Crown Court - For the Good of the Many (1974) - video Dailymotion

Jezza

Crown Court: the gripping courtroom drama from the 1970s and 1980s.  Headmaster of a school for handicapped children, Douglas Cardy, is accused of ill-treatment of one of the pupils. Richard Wilson and Bernard Gallagher star. Doctor Who fans will recognise John Harvey, who plays the defendant, for his appearance in the William Hartnell story The War Machines. Barbara Ewing, later star of Brass, also appears as the Deputy Head.

Transcript

00:00:00For the past 20 years, Douglas Cardy has been involved in the care of mentally handicapped

00:00:19children. For eight years, he's been headmastered of Laston Residential Home. Today, he appears

00:00:25in Fulchester Crown Court, accused of the ill-treatment of one of the pupils, Tom Rigby,

00:00:29a cerebral palsied boy of 15. Mr. Parsons appears for the defence, Mr. Fry for the prosecution.

00:00:36Mr. Fry has just called his first witness, the school's deputy head, Helen Piper. Mr.

00:00:41Justice Warrington presides in the case of the Queen against Cardy.

00:00:45The truth, the whole truth, and nothing but the truth.

00:01:02You are Mrs. Helen Piper?

00:01:05I am.

00:01:06And you are a teacher at Laston School where you have living quarters?

00:01:09That's correct.

00:01:10Now, would you tell us what kind of school this is?

00:01:12It is a residential school for mentally handicapped children.

00:01:15And what kind of handicapped children do you have there?

00:01:17They are mostly educationally subnormal, but there are some physically handicapped children

00:01:21as well.

00:01:22Now, would you tell us what happened on the morning of September the 8th, 1973?

00:01:27I was in my classroom.

00:01:28It was half past 11 in the morning.

00:01:30And I had Tom Rigby in my class.

00:01:33He is a boy with a maladjusted behaviour problem and cerebral palsy.

00:01:37Now, before you go any further, would you explain cerebral palsy to us, please?

00:01:41Well, the greatest...

00:01:41This is not a doctor.

00:01:43I see no harm in having the general conditions explained, Mr. Parsons.

00:01:47Go on, Mrs. Piper.

00:01:48The largest group of handicapped children are those we call spastic, but that is a lay

00:01:53term.

00:01:53The correct term is cerebral palsy.

00:01:55It covers a wide variety of conditions which affect a child when the immature brain has been

00:02:00irretrievably damaged.

00:02:02Cerebral palsy covers a child's movement, his bodily functions, and sometimes his mental

00:02:06ability as well.

00:02:08And how is Tom Rigby affected?

00:02:10What form does his cerebral palsy take?

00:02:13Well, he is slightly affected.

00:02:15He has lost the use of his right arm.

00:02:16He has a tendency to clumsiness, and he has a lack of physical coordination, like when

00:02:22he's playing with a ball or something.

00:02:24He also has an inability to concentrate.

00:02:27So Tom Rigby is one of the luckier ones?

00:02:30In that he isn't totally handicapped, having to rely on somebody to feed, clothe, and toilet

00:02:35him, then, if you call that lucky, yes, he's lucky.

00:02:39So it was 11.30 in the morning, and you were teaching a class at which Tom Rigby was present.

00:02:45What happened?

00:02:46Well, Tom really was very odd.

00:02:48He, his concentration was very bad indeed, so I asked him if anything was the matter.

00:02:53He said it wasn't, and so I didn't want to embarrass him in front of the class, so I didn't

00:02:57say anything else.

00:02:57I had just turned back to the blackboard to write some words when Mr. Cardy rushed in,

00:03:02shouting that the taps had been left on and the place was flooded.

00:03:06Was Mr. Cardy the first person in the school to discover that the taps had been left on?

00:03:10Yes, yes.

00:03:10His study is beneath the bathroom.

00:03:12I'm afraid the ceiling got saturated and some of the plaster fell on his head.

00:03:17He came in shouting that his bloody roof had fallen in.

00:03:21He was really furious.

00:03:22He shouted at the children, then he turned to me.

00:03:23I thought he was going to hit me.

00:03:25My lord, the accused is not accused of striking, Mrs. Piper, and Mrs. Piper's thoughts are not

00:03:30admissible.

00:03:32Well, Mr. Parsons, I see no harm in her relating her thoughts in this way.

00:03:37It is part of the re-suggester.

00:03:39Now, go on, Mrs. Piper.

00:03:41He said, that child of yours has done it again.

00:03:44He's done it again.

00:03:45Then he rushed across the room, and he picked Tom Rigby up by the ear and slapped him across

00:03:49the face.

00:03:50Tom fell back against the wall.

00:03:52He was astonished and confused.

00:03:54Then Mr. Cardy dragged him across the room, and Tom, he did try to defend himself, but

00:03:59as he has only the use of one arm, he wasn't very successful.

00:04:02I went out into the corridor, and there was Mr. Cardy with Tom up against the wall and just

00:04:07swearing at him.

00:04:08How did you react to that?

00:04:10I was shaking with rage.

00:04:11I said, if he didn't stop, I would call the police.

00:04:14Then he calmed down a little and said he was sorry he'd burst into my class.

00:04:18Had Mr. Cardy asked the boy if he'd turned the taps on?

00:04:21No, no.

00:04:21It wasn't until I started shouting that he said to Tom, you turned the taps on, didn't

00:04:26you?

00:04:26And Tom tried to answer, but he couldn't, so he just nodded his head.

00:04:31Why couldn't Tom speak?

00:04:34Well, he was having trouble with his breathing, as well as being terrified, because he also

00:04:37suffers from asthma.

00:04:39So what did you do then?

00:04:40I asked Mr. Cardy to let me talk to the boy.

00:04:43I said I would talk to him and try to find out what had happened to make him turn the taps

00:04:46on, but Mr. Cardy said to me there'd been too much time spent talking and it was time

00:04:50for something to be done.

00:04:53I asked him what he was going to do and he said, hand out a spot of army discipline, 48

00:04:58hours solitary.

00:04:59I said nothing of the sort.

00:05:00Mr. Cardy.

00:05:01I said a couple of hours by himself and he'll cool off.

00:05:04Mr. Cardy, you will have a chance to speak in your turn.

00:05:07Until then you will remain silent.

00:05:08My Lord, my client apologises and promises it will not occur again.

00:05:12I sincerely trust not, Mr. Parsons.

00:05:15Go on, Mrs. Whiteburn.

00:05:16My Lord, you're quite sure that Mr. Cardy said 48 hours solitary?

00:05:20Quite sure.

00:05:21He didn't say a couple of hours by himself and he'll cool off.

00:05:24No, he didn't.

00:05:25You're absolutely certain.

00:05:25Well, it isn't the sort of thing you'd make a mistake about.

00:05:28Well, of course not.

00:05:29And was Tom Rigby present when Mr. Cardy spoke about 48 hours solitary?

00:05:32Yes.

00:05:33What did you do next?

00:05:35Mr. Cardy took the boy off with him.

00:05:37You didn't follow?

00:05:38Well, Tom seemed less terrified.

00:05:40He wasn't shaking so much.

00:05:41I think I was more angry than both of them.

00:05:43So I could do nothing.

00:05:44So I went back to my classroom.

00:05:46And you spent what was left of the morning teaching?

00:05:48That's right.

00:05:50Did you find out what was happening to Tom at lunchtime?

00:05:52Yes, I said to Matron, was he having lunch with the other boys?

00:05:54And she said he was.

00:05:55And did he?

