Chapter 3 — Ferryhouse

Some historical milestones

On the question of industrial training, Fr Giuseppe argued, ‘Owing to the great increase in the use of machinery and of skilled workers, the trades of boot making, carpentry, tailoring etc in the rural districts and to a great extent in the urban areas have gradually become diminished, and in some cases have become defunct or obsolete’. Furthermore, the Rules and Regulations of Trade Unions often debar certain classes of children from being apprenticed.

Fr Giuseppe argued that the training of boys ‘had to be adjusted to meet modern requirements and the chances of obtaining employment after being discharged’. He believed that training of boys in ‘Agriculture (Tillage), Horticulture, Dairy Farming, Forestry, Bee-Keeping and Rural Science’ would better equip the boys for the positions in life they would occupy. In an agricultural country, most of the boys must be put to agricultural work. He pointed out that there was very little unemployment of boys so trained. Fr Giuseppe believed also that there should be scholarships in Agricultural Colleges reserved for the boys from industrial schools. They had obtained preliminary training already, and should be given an opportunity of advancement.

The Cussen Report made several recommendations reflecting the thinking of Fr Giuseppe: 29(c)Trade Unions should be approached by Managers with a view to endeavouring to secure a modification of any regulations, which might act as a barrier to a boy’s admission to a particular trade. 22Where agricultural training is given, in addition to tillage operations such adjuncts as poultry keeping, horticulture, and bee keeping should be included ... Instruction in allied crafts associated with farming especially woodwork, thatching, hedging, and harness-making should, in addition, be afforded in schools in purely agricultural districts. 24Special attention should be paid in the schools to training in the following:- house-painting, paper-hanging, plumbing, electrical work, plastering, glazing, upholstery and general house repairs.53

The Cussen Report did lead, over a period of time, to some changes, largely related to the internal management of the School. Capitation grants were increased and, by 1940, the teachers within industrial schools did acquire additional status to put them on the same footing as the teachers in National Schools. However, Cussen’s conclusion that the industrial school system ‘should be continued subject to the modifications suggested in the Report’ and that ‘the Schools should remain under the management of the religious orders who have undertaken the work’54 led to a protracted retention of the status quo for decades to come. Impoverished children who had lost one or both parents through death or social hardship, or who had been neglected or abandoned, continued to be stigmatised by a system that incarcerated and punished them for being in need. Both the Rosminians and Cussen deplored the effects of this system, yet they both seemed to accept that a life in an institution run by a Religious Order was to be preferred.

The Rosminians recognised the defects in the existing system, but did not advocate more strongly the changes they knew were necessary. They knew that the system itself, no matter how well funded, ‘militates against the child’s future and gives origin in the child to a feeling of inferiority which robs him of his courage and lessens his confidence in himself in spite of all attempts made to encourage him to realise his potentialities’, but they simply accepted more money to run the malfunctioning system, making no changes until the post-Kennedy upheaval in the 1970s.

As quoted earlier, a senior member of the Rosminian Order told the Investigation Committee: That’s my belief, that every child that was ever in this situation was abused in some way, emotionally, physically or whatever the case may be, and you would say that we were part of that because we didn’t stand up at the time and probably say so.

The submission they made to the Cussen Commission began to say so, but thereafter the voice of the Rosminians became inexplicably muted. The rebuilding of Ferryhouse: the possibility for change

Fr Stefano was appointed Resident Manager of Ferryhouse in the mid-1970s, and he remained in that post until the early 1990s when he was appointed Provost Provincial of the Rosminian Community in Ireland. Prior to his appointment as Resident Manager, Fr Stefano had previously worked in Ferryhouse in the early 1960s and again in the late 1960s and early 1970s. He also had worked as a volunteer in Ferryhouse.

During his tenure as Resident Manager, Fr Stefano carried out an extensive building and renovation programme in Ferryhouse. As Fr Francesco55, Provincial of the Order, stated in the early 1980s at the official opening of the new School in Ferryhouse: The planning of to-day’s reality was begun even before I entered the Order. I recall the late Fr Rafaele working on same. He was followed by Fr Lucio whom I am happy to see here today. With the appointment here of Fr Stefano a necessary intensity and a vital momentum was generated and the ideas became realities.

The conditions in Ferryhouse, despite some improvements in the late 1960s, were very poor. It was for this reason that Fr Stefano set about an extensive rebuilding programme, which was necessary in order to bring about the changes recommended by the Kennedy Report.

Woodstown was a holiday centre in Waterford used by the Rosminian Order for holidays for the boys during the summer vacation. The site in Woodstown was purchased in 1957 and, according to Fr Stefano, was fairly basic. The camp provided basic facilities, which by 1979 were considered inadequate. Fr Stefano’s first redevelopment project was the rebuilding of Woodstown. The renovation in Woodstown began in 1977 with the addition of new kitchens, and a recreation-cum-dining hall; and, by the following year, a new block which housed the sleeping accommodation for the boys was built. According to Fr Stefano, they raised most of the money themselves, but the Department of Education did provide a grant towards the building works. Justice Eileen Kennedy officially opened the new Woodstown in 1979.

Fr Stefano’s next project was to rebuild Ferryhouse itself. One of the principal recommendations of the Kennedy Committee was for children to be cared for in smaller group homes rather that the large dormitory-based, institutional buildings. A scheme of capital funding for the provision of group homes was introduced by the Department of Education with the approval of the Department of Finance. The scheme provided for 90% grant aid towards building costs and service installations.

The Department of Education, however, had a different view in relation to the group homes scheme being specifically introduced into Ferryhouse. In 1974, the Government established a Task Force on Child Care Services, which reported in 1980. The main purpose of the Task Force was to monitor the implementation of the recommendations of the Kennedy Report. The Task Force had difficulty with the Department of Education’s proposal to reconstruct Ferryhouse in order to cater for 100 boys. The Task Force saw these proposals as being contrary to the future childcare system, as set out by the Kennedy Report. Furthermore, the Task Force argued that, once the full range of services they had recommended were fully operational, there would no longer be a need for a large centre like Ferryhouse. Their interim report led to further discussions and, in December 1975, the design team was asked to carry out a comparative cost study of a school for 60 rather than 100 pupils. By early 1976, it was proposed that a school for 80 pupils was the most economical number, with provision for 10 in a pre-leavers unit, and sanction was sought for such a school from the Department of Finance.

The Kennedy Report and the Task Force envisaged that St Joseph’s, Ferryhouse would be the centre charged with looking after boys with poor school attendance records or boys unsuitable for foster care. The Task Force was very specific in designating Ferryhouse as a specialised educational establishment, catering for the following categories of children: Those whose educational progress had been hampered by their home circumstances and whose progress, even where they were attending special classes in special schools, was grossly impeded by such circumstances. Children for whom schooling presented particular difficulties and who required special educational help in a sympathetic and understanding environment. Children in trouble with the law or persistently truanting from school and who would not have a community-based service available to them. Children educationally retarded requiring special educational help.

The existing services and buildings at Ferryhouse were out of date and totally unsuitable for the role that was being planned for the School. As a result, an extensive building programme then began in Ferryhouse. A complete transformation of the Ferryhouse complex began in 1980. The planned reconstruction included: An open plan school building to replace the pre-fabricated classrooms. A bungalow style unit to be known as Piccola Casa. This was opened in 1980. A new sports centre, including a gymnasium, sports hall, swimming pool and canteen. Six two-storey residential houses, each designed to accommodate 10 to 14 boys. A new dining hall, reception area and service buildings.