Chapter 10 — Newtownforbes

Emotional abuse

Another source of distress was that she was never told the cause of the child’s death. Records of the Sisters of Mercy noted that the child died of cardiac disease. Another note recorded the name of the child, and the fact that a nun and a senior girl were with her when she died. The Sisters of Mercy at the hearing of this witness apologised for this traumatic event in her life. They said: The Sisters of Mercy would like to apologise to you for the trauma you must have suffered from witnessing her in that state of ill health.

They gave an undertaking to the witness to inform her of the location of the grave subsequently.

General conclusions

General conclusions 1. Prior to 1954, numbers were adequate to ensure that Newtownforbes was financially viable. However, the Department of Education Inspector in the 1940s was very critical of the health and living conditions of the children in the School. It is clear that children during this period suffered serious neglect. 2. Complainants spoke of poor food and clothing in the period after 1954, although there is no evidence that the children were malnourished or starved. Without a large farm or a profitable industry to supplement the capitation grant, the management would have had to struggle economically, resulting in the poor provision of basic needs. 3. The day-to-day care of the children was undertaken by just two or three Sisters. Management ought to have recognised the inevitable consequence of such a system. It was abusive for the Sisters, who had a heavy burden of responsibility and work placed on them, and on the children, who could not have received adequate care and attention. 4. In order to control such large numbers of children, the Sisters resorted to a strict regime, depending to a large extent on corporal punishment. It became extensive, and used for minor misdemeanours, and even though it may not have been abusive in terms of severity, it did result in control through fear. 5. Transferring the Industrial School children to an external national school to be educated alongside children from the local community should have been a positive development, but real integration did not happen. Teachers treated them more harshly and the headmistress ‘had no interest’ in the Industrial School children. They felt different, isolated and inferior as a result. 6. Instead of getting more encouragement to learn, the Industrial School children experienced a more punitive regime, and therefore became more disadvantaged. A Sister who taught in the national school admitted that she used more corporal punishment on the Industrial School children because they ‘had less sense’. She described them as ‘slower and more indifferent and hadn’t their heart in it at all’. Such children needed encouragement and not a punitive, oppressive regime. 7. Heavy physical duties were required of children from a very young age. These chores were unsuitable because of the physical demands they made and the responsibilities placed on young shoulders. Children were required to do onerous chores before going to school, which affected their ability to learn. 8. Residents were required to provide care for infants without adult support or supervision. This was an unreasonable burden of responsibility, inappropriate to their age and was neglectful of the residents and of the infants.