00:05:57I asked one of the other boys, if you had.

00:06:00And he said that he hadn't.

00:06:01Mr. Cardy, this won't do.

00:06:03Finally, I says, my lord, my client willingly admits that Tom Rigby had lunch on his own.

00:06:10Oh, I see.

00:06:15Do you think Matron said that Tom was going to have lunch with the others?

00:06:20I think she knew I was going out that afternoon and she wanted to get me out of the way so I wouldn't cause any trouble.

00:06:25You're suggesting that she would have agreed with Mr. Cardy's treatment of the boys?

00:06:28Of course she would.

00:06:29That's why she got the job.

00:06:30She'd do anything for Mr. Cardy.

00:06:32They're in this together.

00:06:33Mrs. Piper, you must not assume you know what was going on in the matron's head.

00:06:38Your conjectures are not evidence and are of no interest to the court.

00:06:41I'm sorry, my lord.

00:06:43Very well.

00:06:44After lunch, you went out?

00:06:46Yes.

00:06:47And what time did you return?

00:06:49Well, I didn't get back until about 9.30.

00:06:51I just made myself a drink and I was going to my room when I heard a screaming and a banging.

00:06:56The sound was coming from the back of the house and I walked along the corridor and it

00:07:00was the old scullery, the so-called scullery.

00:07:02It's now being made into a playroom but the builders have left it half finished the way

00:07:05builders often do.

00:07:07And then I heard another noise so I called out who's in there and Tom sobbed out to me,

00:07:11Miss, will I have to stay in here forever?

00:07:14So I asked him how long he'd been there and then he screamed at me, go away, go away.

00:07:18Now Tom has never, ever, ever shown any aggression towards me.

00:07:22We've, in two years, built up a very strong relationship.

00:07:25So what did you do next?

00:07:27I went, well, I tried to open the door and I couldn't so I went down to Mr. Cardy's study

00:07:32but he wasn't there.

00:07:33Mr. Cardy is not resident in the building?

00:07:35No, he lives in a cottage on the estate.

00:07:37So your natural assumption on finding Tom locked in the scullery and Mr. Cardy not in

00:07:41his study was that Mr. Cardy had gone home for the night and Tom was to spend the night

00:07:45locked up.

00:07:45I wasn't going to let that happen.

00:07:47And I went to Matron and she said, oh, he's got to be taught a lesson.

00:07:50I asked if he'd been fed and she said he had and then she just slammed her door.

00:07:55So I went back to the room where Tom was and I listened.

00:07:57It was very quiet and then suddenly I heard, it was just like a howl of an animal.

00:08:03So I rang Mr. Harrison, the social worker and he came over right away.

00:08:06And did he manage to get the boy out?

00:08:07Yes.

00:08:08And what condition did you find Tom in?

00:08:10The room was unheated and there was no light.

00:08:11The bulb was broken.

00:08:13So I went and got another bulb and put it in.

00:08:15And Tom looked absolutely terrible.

00:08:17He was sitting under a table covered in cement dust.

00:08:19His hands were all bleeding.

00:08:21His nails were broken.

00:08:22He must have been scrabbling at the door or the cement.

00:08:24I don't know which.

00:08:26Social worker and I were very, very shocked.

00:08:28So you called the police?

00:08:31He had no choice.

00:08:33The boy had been locked in a dark room with no heating from 11 o'clock in the morning

00:08:39to nearly 10 o'clock at night.

00:08:40Had he been fed?

00:08:43There was a plate on the floor.

00:08:45It looked as though someone had been feeding a dog.

00:08:48Thank you, Mrs. Piper.

00:08:50Yes, yes, that's very emotive, Mrs. Piper.

00:08:52It looked as though someone had been feeding a dog.

00:08:53Why did you say that?

00:08:55Because that's what it looked like.

00:08:56Well, a plate on the floor is a plate on the floor and denotes no more.

00:09:00You're not saying as well as the alleged ill treatment that Douglas Cardy was trying to starve the boy.

00:09:04No.

00:09:04So you're not suggesting that Douglas Cardy is some sort of decadent creature,

00:09:07such as the Third Reich might have thrown up?

00:09:09Of course I'm not.

00:09:10Well, I'm glad your emotive imagery knows some bounds, Mrs. Piper.

00:09:16Now, after the boy being left in the room for some 10 hours,

00:09:19is it not true that Mr. Cardy had the boy in his study for several hours throughout the day?

00:09:23I believe so.

00:09:24Yes, he had the boy in his study after lunch,

00:09:27he had the boy in his study at tea time and later that evening.

00:09:29And on each occasion, he asked Tom for his promise that he wouldn't turn on taps or break windows

00:09:34or do anything disruptive, and Tom just grinned.

00:09:37I was not in the study, so I do not know what happened.

00:09:40Hmm.

00:09:42Now, my learned friend said that you were a teacher at Larston Home.

00:09:45Yes.

00:09:45In fact, you're a deputy head.

00:09:47Yes.

00:09:48And the school wasn't generally up to your standards when you got there, was it?

00:09:51The school was and is run on principles that I don't agree with.

00:09:55Yes, indeed.

00:09:56Now, Tom Rigby was refused a place there while still at his last school

00:10:01because he threw tantrums and was a destructive influence.

00:10:07I saw the psychiatrist's report and I thought we could help him.

00:10:10Yes, you thought you could do better than the previous school had done.

00:10:13Well, I thought there was a chance.

00:10:14Yes.

00:10:15Well, now, Mrs. Piper, you've been two years trying your methods,

00:10:19and during that time, Mr. Cardi has been the model of patience, has he not?

00:10:22Look, at the other school, Tom had nobody that he could relate to.

00:10:25He just got worse.

00:10:26But since he's been at Larston,

00:10:27he's formed a very good relationship of trust with some of the staff.

00:10:31He can go for months without tantrums.

00:10:32His epileptic fits are less.

00:10:34And he, well, he talks about his frustration instead of screaming.

00:10:38Epileptic fits?

00:10:40Well, there was a history of epilepsy,

00:10:41and he did have fits at first when he came to the school,

00:10:44but now they've almost completely stopped.

00:10:46I see.

00:10:46Now, you've no doubt spent a great deal of time helping Tom.

00:10:50A great deal of time?

00:10:51Yes.

00:10:52At what expense do the others?

00:10:54I hope none.

00:10:56But isn't it true that several of the teachers have complained?

00:10:58They've complained that some of the more severely handicapped children,

00:11:01which you allowed into the school,

00:11:03are holding the more normal children back.

00:11:05Some of the more reactionary teachers, perhaps.

00:11:07Yes, and they complained about Tom Rigby

00:11:09because he was a threat to any kind of discipline.

00:11:12Yes, but that got better.

00:11:13Lastin is, after all, a school for mentally and physically handicapped children.

00:11:17So, in this case,

00:11:17you just took things firmly into your own hands

00:11:20and changed its basic policy?

00:11:22Hardly.

00:11:22I've been there for two years,

00:11:24and I made very little difference.

00:11:25How much easier would it have been to change things

00:11:27if you had been head?

00:11:28Would you agree?

00:11:29Of course.

00:11:30Yes, but you are not at the helm.

00:11:32If you choose to use that emotive imagery.

00:11:35Yes, you had the headmaster against you,

00:11:37you had some of the staff against you,

00:11:39and you had the system against you.

00:11:40The system is not against me.

00:11:42The administration of Lastin is against my ideas, yes.

00:11:44Yes, but the head of that administration is Douglas Garda,

00:11:47and you are trying to discredit the head of that administration.

