Chapter 3 — Ferryhouse

Neglect and emotional abuse

In 1947, she again praised his good ideas and added, ‘he considers that a separate amount should be paid for food, clothing and maintenance’. She made no comment about the fact that the capitation grant was intended to cover these things, and the Rosminians were meant to care for their property themselves.

There was a terse exchange of letters dated 2nd October 1946. The letter from the Resident Manager was not furnished, but it was clearly about the cost of equipment in industrial schools. The official in the Department replied: The suggestion made in your letter that the Minister, whether by design or otherwise, is endeavouring to obtain a control over private property (Religious Property) to which he has no right is altogether unwarranted, and I fail to see what evidence you can adduce in support of that statement.

The letter then went on to deal with an increase in the rates payable per child as of various dates in 1946.

A report exists for 4th and 5th October 1948, and then there is a gap until 3rd April 1952. Dr McCabe had been absent owing to illness. The reports simply note improvements all round. With Fr Pietro as Resident Manager, there were reports during the early to mid-1950s.

In February 1952, a new kitchen was being constructed, and Dr McCabe noted ‘While food and diet have improved, much remains to be done’. The second visit, in October of that year, had the same comment. 1953 recorded the diet to be ‘well balanced, varied’ and noted the new building had made a ‘vast improvement to school’. In 1955, she gave the School an excellent report. From 1956 to 1959, the reports remained positive, calling it a well-run school and commenting on ‘the modern facilities’ and calling the cooking facilities vastly improved and the food ‘better and varied’. In 1956, she noted ‘knitting machine very good – all jumpers and stockings made at home’. In 1959, she noted with approval the new bakery, and in 1960 she noted the clothing had improved, and that 62 new suits had been made for Confirmation ‘and very good they were’.

Her reports indicate that diet and health had improved, but the improvements were from a very low standard indeed in the 1940s. At no stage did she comment on matters such as corporal punishment, which, during the 1940s and 1950s, became both harsh and more frequent.

1.Ferryhouse was a large institution and would have received adequate funding to provide a reasonable level of care for the children for most of the relevant period. In addition, it operated a farm and had trades such as tailoring and boot-making that provided for the needs of the boys. 2.The boys were poorly fed. For much of the period, the food was of insufficient quantity and quality. 3.Poor hygiene and overcrowding were serious problems in the School, and these conditions placed the health and well-being of the boys in danger. 4.The boys were poorly clothed and looked different from children outside the Institution. 5.The accommodation was unsuitable, unhygienic and badly maintained. 6.Family contact was not encouraged or maintained. Boys became cut off from their families and friends. 7.The aftercare was minimal and often non-existent. Young teenagers unprepared for the outside world were thrown into it and had to fend for themselves. Some historical milestones The Submission by the Rosminians to the Cussen Commission, 1936

Some historical milestones

The Cussen Commission received submissions from the various Orders that had been running the schools, and a very detailed submission prepared by the Rosminian Order has survived. It was published in the recent history of the Rosminians by Bríd Fahey Bates.49

The Rosminians’ submission was prepared by the Provincial, the Very Reverend Giuseppe, who was Manager of St Patrick’s (Danesfort) Industrial School, Upton. It was a lengthy document, describing the industrial and reformatory school system operating in Ireland in the early 1930s, and it outlined many of the problems and issues facing those working in this field. It is an interesting document because its criticisms, detailed below, and recommendations closely resemble the conclusions reached by the Cussen Report.

Fr Giuseppe contended that the Children Act, 1908 was not a suitable Act because it implied that the children placed into this care system were either criminals or criminally inclined. They were in fact, he pointed out, committed because of ‘poverty, the loss of one or both parents, or the negligence of some parents’, but the actual procedure of committing a child to the industrial school system through the courts nonetheless placed a ‘criminal taint to the whole system’. This association of the child with the courts ‘created in the public mind a misconception that is exceedingly difficult to remove’. It also created a feeling of inferiority in the child, which lowered his self-confidence. The result meant that, despite all attempts made to help and encourage the boy forward, he was already affected by what had occurred to him even before he arrived in the industrial school. The children were brought to the schools by guards in uniform, and in some places in the prison van. In some cases, the children were kept waiting in the public court until they were called into the private court or justice’s room.

The Cussen Committee agreed completely with Fr Giuseppe on these particular points. The Cussen Report recommended the following: That the practice of hearing children’s cases in the ordinary Courts is objectionable. The arrangement, which obtains in Dublin – a Children’s Court housed separately from the District Courts – should be adopted wherever possible throughout the country. The term “Committal Order” should be abolished and “Admission Order” substituted. The Justices when hearing children’s cases should not wear the robes of Office. Gardai, should not wear uniform when in attendance at Children’s Courts and when bringing children to the schools.

On the subject of aftercare, Fr Giuseppe argued ‘that the aftercare of children, particularly in the commencement of their career, is, in many respects the most important duty of Managers, who should stand legally in loco parentis to the young persons for, say, two years’.34 He stated, ‘care has to be taken that children do not return to unsuitable homes or surroundings’, for there was a risk of their being exploited commercially. The School Manager, he went on, already carried out the required work for the aftercare programmes efficiently.

The School authorities were the best suited to carry out this work. There was a mistaken impression that the Managers lost interest in the children once they left the School. Boys frequently returned to the School when unemployed, and were housed in the Schools until suitable work was found for them. Even so, he contended that unemployment rates for former industrial schoolboys were low but ‘relative’. Given the value of this work, the State should provide expenses for aftercare in the industrial schools.

Again, the Cussen Report’s recommendations concerning the issue of aftercare agreed with Fr Giuseppe’s argument. Recommendation 28 of Cussen asserted, ‘There is room for improvement in the methods of supervision and aftercare of children discharged from the schools’. The Report then recommended: 29(d)The after-care of pupils should be carried out by the Manager of the school or by a carefully selected and experienced assistant. 29(e)Managers should be required to explain to all the children at the time of discharge that if ever in difficulties during the statutory period of after-care they are entitled to return to the school for advice and help. 29(f)The co-operation of charitable organisations should be enlisted in the work of after care. The priest in the parish to which a child is sent should invariably be notified by the School Manager of the place of residence and the name of the employer.50

Fr Giuseppe discussed at length the situation of teachers of literary subjects in the industrial schools. He pointed out the major problems facing the School Manager was keeping such teachers in their Schools. These teachers, first and most importantly, were not recognised as National School teachers. This occurred even though they were required to follow, in its entirety, the National School programme and were subject to inspection by National School Inspectors. This non-recognition made it difficult for Schools to retain fully qualified teachers. Teachers stayed until he or she found a vacancy in a recognised National School. Industrial School Managers could not bind them to any terms of service and they could not pay proportionate salaries. He argued that a specific educational grant was required, out of which certified teachers would be paid on the same basis as assistants, as set out in the National School scale. The balance of the grant would be apportioned among the remaining approved teachers.