I should like to devote my remarks this evening to three ministries. The three Departments about which I want to say something are the Department of Justice, the Department of Social Welfare and the Department of Education.
On the Estimate for the Department of Justice, I should like to say that it has been a source of continuing disappointment to me down the years, since the formation of our own Government, that there has been no governmental move for radical penal reform. I should like to see a Minister for Justice who would concern himself actively to put before the Government a series of schemes in order to bring our prisons, reformatories and industrial schools up to date, and perhaps a little bit ahead of other countries, instead of lagging 20 to 25 years behind.
One of my earliest memories as a little boy of three and a bit was being taken in 1912 to see my mother in Mountjoy. I still remember the inside of Mountjoy, though I am glad to say that so far I have avoided a repetition of that experience. My mother served several terms of imprisonment. That particular sentence was for the crime of breaking windows in Dublin Castle in the cause of votes for women. Her experience was that she could not find it in her to think of herself purely as a political prisoner, as some do, and keep apart from the other prisoners. She always felt that the prison population were one. She felt as strong a fellow-feeling for the ordinary criminals as she did for her own political colleagues, whether they were in the Suffragette movement, or later, in the Nationalist movement. It promoted a regret in her, a regret I now express, that in a country where almost all the leading politicians have seen the inside of a cell and know what it is like to be in jail there has been no movement for penal reform, a reform which would set a headline for the rest of the world.
Why is that? Is it because, having seen the inside of a jail, one soon forgets what it is like? Is it that we have some inherently backward and narrowminded view of imprisonment, retribution, and punishment? I do not know what the explanation is. I have talked about this with politicians, and they say: "Yes, it is true, we are all jailbirds in a sense." Why do the jailbirds then not remember what it is like to be in jail? Why do they not promote the reforms that are being slowly brought about in Britain, but in which we have made singularly little progress down the years? I should like to see our jails, in so far as we have to have them existing, being models of what modern penal institutions should be, instead of being models of what penal institutions used to be in the days of Queen Victoria.
I want to refer to another point which is related particularly, to industrial schools. I notice time and again when a child is committed to a school, industrial or reformatory, that the length of sentence seems to be terribly long. You get a little boy of nine breaking into a lock-up shop and stealing jam or sweets, and being sentenced to seven years in an industrial school. That is the kind of thing that happens. Why? You see that nine out of ten times, they are committed to the age of 16.
The other day in the country a boy of 12 was brought to court and summoned under the School Attendance Act, and was sent to an industrial school until the age of 16. If he had attended school properly, he would only have attended school until 14, but he was sent to the industrial school until he is 16.
In this case, furthermore, the judge asked the further whether he could afford to pay anything towards the upkeep of the boy. The father said he was unemployed and was getting £2 7s. 6d. a week to keep himself, his wife, and his children, and that quite clearly he could not afford to pay anything. The justice saw that. The boy was committed. The State then pays for that boy in the industrial school 45/- a week which is probably only just adequate, in fact, but if the boy had stayed at home the family would have been give only 6/- to keep him.
In that case, the father went out into the street, crying after the boy and saying: "You shall not take my boy from me. I will appeal." The boy was taken away for four years, because he has not been attending school. The point I should like to link up with this whole question of reform is this: I should like to see reform in those who fill and those who run our reformatories and industrial schools and prisons, as well as attempted reform of the prisoners.
Furthermore, and it is linked with that, on the question of children, I should like to see more co-ordination between the various departments that deal with children. A question was asked about this case in the Dáil the other day by Deputy Dr. Browne. He asked the Minister for Education about the case. The Minister for Education said that, since the committing to the school was done under the authority of the Department of justice, he could not make any answer—although the boy once committed, is under the jurisdiction of the Department of Education! That is very bad. It is a neat parliamentary way of passing the buck and not answering a parliamentary question, but it is intolerable for children to be thrown around in this way under the responsibility now of one Minister and again of another Minister, and, in the final analysis, supremely neglected as far as the State goes.
It is apparently possible for the State to pay 45/- a week for the upkeep of a child in such an institution where, presumably the catering is done on a big scale, but the State can give only 6/- a week to the family towards the upkeep of the child at home. Should we not examine our consciences about that? We pay lip-service to the sacredness of the home. We talk about the evils of Communism and say it breaks up homes and tears the children away. Yet we find that kind of thing going on before our eyes.