00:11:49Frampton mistreated a child.

00:11:50It's not a matter of personalities.

00:11:52Yes, indeed.

00:11:53Now, you say,

00:11:54you claim,

00:11:56he dragged the boy across the room,

00:11:58slapped his face,

00:11:59and threw him in this colour ring.

00:12:01Yes.

00:12:02Now, well,

00:12:04the medical report

00:12:05shows that Tom's face was marked in no way whatsoever,

00:12:09not even a bruise.

00:12:10Mr Cardy is too clever for that.

00:12:12Oh.

00:12:14You see.

00:12:15See, I put it to you, Mrs Piper,

00:12:16that you have exaggerated this whole incident

00:12:19in order to get rid of Douglas Cardy.

00:12:21No, no, that's not true.

00:12:22You want to take his place.

00:12:24Look, the afternoon that all this happened,

00:12:25I went for an interview for the job

00:12:27as head of a hospital for severely handicapped children.

00:12:30I have been accepted for the post.

00:12:47So, before going to Lastin,

00:12:49you were at university.

00:12:51After 14 years social work,

00:12:53I took a one-year university diploma course, yes.

00:12:55So, straight from a one-year course,

00:12:57you tried to take over from a man

00:12:59with 20 years experience.

00:13:00After 14 years social work

00:13:02and a one-year university diploma course,

00:13:04I suggested

00:13:05that we widen the range of children brought into the home.

00:13:08Oh, yes, but you did more than suggest, Mrs Piper.

00:13:11You wrote to the Board of Governors.

00:13:12Yes.

00:13:14You wrote to them after Douglas Cardy had seen Tom Rigby

00:13:17and refused him a place at the school.

00:13:18I did.

00:13:19And you didn't consult Mr Cardy before writing?

00:13:21No.

00:13:22No.

00:13:23You also helped several other pupils to get a place

00:13:25who otherwise might not have got in.

00:13:28A few, yes.

00:13:29Yes, some of the more severely handicapped children.

00:13:31Yes.

00:13:32Mrs Piper,

00:13:33is there a particular point

00:13:35in gathering together children

00:13:36with a wide range of different handicaps?

00:13:39Oh, yes, because they can all contribute

00:13:40and make themselves into a community.

00:13:43Well, if you had a small group of people,

00:13:46you might have a cerebral palsy boy

00:13:48and a child with spina bifida.

00:13:51And in the same group,

00:13:51you might have a mongol

00:13:52and a severely subnormal child.

00:13:54And Tom Rigby could be in that group

00:13:56sort of keeping his eye on things,

00:13:57his maladjustment being channeled

00:13:59in positive directions, you see.

00:14:00Now, all these children are called handicapped,

00:14:03but they can all do different things.

00:14:04Now, the cerebral palsy boy

00:14:06could perhaps read a story

00:14:08to this severely subnormal child,

00:14:10and the spina bifida boy

00:14:11could help them monger with a puzzle.

00:14:14Then say they got hungry,

00:14:15but Tom could take the subnormal boy

00:14:17and they could find food together.

00:14:18You see, they all work together

00:14:20and they make a community of their own.

00:14:23Thank you, Mrs Piper.

00:14:24Yes, Mrs Parsons.

00:14:25And wasn't the school like that

00:14:27when you got there?

00:14:28It's not like that now.

00:14:29What is it like?

00:14:31Well, a few different cases have been taken in,

00:14:33but on the whole,

00:14:33it's the ones from the richer families

00:14:35with the simpler problems

00:14:36that get into the school.

00:14:37So, Mrs Piper,

00:14:38the freedom to choose the children they accept

00:14:41is the right of this residential special school.

00:14:44Yes.

00:14:46In all fairness, Mrs Piper,

00:14:47Tom wasn't rejected

00:14:48because the people had lasted home

00:14:50were wicked ogres.

00:14:51He was rejected on the grounds

00:14:52of insufficient specialist care

00:14:55to handle his case.

00:14:56No, that isn't...

00:14:56And the more severely handicapped children

00:14:58were rejected on the same grounds.

00:15:00Douglas Cardy knew from the very start

00:15:02that Tom Rigby should be placed

00:15:03in the correct sort of home

00:15:05where he could receive the proper care.

00:15:07It was you who forced

00:15:09your small change of the school.

00:15:11It was you who forced Douglas Cardy

00:15:13to take disciplinary inaction

00:15:14against the boy

00:15:15because you had introduced him

00:15:17into the school

00:15:18and it could be handled in no other way.

00:15:19That is not true.

00:15:20Well, was there any trouble at school before?

00:15:23No.

00:15:23Exactly.

00:15:24Look, schools like Leston

00:15:25have to prove themselves to their patrons.

00:15:28If they take in too many rejects,

00:15:29they're a bad advertisement for their patrons.

00:15:32Mr Cardy's creaming was so stringent

00:15:35that I once heard a mother say

00:15:36it would have been easier

00:15:37to get her son into Eton or Harrow.

00:15:39I see.

00:15:40So, you are also critical

00:15:42of the patrons of these schools.

00:15:45They're...

00:15:45they're too removed.

00:15:48You've claimed a bleak picture.

00:15:49The results of a system

00:15:51whereby the special schools

00:15:52reject the worst cases

00:15:53mean that all the rejects

00:15:55come together

00:15:56and they live in substandard conditions

00:15:58in long-term hospitals.

00:16:00In other words,

00:16:01they create ghettos in the hospitals.

00:16:04It's a form of neglect, you mean.

00:16:06I think it's criminal neglect.

00:16:07If I...

00:16:08Ah, well, aren't we getting closer

00:16:09to the truth, Mrs Piper?

00:16:10I don't follow you.

00:16:11Don't you?

00:16:12Don't you really, Mrs Piper?

00:16:13The rejection of the more superior cases

00:16:15was close to criminal neglect.

00:16:17Your own words.

00:16:18Don't you see, Mrs Piper,

00:16:20it is not the defendant

00:16:21who is on trial here today,

00:16:23but from what you say,

00:16:24it is the system.

00:16:26I'm not asking the questions, am I?

00:16:28Yes, Mr Parsons,

00:16:29you know as well as we do

00:16:30that it is the accused

00:16:32who is on trial.

00:16:33You'd do better

00:16:34to confine yourself

00:16:35to the issues

00:16:35relating to the accused.

00:16:37I thought I was, my lord.

00:16:38If you would like to ask me

00:16:40what I think about

00:16:40locking up a maladjusted,

00:16:42cerebral-pausyed boy

00:16:43in a small, empty room,

00:16:44I'll tell you.

00:16:45And if you think

00:16:46it's idealistic

00:16:47to be appalled by that,

00:16:48I suggest you go home

00:16:49and look at yourself

00:16:49in the mirror.

00:16:52Oh, dear me.

00:16:54Really, Mrs Piper,

00:16:55you must not tell

00:16:56counsel for the defence

00:16:57what to do.

00:17:01Sir, you say that

00:17:02when you broke down

00:17:04this door,

00:17:05or rather,

00:17:05when Mr Harrison,

00:17:08the social worker,

00:17:09broke down this door,

00:17:10you found the boy

00:17:12in the pitch black

00:17:13in a room

00:17:13without any heating.

00:17:15You don't have to

00:17:15take my word for it.

00:17:16The social worker

00:17:17was there as well.

00:17:18It was a cold night,

00:17:19was it?

00:17:19I think so.

00:17:21But the evening

00:17:22of September the 8th

00:17:23was in fact

00:17:24a particularly warm night.

