4,228 entries for Historical Context

Other responses to abuse described by witnesses included: bed-wetting, self-blame, suppression of anger, crying and becoming withdrawn. ‘I went into myself after that ...(severe beating)... sort of gave up, never talked to anyone, went into myself. I stopped talking.’ Many witnesses reported that they had not bed-wet prior to their admission and considered bed-wetting to be a response to being abused. I was getting terrible lashings. Sometime it would be 2 nuns, sometimes it would be one, you got the stick, the cane. I did not know why they were lashing me and then I realised it was for wetting the bed.... I had started to wet the bed.... There would be nights I wouldn’t sleep for fear I would wet the bed.

A witness who had experienced consistent abuse in a School reported that she deliberately remained in contact with the staff and residents after she was discharged and continued to visit the School where she had been placed for many years ‘to keep an eye on things for the younger kids’.

Ten (10) witnesses reported that they intervened to protect another resident, sometimes their sister or brother, from being beaten and others described instances of spontaneous assertion in retaliation to being abused, including both physically and verbally challenging their abuser. Assertive responses resulted at times in protection from further beatings and at other times witnesses were punished, isolated or transferred to other institutions. Some witnesses described feeling relief when they stood up for themselves. I stood up for myself, I had to fight back or I wouldn’t have come out alive. • They put me into a kind of detention room after that ...(confrontation with religious Sister).... For a week I was on my own.... I said to myself maybe it’s me causing the trouble. I kinda went in on myself after that. • I just rebelled and I tore off her veil and called her a bloody old bitch. She dragged me off by the hair, she said “that’s the last of you”. She ran off up the corridor and I knew I was in for it then, she always threatened ...(that)... she would get rid of me and she did. She sent me off that night to ...named laundry....

In summary, this chapter has provided an overview of abuse reported to the Committee by 378 female witnesses in relation to Schools over a 74-year period between 1914 and 1988. The reported abuse was differentiated by type and presented accordingly with direct quotes from witnesses, some of whom were recounting their experiences of abuse for the first time. Witnesses also gave accounts of the circumstances in which the abuse occurred and the traumatic impact of their experiences both at the time and as they were recalled. In addition, the information provided about the status and occupations of those who were reported abusers is included with witness accounts of what they believe was known about the abuse they experienced at the time.

The following two chapters will provide information on positive memories and experiences in the Schools and the current life circumstances, including the enduring impact of abuse, reported by the 791 male and female witnesses.

In earlier decades, some individual trade unions seem to have had a policy of preventing employers from recognising such training, or counting it as part of apprenticeship, and giving jobs on the basis of it, thus in large measure rendering it pointless (Cussen Report, para 123). The trade unions were presumably protecting their members by upholding the traditional means of entry. However in 1968 the Department of Education was advised by the Department of Labour that the Irish Congress of Trade Unions was concerned that career guidance and apprenticeship training did not appear to be receiving sufficient attention in the schools judging by the attainments of the ex-pupils of Industrial Schools in later life. They recommended the establishment of fully trained career guidance officers and the re-assessment of apprenticeship training.

• Cussen had stated that the whole system of training had needed revision. What followed, however, in terms of Departmental policy was a piecemeal set of circulars, and advisory actions which resulted in little change. In a statement to the Commission in 2006 the Department acknowledges that it did not give this matter ‘sufficient attention’.

The Cussen Commission were deeply unhappy with the schools’ provision of aftercare, which was intended to support the placing of children in trades and occupations for which they have received training in the schools. The Christian Brothers were cited as particularly negligent in their duties: We are not satisfied as to the adequacy of the methods of supervision and aftercare of children discharged from these schools, particularly in the case of boys leaving the Industrial Schools which are under the management of the Christian Brothers.

Figures taken from the Cussen Report for the years 1932-33 illustrate what happened to both boys and girls who left Reformatories and Industrial Schools after their periods of detention:

Occurrence after discharge	Industrial Schools	Reformatories
Returned home	148	14
Sent to employment	552	5
Retained awaiting employment	30	0
Recalled by Manager	26	0
Returned of own accord	39	4
Could not be traced	2	4
Total	730	19

Both of these tables show that a quarter of boys and a quarter of girls did not move from the schools into employment, with a large proportion returning home at the end of their detention. Aftercare was deemed especially important by the Cussen Commission as it was seen as a way of assisting the boys and girls who received poor occupational training.

The Report acknowledged the difficulties in securing employment in the skilled trades even for children who did not attend Industrial Schools and commented on the large numbers of Industrial Schools boys who gained work as agricultural or farm labourers regardless of their trade. Consequently Cussen advocated the payment of a capitation grant by the State towards the cost of apprenticeship. Several reasons were put forward as to why this system was so disorganised, including the idea that Managers did not fully appreciate their responsibilities in this area. Cussen suggested that school Managers take a more proactive role in securing employment for their students. This included establishing communication with the local labour exchange to determine what types of trade were in demand. In addition it was suggested that the Manager should explain to the children that if they faced any difficulties during the statutory period of aftercare they were entitled to return to the school in seek of help or advice

In 1952 at a meeting with representatives of the Department of Education and Justice McCarthy of the Dublin Metropolitan District Court, Fr Reidy, Resident Manager of Daingean, stated the there was ‘Not much done in aftercare’ and expressed his views as to why the boys had difficulty securing employment: Lads now are much lasier [sic] and more apathetic to work than 20 years ago. This problem is partly a result of social welfare schemes. (It is) important therefore to get them to work at anything at all.

In response Justice McCarthy suggested that it was this thinking, i.e. that ‘getting them work at ‘anything’ was perhaps to some extent the cause of the trouble’. Justice McCarthy also suggested the establishment of a hostel for the boys to enable them to adjust to life after the institution. However Fr Reidy disagreed, saying that it was a better option to break up the association amongst the boys after they left Daingean.

In August, 1966, a letter to the Minister for Education from Minister for Justice, stated ...I am suggesting that you, coming to the problems with a fresh mind, might have a look at the industrial schools system. I have no doubt that the lack of proper after-care is a grievous fault in the system and that there are ample resources of voluntary assistance only waiting to be harnessed and guided. I think that a vigorous approach to the managers of the industrial schools – individually or collectively would make it extremely difficult for them to maintain a negative attitude.

The file shows a reply from the Minister for Education stating that he would have a good look at the Industrial School system and would be in touch. A few months later, the Kennedy Committee was set up, by the Minister for Education.