If the father, for instance, of such a child as I have been speaking of were paid anything like 45/- a week for the upkeep of that child at home, I suggest the home would probably be much better, and possibly so would the child's attendance at school. I admit there may have to be some disparity, but I suggest that the disparity between 6/- per week for the upkeep of the child at home, and 45/- per week for the upkeep of the child when torn away from home is too great.
That brings me to the Department of Social Welfare. It is easy to shed tears about the widows, the blind and the old age pensioners. I think it has been done on political platforms throughout the country. I am old enough to remember the outcry and the scandal in the country when the Cumann na nGaedheal Government reduced the old age pension from 10/- to 9/- per week. That was a very big vote swinger for the Republican candidates at the time—and, of course, the full 10/- a week was brought back fairly soon.
I think we ought to recognise that in those days 10/- a week was regarded by everybody who spoke in public as a scandalously low amount to pay to old age pensioners and which they did not even get until they were 70 years of age, but in terms of purchasing power to-day, what we now give with great unction to our old age pensioners is 25/- per week. I do not think anybody here thinks old persons can live in dignity and comfort, as human beings ought, on 25/- per week, but we shuffle off the responsibility by saying we have not the money, or that the money must be spent upon "productive" things, or that we just cannot manage it.
I remember a question, which was asked, I think, by Senator Cogan, at the time as to how much it would cost—it was when the previous Government were in office—to abolish the means test for old age pensioners and blind pensioners. I think the answer was something like £2,500,000. That £2,500,000 would, I suggest, be admirably spent not on increasing the old age pension, but on abolishing the means test for those pensioners of 70 years of age, because for them it would be an enormous thing.
A sum of £2,500,000 in relation to our Budget would be relatively small. If the Government do not feel they can do that, could they not go some of the way and make the means test less stringent, because on its present scale it means that if the old age pensioner has so much as £104 a year from some other source, he or she cannot get a penny in old age pension.
I come now to the Department of Education in which I am particularly interested. I want to say some things about it, and I hope at not too great length. The point I made before, and which I intend to make again, is that when a child is late for school, it gets punished, but when the Minister for Education produces his report for his Department three years late nobody is slapped for lateness. There is no censure in that case. Yet, year after year and Government after Government this Minister is late—and has he got an excuse, a signed letter from the Taoiseach to say: "Please excuse the Minister for Education; he is late again; he was slow doing his homework, as he found it very hard"?
It is time the Government woke up to the fact that the Department of Education is, year after year, telling us what happened in our schools and in our educational system three years ago. The news is about to break in a few weeks' time, I think, when the Department is bringing out its current report as to what was happening in our schools in the year 1956-57. We are again to be given the figures and the facts for three years back. I would ask the Seanad whether they think that that is good enough, Personally, I do not think it is. I should like to hear what the Minister thinks about it, or is there some excuse about conditions and situations, and so on?
Some years ago, I suggested to the Minister's predecessor that it was fantastic for the two big State examinations to treat the Irish language like a dead language, and to hold no oral test at State examinations. I was told emphatically, presumably on advice from the Department, by the then Minister, the Minister of the Coalition Government—that it would be virtually impossible to organise such a test.
I salute the present Minister. He has decided that for the leaving certificate—not for the intermediate certificate—but for the leaving certificate, at last, after 37 years of Irish Government, they will treat Irish as a living tongue. That is a victory which we ought to salute, because if Irish has any value at all as a school subject it is as a living tongue, not as a dead language, not as a language just to be written down. The major educational value is in learning how to launch oneself into another spoken tongue, and surely it has been a betrayal down the years to treat Irish as if it were, like Latin and Greek, dead, and could not be spoken. Things do move, apparently. The Department has moved, and next year, I believe, they will actually have an oral test for the leaving certificate. They are very frightened about it, very scared; it is very tentative. They have made no promise at all about the intermediate certificate, but at least they will have an oral test for the leaving certificate.