00:17:26In fact,

00:17:27there was no heating

00:17:28anywhere in the school

00:17:29that night.

00:17:30Well, it's just an impression.

00:17:31I remember it was cold.

00:17:32You may have got

00:17:33the impression, Mrs Piper,

00:17:34but the facts

00:17:35are against you.

00:17:36Then I must be mistaken.

00:17:38I see.

00:17:38Well, do you think

00:17:39you might be mistaken

00:17:40about anything else?

00:17:40Such as?

00:17:42Well, I mean,

00:17:42was Tom Rigby

00:17:43really screaming hysterically,

00:17:45or was he,

00:17:47well, shall we say,

00:17:48singing?

00:17:49That's ridiculous.

00:17:51Yes, but if I hadn't

00:17:51pointed out the truth

00:17:52to you about the temperature

00:17:53that evening,

00:17:54wouldn't you have said

00:17:55that my suggestion

00:17:56that it was a warm evening

00:17:57was also ridiculous?

00:17:59Tom Rigby

00:17:59was screaming hysterically.

00:18:02Quite sure

00:18:03you're not exaggerating?

00:18:04I do not exaggerate.

00:18:06Come, come,

00:18:07Mrs Piper.

00:18:08The plate was on the floor

00:18:09as though a dog

00:18:10was about to be fed.

00:18:11The boy was in a room

00:18:12without heating

00:18:13on a particularly warm evening.

00:18:17There was no light.

00:18:18Now, what about the light?

00:18:20What about it?

00:18:21Well, what time

00:18:22did the light start to fade

00:18:23that night?

00:18:24I'm sure you have

00:18:25this statistic,

00:18:26don't you?

00:18:27As it happens, yes.

00:18:30The light started to fade

00:18:31at 8.30, right?

00:18:32You arrived there

00:18:33at 9.30.

00:18:34What does that mean?

00:18:36Well, there was a window,

00:18:37wasn't there?

00:18:38It was boarded up.

00:18:39It had been smashed.

00:18:41Oh, how was it smashed?

00:18:43Tom broke it

00:18:45some weeks previously.

00:18:46Oh, Tom broke it, did he?

00:18:47What, during one of the tantrums

00:18:49you have cured?

00:18:50I'm sorry,

00:18:50that you've nearly cured.

00:18:51I said they were getting better.

00:18:53Yes.

00:18:54You said he could go

00:18:55for several months

00:18:56without a tantrum.

00:18:57Yes.

00:18:58But when he did have a tantrum,

00:18:59I mean, he threw food

00:19:01at the house pairs

00:19:02and at the other children.

00:19:03Now, he also,

00:19:05once or twice,

00:19:06turned the taps on

00:19:07before this flooding incident.

00:19:08Am I right?

00:19:09Yes.

00:19:10Unfortunately,

00:19:11the matron keeps an eye

00:19:12on him for most of the time.

00:19:14Yes, she does.

00:19:15Well, I'm glad you at least

00:19:16admit the matron

00:19:16does her job well.

00:19:17I didn't say that.

00:19:20She doesn't do her job well.

00:19:21I don't agree

00:19:22with her methods.

00:19:23So you don't get on

00:19:24with the matron either?

00:19:25She worries too much

00:19:26about things being neat

00:19:27and tidy.

00:19:27There's never a toy

00:19:28out of place.

00:19:29Everything is numbered.

00:19:29The toothbrushes are numbered.

00:19:31Now, the children need a home

00:19:33that they can really,

00:19:34really belong to,

00:19:35not a bloody great institution.

00:19:37Mrs. Piper,

00:19:38losing your temper

00:19:39is not going to help matters.

00:19:41I'm sorry, my lord.

00:19:42Very much.

00:19:43So the turning on

00:19:45of the traps

00:19:46was not an isolated incident.

00:19:48It had happened before.

00:19:49Yes.

00:19:50Now, did Mr. Cardy

00:19:50punish the boy

00:19:51on these occasions?

00:19:53He said he would be punished

00:19:54if it happened again.

00:19:55Yes.

00:19:56So Mr. Cardy

00:19:56just didn't leap in

00:19:57and throw the boy

00:19:58in this cult

00:19:58the first time

00:19:59something went wrong.

00:20:00He behaved like

00:20:01the headmaster

00:20:02of any such institution

00:20:03would do.

00:20:04He asked Tom

00:20:05that he mustn't do

00:20:07any more destructive things.

00:20:09Yes, he did.

00:20:10Yes.

00:20:11And on those former occasions

00:20:12he allowed you

00:20:14to talk to the boy.

00:20:15Yes.

00:20:16So previously

00:20:17when things had gone wrong

00:20:18Douglas Cardy

00:20:19did not lose his temper.

00:20:22He was quite angry.

00:20:23Ah, but he did nothing.

00:20:24No.

00:20:25Yet on this occasion

00:20:26you say

00:20:27he tore into your room,

00:20:29screamed at you

00:20:30and manhandled

00:20:31a cerebral palsy boy

00:20:33into the corridor.

00:20:33I am only telling you

00:20:34what happened.

00:20:35And he did all this

00:20:36without first asking the boy

00:20:38if he had turned the taps on.

00:20:39Yes, he didn't speak to Tom

00:20:41until he was in the corridor

00:20:42with him.

00:20:47The rooms at last

00:20:49in the school

00:20:50are quite large,

00:20:51aren't they?

00:20:52Yes.

00:20:55Well,

00:20:56where was Tom sitting?

00:20:59Near the back of the class.

00:21:01And Mr Cardy

00:21:02went to the boy?

00:21:03Yes.

00:21:04So it is back to you?

00:21:06Yes.

00:21:07You see, in fact,

00:21:08Mr Cardy said to the boy

00:21:10did you turn on the taps

00:21:12and he replied yes.

00:21:14Then Mr Cardy

00:21:15asked the boy

00:21:16to go outside.

00:21:17He did not say anything

00:21:18to Tom

00:21:18inside the classroom.

00:21:19But it is back to you.

00:21:21Surely he was far enough

00:21:22away from you

00:21:23to have said something

00:21:24without you hearing.

00:21:25Well, I suppose

00:21:25if he'd whispered...

00:21:26Ah!

00:21:27So there is a possibility

00:21:28that Tom was asked

00:21:29about the taps

00:21:30while still in the classroom.

00:21:31Oh, yes.

00:21:33No, I don't think so.

00:21:35It's also blurred.

00:21:36It happened very quickly.

00:21:38Isn't it all a blur,

00:21:39Mrs Piper?

00:21:40The pushing,

00:21:40the shoving,

00:21:41the shoving...

00:21:41No, no, no.

00:21:42Just the details.

00:21:44Where are we

00:21:45without details?

00:21:46Look, somebody

00:21:46should have spoken

00:21:47to Tom.

00:21:48Yes, but the boy

00:21:49knows the difference

00:21:49between right and wrong,

00:21:50doesn't he?

00:21:51Yes.

00:21:52One doesn't need

00:21:53to be a psychiatrist

00:21:54to know that

00:21:54your methods

00:21:55of having indulgent

00:21:56chats with the boy

00:21:57wasn't working.

00:21:58I would suggest

00:22:00to you that Tom

00:22:00was only really

00:22:02testing male authority

00:22:04the way some young men do.

00:22:07And to have been

00:22:07locked up

00:22:08for three,

00:22:09several,

00:22:10several periods

00:22:11and taken out

00:22:11for lengthy periods

00:22:13in Mr. Clardy's study

00:22:14and visited every hour

00:22:15doesn't seem to me

00:22:17to have been a great audio.

