th class, and 11 sat the exam. Therefore, although the results were good as a percentage pass rate, this cannot be taken to be representative of the school as a whole.

Two important factors were significant in education in Letterfrack: first, children did not progress through the various classes in Letterfrack as they did in other national schools. The criterion for advancement in this school was ability. Children who were educationally disadvantaged were placed in a class appropriate to their standard and were allowed to progress to an age-appropriate class at their own pace. Consequently, class sizes decreased in the higher classes.

Br Dondre, who was in Letterfrack in the late 1960s and early 1970s, described this process to the Committee. He said that he taught the weakest group, and classes were allocated by the school Principal, who determined the boys’ ability on entry: I taught the weakest class and I can only go on my own experience in the classroom situation. The weakest boys were very weak. I did two remedial courses when I was there ... to improve my knowledge about weaker kids and the methodology of teaching these weaker children. I was quite happy with my results I could pass kids through my classroom, from 3rd class. There was a great mobility as I said before, I could get kids from my classroom into the next class inside three or four months because they were intelligent, all they needed was regular schooling. There were some kids that never graduated from the bottom two classes, some of them were educationally backward and some of them would be bordered on being mildly mentally handicapped.

The second factor that had a significant impact was that class sizes were comparatively small – smaller than those in outside national schools.

In 1960, the Visitor noted that the average class size was uneconomic, ‘but that nothing could be done about it until such time as the numbers rise’. He further stated that the present staff of three should, ordinarily, be teaching double the number of pupils.