I am afraid I am not satisfied. I do not want to bite the hand that feeds me, as it were, or to look a gift horse in the mouth, but I do feel that children doing the intermediate examination might have the privilege of having their spoken Irish tested and any other modern language they may take. I do not care how difficult it is. I do not believe it is any more difficult than it is in France or Britain, and I have mentioned before, indeed, that any child going for the general certificate of education in Britain and taking the subject Irish, as he can, must do an oral examination in Irish, because the British education authorities, both in Britain and in Northern Ireland, regard Irish as a living tongue even at the intermediate stage, which our Government, in practice, do not. I know, of course, that in words they pay great tribute to the language as a living tongue, but not in practice.
We have the situation, in fact, that as far as university matriculation goes —I speak open to correction—the only university matriculation examination which insists in the examination for Irish upon an oral test is the entrance examination into Trinity College. We have always had an oral test, because with any living tongue, we believe in the necessity for testing it as a spoken language. I believe U.C.D. is about to introduce that. It may be that both Cork and Galway have done it, but my information is that for the matriculation, so far, the only university matriculation having Irish as a spoken tongue is that of Trinity College. It is true that it is not a compulsory subject there, but it is also true that when it is chosen Irish is treated as a living tongue. The question may be asked of the Government, why, except in relation to the leaving certificate, and that in the future, must Irish continue to be treated officially thus, as a dead language?
If I started talking at length about the general policy with regard to the Irish language, I should be repeating a lot of what has already been said, but I should like to say that I think it is more than high time in this country that, with whatever tears it may be necessary to shed—and, after all, what are tears for but to shed them?—it should be recognised that the Irish language is not the vernacular tongue of the country and never will be again. I say that that should be recognised as a basic fact. I believe, furthermore, that the Irish tongue, where it is still being spoken and surviving, ought to be fostered and encouraged and protected in the best possible way, which is by giving economic support to those who speak Irish in the Irish-speaking districts. I believe, furthermore, that Government expenditure should be generous to foster the interest in Irish of enthusiasts, of those who are really genuinely interested, and not interested in it simply because it will help them to get a job, but I believe that no further money should be spent upon fake compulsion and tests that people are reluctant to take, which, in my opinion, are not merely promoting an antipathy to the language but are, in fact, acting against the best interests of the language itself.
No less a person that the Professor of Psychology in University College, Dublin, Reverend Professor O'Doherty, made an excellent statement about the whole question of teaching other subjects through the medium of a language which is not one's mother tongue. We in this country tend to get very emotional about what is and what is not our mother tongue. Father O'Doherty made it quite clear that one's mother tongue is not necessarily one's ancestral tongue, that our mother tongue is, in fact, the first language through which we achieve communication with the outside world. Now, for nine-tenths of our people, that is English, and when the child of four or five first goes to a national schools, if the teacher attempts to instruct that English-speaking child in arithmetic, or other subjects, through the medium of a language that it does not know, the teacher may be doing very big damage to the child, to the child's thought processes, and also, incidentally, to this strange new medium which the child could far better in other ways be taught to love and have an interest in.
I believe, in other words, that if there were a more intelligent, better-informed Government policy towards the language, it would pay a better dividend from the point of view of fostering the language; and the language would have a longer life, because I believe the language is now being watered down and diluted and diminished, and finally will be killed off by Government policy, killed by kindness.
Now I should like to come to the question of secondary education in this country and to deal with the Department's attitude towards it. Again, I should like to start by congratulating the Minister and the Department on the recent increasing of the scale of increments to registered secondary school teachers. That was excellent, and I think the increases were reasonably generous. They were not by any means over-generous. They certainly were overdue. They were given, however, and we should note that and give credit to the Minister for that.
It is true, as I suppose everybody here knows, that the ordinary lay secondary school teachers in this country depend to a major extent upon these increments for their livelihood, and in many cases they represent considerably more than half their salary. Therefore, it is a good thing that they should at last have been increased. But, in relation to increments there are still quite serious defects in the departmental system, defects that a Minister of imagination ought to set about changing. In the first place, a man who has got all the qualifications to become a registered teacher cannot become registered, despite the fact that he may have an honours degree, a higher diploma in education and have passed a language test, until he has taught a qualifying year in a school. That kind of regulation is just stultifying, and cheeseparing, for the sake of saving a few hundred pounds, and it ought to be abolished. It ought to be made easy for teachers——