00:22:19Tom was lying,

00:22:20hysterical,

00:22:21on a stone floor.

00:22:24So you tell us.

00:22:25The social worker

00:22:26was there too.

00:22:27He saw Tom.

00:22:27I don't think

00:22:28he'll deny

00:22:28the boy

00:22:29was dirty

00:22:29and dusty

00:22:30but what else

00:22:30would you expect?

00:22:31He'd been playing

00:22:32all day

00:22:32in a dirty

00:22:33and dusty room.

00:22:34He was exhausted.

00:22:35Both the social worker

00:22:36and I were very shocked.

00:22:37If we hadn't come

00:22:38he'd have spent

00:22:38the night on that floor.

00:22:40I know.

00:22:40We only have your word

00:22:41for that

00:22:42against Mr. Clardy.

00:22:43I am telling you

00:22:43the truth.

00:22:47I see.

00:22:51Now you phoned

00:22:52the social worker

00:22:52at 9.30.

00:22:54Yes.

00:22:55How did you know

00:22:56where to contact him?

00:22:57I phoned him at his home.

00:22:58At home?

00:22:59So you and Mr. Harrison

00:23:01are friends, are you?

00:23:03Well, we've met

00:23:03on the odd

00:23:04professional occasion, yes.

00:23:06Yes.

00:23:07Do you both like old films?

00:23:09Yes.

00:23:10Both go to Fullster Film Society.

00:23:11So do a lot of other people.

00:23:13Play chess?

00:23:16Yes, I play chess.

00:23:18Who taught you

00:23:18how to play chess?

00:23:19Colin Harrison.

00:23:20Ah, so you really are

00:23:21very close friends.

00:23:22Yes.

00:23:23Well, it's only natural then,

00:23:24isn't it, that Mr. Harrison

00:23:25would see things

00:23:26from your point of view?

00:23:27He would not change

00:23:28his opinion,

00:23:29his objective opinion

00:23:30for a friendship.

00:23:31Oh, is that why

00:23:31he came tearing over

00:23:32at the school?

00:23:33Is that why

00:23:33he broke down the door?

00:23:34Is that why

00:23:34he didn't contact

00:23:35Mr. Clardy?

00:23:35It was an emergency.

00:23:39Was Colin Harrison

00:23:40perhaps an intimate friend

00:23:42to Mrs. Piper?

00:23:46Hmm?

00:23:46Mrs. Piper?

00:23:48Was Colin Harrison

00:23:49intimate?

00:23:50I am sure

00:23:51that you have no right.

00:23:54We are just friends.

00:23:58And, ah,

00:23:59three years ago

00:24:00you became separated

00:24:02from your husband,

00:24:02did you not?

00:24:03We are just friends.

00:24:05Tomorrow,

00:24:17we shall be returning

00:24:17to the Crown Court

00:24:18to hear further evidence

00:24:19in the case

00:24:20of the Queen

00:24:21against Cardi.

00:24:22In Fullchester Crown Court,

00:24:47Mrs. Helen Piper,

00:24:49the Deputy Head

00:24:49of Luston Residential Home

00:24:51for Handicapped Children,

00:24:52has told her version

00:24:53of what happened

00:24:54after a maladjusted child

00:24:55suffering from cerebral palsy

00:24:57turned on the taps

00:24:58in an upstairs bathroom,

00:25:00thereby causing flooding

00:25:01and damage.

00:25:03The headmaster,

00:25:03Mr. Douglas Cardi,

00:25:05then locked the boy up

00:25:06in a disused room

00:25:07and, according to Mrs. Piper,

00:25:08threatened him

00:25:09with 48 hours

00:25:10solitary confinement.

00:25:12As a result,

00:25:13Cardi stands charged

00:25:14with causing ill treatment

00:25:15to the boy,

00:25:16Thomas Rigby.

00:25:17Mr. Jeremy Parsons QC

00:25:18appears for his defence

00:25:19and Mr. Jonathan Fry QC

00:25:21for the prosecution.

00:25:23The prosecution

00:25:23have just called

00:25:24to the witness box

00:25:25Mr. Colin Harrison,

00:25:27a social worker

00:25:27employed by the local authority.

00:25:29It was Harrison

00:25:30who helped

00:25:31to release the boy.

00:25:43On the evening

00:25:44of September the 8th,

00:25:45did you receive

00:25:46a phone call

00:25:47from Mrs. Piper?

00:25:48Yes, that's right.

00:25:49She told me

00:25:49Tom had been locked

00:25:50in a room.

00:25:51I got straight into my car

00:25:51and drove over.

00:25:52And you arrived?

00:25:53About ten.

00:25:54It's half an hour drive.

00:25:55When you got there,

00:25:55but was the boy

00:25:56still locked in the room?

00:25:58Yes, he was

00:25:58sitting under a table.

00:26:00I had to smash the lock

00:26:00with a hammer.

00:26:01And did you find

00:26:02Tom Rigby inside?

00:26:03Yes.

00:26:04Was he frightened?

00:26:05Well, he certainly

00:26:06seemed to be.

00:26:07And of course,

00:26:07he'd been howling

00:26:08before I got there.

00:26:08Mr. Harrison,

00:26:09we are only concerned

00:26:11with what you saw

00:26:12and heard.

00:26:13We are not concerned

00:26:14with what you were told.

00:26:15Yes, my lord,

00:26:15but he was in a bit

00:26:16of a state.

00:26:18Would you explain

00:26:19this state to us, please?

00:26:20He was covered in dust,

00:26:21he had blood on his hands,

00:26:22he'd torn his fingernails,

00:26:24must have been clawing

00:26:25at the flagstone floor

00:26:26or something.

00:26:27Or perhaps he'd been

00:26:28making desperate efforts

00:26:29to open the door.

00:26:30My lord!

00:26:31Mr. Fry,

00:26:32you must not indulge

00:26:33in supposition

00:26:34and you must not suggest

00:26:36to the witness

00:26:36that the answer

00:26:37that you want.

00:26:39I'm sorry, my lord.

00:26:40I really shouldn't

00:26:41have to remind you.

00:26:43Indeed not, my lord.

00:26:44You say the boy

00:26:46was frightened.

00:26:46Of course he was.

00:26:48If Mr. Cardi

00:26:48had kept to his promise

00:26:49and kept him locked up

00:26:50for 48 hours,

00:26:51that boy would have come

00:26:52to a great deal of harm.

00:26:53I thought that again

00:26:55is hearsay evidence.

00:26:56Mr. Harrison,

00:26:58did you hear Mr. Cardi say

00:27:00that he was going

00:27:01to lock that boy

00:27:02in that room

00:27:03for 48 hours?

00:27:04He didn't say to me,

00:27:05my lord, but...

00:27:06Then you do not know

00:27:07for a fact

00:27:08that Mr. Cardi

00:27:08said any such thing?

00:27:10No, my lord.

00:27:13You took the boy

00:27:15home with you

00:27:15that evening?

00:27:16Yes, I did.

00:27:17How was he in the car?

00:27:18On the way home,

00:27:19he had an epileptic fit.

00:27:21Now, Mr. Harrison,

00:27:22in your work,

00:27:23you deal particularly

00:27:24with disabled children.

00:27:26Yes.

00:27:27Would you say

00:27:27that even if the boy

00:27:28had been let out

00:27:29of the room

00:27:29by 10 o'clock at night,

00:27:31he should never have been

00:27:32locked in there

00:27:33on his own

00:27:33in the first place?

00:27:34No, he shouldn't.

