themes
themes
Although Kibble was originally designated a reformatory school, the care and protection of children was also part of its remit and a concern from the beginning, as our early records demonstrate. Admission records have numerous cases of children being admitted for care and protection, rather than because of any serious wrongdoing on their part. Although there are many cases of deliberate maltreatment or neglect by parents, in some cases this was due to very difficult circumstances such as the death of one or both parents, poverty, or very large families, resulting in overcrowded and sometimes squalid home conditions; in some instances there was a combination of several of these factors. The care aspects of the service developed gradually over the years as understanding, attitudes and policies changed, and the service moved increasingly from a justice-based model to one grounded on a welfare basis.
Kibble’s first Admissions Register (1859-1880) provides some insight into the difficulties and poor home conditions faced by some of the boys who were sent here during the nineteenth century:
Although these records give an indication of the poverty and hardship that some of the boys faced at this time, unfortunately, there is little documentary evidence in Kibble’s early archive of what attempts were made in the reformatory to address these issues. We do know, however, that the boys were fed, clothed, taught to read and write, and trained in a trade: an improvement on what was available to many of them in their home lives. A daily timetable from an 1881 Board of Trustees Report illustrates the structure of a typical day in Kibble at that time:
5.30 - 6am |
Rise; wash; dress |
6 - 9am |
School; worship |
9 - 10am |
Breakfast; play |
10am - 1pm |
Work |
1 - 2 pm |
Dinner; play |
2 - 6pm |
Work |
6 - 7pm |
Wash; supper; play |
7 - 8.30pm |
School; worship |
8.30 - 9pm |
Prepare for bed |
9pm |
Bed |
The routine seems fairly rigid, nonetheless it provided some structure and stability in the lives of the boys, something that had been lacking in many cases. Work and training was clearly prioritised over education; seven hours in the day were given over to work but only four and a half were devoted to schooling, and ‘worship’ was also incorporated into that time. Although some time was allowed for play, this was only three hours per day, which included time for meals and for the boys to wash. The overall impression is one of a busy and tiring day with little free time. However, clear provision was made for regular meals and sleep. Time was also allocated for personal hygiene, although written records and later oral histories indicate that facilities were very basic and the boys were afforded little privacy in this respect.