00:27:36Thank you, Mr. Harrison.

00:27:38Mr. Harrison,

00:27:40you are saying

00:27:41that at any moment

00:27:42during his time

00:27:43in that room,

00:27:44the boy, Tom Rigby,

00:27:45might have had

00:27:46an epileptic fit?

00:27:47Yes, my lord.

00:27:50Very well.

00:27:50Bye.

00:27:53Well, Mr. Harris,

00:27:54Mr. Cardi

00:27:55wasn't in the habit

00:27:56of locking boys

00:27:57in rooms, was he?

00:27:58No.

00:27:59No, of course not.

00:28:00I mean,

00:28:00you don't keep a job

00:28:01like his for 20 years

00:28:02if you're some sort

00:28:03of sadist, do you?

00:28:04No, but sometimes

00:28:04things happen.

00:28:06Yes.

00:28:07And are you aware

00:28:08of the fact

00:28:09that Tom Rigby

00:28:10hasn't suffered

00:28:11an epileptic attack

00:28:13for the past 18 months?

00:28:14Yes.

00:28:15Yes.

00:28:15So I expect

00:28:16you would agree

00:28:17that an epileptic fit

00:28:18was not uppermost

00:28:19in Mr. Cardi's mind

00:28:21when he was punishing

00:28:22the boy.

00:28:22I suppose not.

00:28:25You're sure

00:28:25what happened

00:28:26to Tom in the car

00:28:27was an epileptic fit?

00:28:28Oh, quite sure.

00:28:29A mild one?

00:28:31Yes.

00:28:31Convulsions,

00:28:32whether...

00:28:32No.

00:28:33You're not a doctor,

00:28:34are you?

00:28:35No.

00:28:36Oh, I see.

00:28:38Has Tom Rigby

00:28:39had convulsions before?

00:28:41No, in the past

00:28:42he's had psychomotor seizures.

00:28:44Oh, I see.

00:28:45Well, what happens there?

00:28:47Oh, there's a clouding

00:28:49of the consciousness

00:28:49accompanied by

00:28:50automatic movements

00:28:52that often seem

00:28:53quite purposeful,

00:28:54such as walking,

00:28:55chewing,

00:28:55moving about a room.

00:28:56It's quite easy

00:28:57to confuse this

00:28:58with emotionally

00:28:58disturbed behaviour.

00:28:59What did Tom do

00:29:01in the car?

00:29:02He wound the window

00:29:03up and down

00:29:04several dozen times.

00:29:05Ah.

00:29:07And how did you

00:29:07treat this condition?

00:29:09I didn't.

00:29:09There's nothing you can do.

00:29:10You just have to wait

00:29:11until the boy

00:29:11comes out of it,

00:29:12that's all.

00:29:12So Tom has no danger

00:29:13of hurting himself?

00:29:15No.

00:29:16And if he had

00:29:17suffered that type

00:29:19of epileptic attack

00:29:20whilst locked in the room

00:29:21he still wouldn't have

00:29:21come to any harm?

00:29:22As long as it was

00:29:23that sort of fit.

00:29:25Then why did you suggest,

00:29:26Mr Harrison,

00:29:27that he might have done?

00:29:28I didn't suggest it.

00:29:30The boy shouldn't

00:29:31have been locked up

00:29:31because he was subject

00:29:32to epilepsy.

00:29:33That is what you told

00:29:34this court.

00:29:35What I told this court

00:29:36was it wouldn't be

00:29:37very pleasant for him.

00:29:38Exactly.

00:29:39Ah.

00:29:40Well, now we all

00:29:41understand that,

00:29:42Mr Harrison.

00:29:44Why did you break

00:29:45into the school?

00:29:47I didn't.

00:29:48Well, you went in

00:29:49without speaking

00:29:49to Mr Cardi.

00:29:51Wasn't that

00:29:51unethical?

00:29:52Mr Cardi wasn't

00:29:54at the home.

00:29:55He was in the cottage,

00:29:56not five minutes away.

00:29:57I didn't know that.

00:29:58It was an emergency.

00:29:59Yes, well,

00:29:59all the more reason

00:30:00for contacting Mr Cardi.

00:30:02You were half an hour's

00:30:02drive away.

00:30:03He could have been

00:30:04in the room

00:30:04in five minutes.

00:30:05It didn't occur to me.

00:30:06I wouldn't have thought

00:30:06he'd lock a boy up

00:30:07and then go home.

00:30:08Mr Pippo,

00:30:08you got there.

00:30:08The boy wasn't screaming

00:30:09and shouting, was he?

00:30:10No.

00:30:11He had been fed?

00:30:12Yes.

00:30:12So apart from a torn nail

00:30:14and a bit of dirt,

00:30:15Tom wasn't in too bad a state.

00:30:16He was tired

00:30:17and he was frightened.

00:30:18How many visits

00:30:22have you paid

00:30:23to handicapped homes?

00:30:26Several hundred visits.

00:30:27Ever broken into one before

00:30:28and taken a boy away

00:30:29without telling the headmaster?

00:30:30No,

00:30:31but I didn't break

00:30:32into the school.

00:30:32I only broke

00:30:33into the room.

00:30:35You carried away

00:30:35with your devotion

00:30:36to Mrs Piper,

00:30:37did you?

00:30:39Mrs Piper

00:30:40has absolutely

00:30:41nothing to do with it.

00:30:42I am a social worker.

00:30:44I was using

00:30:44my professional judgments.

00:30:47Hmm.

00:30:47Well,

00:30:48let's look at some

00:30:49of your

00:30:49professional judgments.

00:30:53You've been employed

00:30:54as a social worker

00:30:55for four years.

00:30:56Yes.

00:30:58Where did you work

00:30:58before that?

00:31:01Hmm?

00:31:02Mr Harrison?

00:31:03I was at the

00:31:04Leston Home

00:31:05on the administrative side.

00:31:06I didn't like

00:31:07the way policy was shaping

00:31:08so I left.

00:31:08That was before

00:31:09Mrs Piper came.

00:31:10Yes,

00:31:11Douglas Cartier

00:31:11was of course

00:31:12headmaster.

00:31:13Yes.

00:31:13Yes,

00:31:14and did Mr Cardi

00:31:14ask you to leave?

00:31:16I resigned.

00:31:17I disagreed

00:31:18over a matter of policy.

00:31:19He did not resign

00:31:20voluntarily.

00:31:20And didn't you

00:31:21strike Mr Cardi?

00:31:23No!

00:31:24There was a scuffle.

00:31:26I think my elbow

00:31:27caught him.

00:31:27Quite sure

00:31:28it wasn't your fist,

00:31:29Mr Harrison?

00:31:29I'm quite sure.

00:31:30So you struck him

00:31:31with your elbow

00:31:31in the mouth

00:31:32and caused him

00:31:33to have four stitches

00:31:34in his lip?

00:31:35I don't know

00:31:35anything about stitches.

00:31:36An accident?

00:31:37Yes.

00:31:37No more questions,

00:31:42my lord.

00:31:43Mr Fry,

00:31:44do you wish to re-examine?

00:31:45No, my lord.

00:31:47Very well,

00:31:47Mr Harrison.

00:31:48You may leave

00:31:48the witness box.

00:31:51I call

00:31:52Dr Olga Mansell.

00:31:54Dr Olga Mansell,

00:31:55please.

00:31:55What is your religion?

00:32:06I prefer to affirm.

00:32:09I do solemnly,

00:32:10sincerely and truly

00:32:11declare and affirm

00:32:12that the evidence

00:32:13I shall give

00:32:14shall be the truth,

00:32:15the whole truth

00:32:15and nothing but the truth.

00:32:17Dr Mansell,

00:32:18you're a consultant psychiatrist

00:32:19at the Fulchester

00:32:19General Hospital.

00:32:20Correct.

00:32:21When Tom Rigby

00:32:22was rejected

00:32:23by his former school,

00:32:24you examined him.

00:32:25Correct.

00:32:26What did you find?

00:32:28In his former school,

00:32:29he wasn't able

00:32:29to relate to his environment

00:32:31or to any of the staff.

00:32:32He had become anxious.

00:32:34Anxiety occurs

00:32:35when there is a conflict

00:32:36between inner wishes

00:32:38and impulses

00:32:39on the one hand

00:32:39and the external world

00:32:41on the other.

00:32:42But aren't we all

00:32:43prone to anxiety?

00:32:45Yes,

00:32:46but mostly we are able

00:32:47to cope,

00:32:48to some extent

00:32:49at least.

00:32:52You see,

00:32:52children who suffer

00:32:54chronic or recurrent

00:32:55physical handicaps

00:32:56are somewhat prone

00:32:57to develop

00:32:58psychiatric disorders.

00:32:59This was the case

00:33:00with Tom Rigby.

00:33:02He was unable

00:33:02to repress his anxiety

00:33:04and so he had become

00:33:05maladjusted.

00:33:07One moment

00:33:07before you go on.

00:33:09Dr Mansell,

00:33:10would you define

00:33:11the term

00:33:11maladjusted?

00:33:12And one can't define it,

00:33:14except in pragmatic terms.

00:33:16It doesn't always

00:33:17show itself

00:33:17in repressed

00:33:18or troublesome conduct.

00:33:21Often quiet

00:33:22and passive behaviour

00:33:23can hide

00:33:24deep emotional experiences.

00:33:26No.

00:33:27But in Tom Rigby's case

00:33:29it showed itself

00:33:30in violent behaviour.

00:33:32Correct.

00:33:32And so you placed him

00:33:33at last in school.

00:33:34Not correct.

00:33:35I wrote the psychiatric report.

00:33:37It was the authority

00:33:37who placed him.

00:33:39Quite so.

00:33:40And have you seen him

00:33:40since he's been at school?

00:33:41Several times.

00:33:42How did you find him?

00:33:43Remarkable.

00:33:44His condition had improved?

00:33:45Very much so.

00:33:46His behavioural patterns

00:33:47were much altered.

00:33:48What do you put this down to?

00:33:49Tom Rigby was able

00:33:50to relate.

00:33:52Mrs Piper had spent

00:33:53a great deal of time

00:33:54with him.

00:33:54You see, before this

00:33:55the boy had been stuck

00:33:57in the animistic stage.

00:34:01Dr Mansell,

00:34:02would you explain that?

00:34:05Well, it's a stage

00:34:07we all go through

00:34:08up to about

00:34:08eight years of age.

00:34:10It's an egocentric stage.

00:34:11Non-scientific.

00:34:13The wind blows

00:34:15because the child

00:34:15wants it to.

00:34:17Anything bad

00:34:18that happens

00:34:18is likely to be seen

00:34:19as a punishment

00:34:20in the child's mind

00:34:21because of the child's ego.

00:34:23If people quarrel,

00:34:24it is the child's fault

00:34:25in his mind.

00:34:27If his mother is ill,

00:34:28it is his fault.

00:34:29If his mother goes away,

00:34:31he has done

00:34:32something terrible.

00:34:33If someone close to him

00:34:34dies, it is his fault.

00:34:36He is responsible

00:34:37for everything.

00:34:38You see,

00:34:39when Tom Rigby

00:34:40was six,

00:34:41his father left home

00:34:43and his mother

00:34:44couldn't cope,

00:34:44so he was taken

00:34:45into care.

00:34:46Now, he has blamed

00:34:46himself entirely for this

00:34:48and his maladjusted

00:34:49behaviour has stemmed

00:34:50from that time.

00:34:52Thank you, Dr.

00:34:53Doctor, what effect

00:34:56would ordinary discipline

00:34:58have on this condition?

00:34:59Oh, an insecure

00:35:00or unhappy child

00:35:01who feels he has failed

00:35:03those he loved

00:35:04couldn't respond

00:35:04to ordinary discipline

00:35:05because in this

00:35:06animistic state,

00:35:08all that would happen

00:35:09would be an increase

00:35:09of guilt and shame.

00:35:11So it wouldn't help him

00:35:12to behave with

00:35:12more social responsibility?

00:35:14No, the condition

00:35:15would grow worse.

00:35:16Adverse events

00:35:17can be harmful

00:35:18to these children

00:35:18when they arouse

00:35:19more anxiety

00:35:20than the child

00:35:20can cope with.

00:35:21Had Mr. Cardy

00:35:23been made aware

00:35:24that Tom had this

00:35:25problem of regression

00:35:26into the animistic state?

00:35:27Oh, yes, indeed.

00:35:28I visited him

00:35:29several weeks

00:35:30before Tom Rigby

00:35:30went to the school.

00:35:31I explained the condition

00:35:32in great detail.

00:35:34Thank you, Doctor.

00:35:37Dr. Mansell,

00:35:38is there a school

00:35:38of psychiatry

00:35:39that believes

00:35:40that the acting

00:35:41out of aggressions

00:35:43can be dangerous?

00:35:45Yes.

00:35:46Oh, but this case

00:35:47is a little more

00:35:47complicated than that.

00:35:50Yes, well,

00:35:50you're quite right

00:35:51to put me in my place,

00:35:52Dr. Mansell,

00:35:53because I'm not quite sure

00:35:54that I understand,

00:35:55you see.

00:35:57If you'll bear with me,

00:35:58I'd like to gather

00:35:58what you said

00:35:59again,

00:36:01because somewhere

00:36:02along the line,

00:36:04you see,

00:36:06there's something wrong,

00:36:07isn't there?

00:36:10Well, Mr. Parsons,

00:36:11if there is something wrong,

00:36:13do let us in on it.

00:36:14I was just about to,

00:36:15my lord.

00:36:16That will be a relief

00:36:17to all of us.

00:36:17Now, you say

00:36:21that Tom Rigby

00:36:23was making

00:36:24remarkable progress,

00:36:25his behavioural patterns

00:36:26were changing.

00:36:27Correct.

00:36:27Yes.

00:36:28Now, I want to follow

00:36:29me very carefully.

00:36:30My learned friend

00:36:31asked you

00:36:31what effect

00:36:32normal discipline

00:36:34would have on the boy.

00:36:35It would be worse

00:36:36than useless.

00:36:37Yes, and Mr. Cardy

00:36:38knew this.

00:36:39That is why

00:36:39he allowed Mrs. Piper

00:36:41to try her methods

00:36:42of love and understanding

00:36:44for two years.

00:36:45And it was because

00:36:46of this that the boy

00:36:47was recovering

00:36:47so marvellously.

00:36:48Yes, and the boy

00:36:49had been well behaved

00:36:50for several months,

00:36:52but suddenly he broke down.

00:36:54He turned on the taps.

00:36:57Why?

00:36:58I mean, nothing had happened

00:36:59to him.

00:36:59He hadn't been locked

00:36:59in the room.

00:37:00That came afterwards.

00:37:01The punishment

00:37:02came after the act, yes.

00:37:03Tom Rigby knew

00:37:05he would be punished

00:37:06next time.

00:37:07I would say

00:37:08he turned on the taps

00:37:09because he wanted

00:37:10to be punished.

00:37:11Dr. Menzel,

00:37:12has the boy told you

00:37:13why he should want

00:37:14to be punished?

00:37:15I'm afraid he has said

00:37:16very little.

00:37:17In my opinion,

00:37:17he has had some sort

00:37:18of shock,

00:37:19a rejection of some sort.

00:37:22A favourite model aircraft

00:37:24broken, perhaps?

00:37:25Or a quarrel

00:37:26with another child?

00:37:28So, in a way,

00:37:29we have to look

00:37:30for the cause.

00:37:31I would have thought so.

00:37:32So the locking

00:37:32of the boy

00:37:33in the room

00:37:33had nothing to do

00:37:33with him regressing.

00:37:34Some regression

00:37:35preceded the turning

00:37:36on of the taps,

00:37:36but being locked up

00:37:37could have had

00:37:37further regressive

00:37:38effects.

00:37:39And in any case,

00:37:39I see no point at all

00:37:40in treating a case

00:37:41like this in such a way.

00:37:43Yes, but you've just

00:37:43told us that Tom Rigby

00:37:46was deliberately behaving

00:37:47in such a way

00:37:48so as to get himself

00:37:49punished.

00:37:50Now, Tom's a big boy,

00:37:52and even with his disability,

00:37:53he's a powerful boy.

00:37:56Might not Mr. Clary's

00:37:57action of locking

00:37:58the boy in the room

00:37:59have prevented any further

00:38:01and even more

00:38:02violent attempts

00:38:03by the boy

00:38:04to get himself punished.

00:38:06It was the action

00:38:07of a man

00:38:07who did not fully

00:38:08understand the situation.

00:38:10Ah, yes,

00:38:10but from what you've just

00:38:11told us

00:38:12as compared

00:38:12to Mrs. Piper's evidence,

00:38:14the jury

00:38:15may well now feel

00:38:17that she didn't understand

00:38:18the situation either.

00:38:19You see, the whole point

00:38:22is this, really.

00:38:24Do you feel that discipline

00:38:26at last in school

00:38:27is any way out

00:38:27of the ordinary?

00:38:29It's about the norm.

00:38:31Yes.

00:38:32And is it not true

00:38:32that many headmasters

00:38:34have to deal with staff

00:38:35who are not properly trained

00:38:37to help the therapeutic

00:38:39rehabilitation of these children?

00:38:41Yes.

00:38:42It's a lamentable

00:38:43state of affairs.

00:38:43So given that situation,

00:38:45how many other headmasters

00:38:47like Douglas Cardy

00:38:48would have locked up

00:38:50Tom Rigby

00:38:50for a few hours?

00:38:52If it was just for a few hours,

00:38:53I expect many would have done.

00:38:55Yes.

00:38:56Thank you, Dr. Manson.

00:38:58But that still doesn't make it

00:38:59a right thing to do.

00:39:01You said that Tom had

00:39:16turned on the taps

00:39:17twice before.

00:39:18Now, Mr. Cardy,

00:39:19are you quite sure

00:39:20it was Tom who had

00:39:21turned on the taps

00:39:22this time?

00:39:22Oh, no.

00:39:23Someone else might well

00:39:24have copied

00:39:25from his example.

00:39:27Anyway, I rushed upstairs

00:39:28to the bathroom.

00:39:29I had to splash

00:39:31ankle deep

00:39:32across the sink

00:39:33to turn the taps off.

00:39:35I then went down

00:39:36to Mrs. Piper's classroom.

00:39:38What did you say to her?

00:39:39I said to her,

00:39:40I think that pupil of yours

00:39:41may have done it again.

00:39:42Did you shout this at her?

00:39:44No.

00:39:44But you were angry?

00:39:46Inwardly, yes.

00:39:47But I don't believe

00:39:48in showing anger.

00:39:49Once you show anger,

00:39:50you lose discipline.

00:39:51I think you might say

00:39:52I was stern.

00:39:54Yes.

00:39:54How did Mrs. Piper react?

00:39:56Well, she sighed

00:39:57and asked me

00:39:59what I was on about.

00:40:01I told her the taps

00:40:02had been turned on

00:40:03and the upper rooms

00:40:03were flooded.

00:40:04I said I thought

00:40:05we ought to give the boy

00:40:06a chance.

00:40:07It might not have been him

00:40:07at all.

00:40:08He was sitting near

00:40:09the top of the class,

00:40:11so I went up

00:40:11and spoke to him.

00:40:13I asked him

00:40:13if he'd turned the taps on.

00:40:15He stood up

00:40:15and grinned at me.

00:40:18I patted him

00:40:19on the shoulder

00:40:20and told him

00:40:20not to look so pleased

00:40:21with himself

00:40:22and then asked him

00:40:23again.

00:40:24He said he had

00:40:25indeed turned

00:40:26on the taps.

00:40:27I then took him

00:40:28out of the classroom.

00:40:29Yes.

00:40:30Did you take him

00:40:30by force?

00:40:31No.

00:40:32You didn't drag him

00:40:33from his seat,

00:40:33slap his face

00:40:34and drag him

00:40:35across the room?

00:40:36No.

00:40:36I did take hold

00:40:37of his right arm

00:40:38but I didn't force him out.

00:40:39Yes.

00:40:41Now, when you got

00:40:42the boy outside,

00:40:43what happened?

00:40:44I asked him

00:40:44for an explanation.

00:40:46He just grinned.

00:40:48I said if he wouldn't

00:40:49answer me,

00:40:49I would certainly

00:40:50have to punish him.

00:40:52He just went

00:40:53on grinning.

00:40:55And did Mrs. Piper

00:40:57follow you

00:40:58into the corridor?

00:40:59Yes, she did.

00:41:00I apologize

00:41:00for breaking

00:41:01into her class.

00:41:02She started shouting

00:41:03something about

00:41:04calling for the police.

00:41:08And was the boy

00:41:09having any difficulty

00:41:10with his breathing?

00:41:11No.

00:41:12He wasn't crying?

00:41:13No.

00:41:14He was grinning.

00:41:15Why was Mrs. Piper

00:41:16shouting?

00:41:17I really have no idea.

00:41:19She tried

00:41:21to push me away.

00:41:22She told me

00:41:23to leave the boy alone.

00:41:24I replied

00:41:25that the boy

00:41:26was now my responsibility.

00:41:27And I said

00:41:28that it was I

00:41:29who would be criticized

00:41:30when the governor

00:41:31saw the repair bill

00:41:31for the ceiling.

00:41:32I was sure

00:41:33it would come

00:41:34to several hundred pounds.

00:41:35What was the bill

00:41:36eventually?

00:41:37350 pounds.

00:41:39Yes.

00:41:40And what was

00:41:40Mrs. Piper's reaction

00:41:41when you told her

00:41:42that the boy

00:41:43was now your responsibility?

00:41:45She asked me

00:41:45what I intended to do

00:41:47when I said

00:41:47I was going

00:41:48to have to punish him.

00:41:50We then had

00:41:51a heated argument.

00:41:53I told her

00:41:53she wasn't in charge

00:41:54of the school.

00:41:55Yet she replied

00:41:56she might be

00:41:57very soon

00:41:58and that I might be

00:41:59booted out.

00:42:00Booted out?

00:42:01Yes.

00:42:01She was very angry.

00:42:03I don't think

00:42:03she quite knew

00:42:04what she was saying.

00:42:05Anyway,

00:42:06Tom went on grinning.

00:42:08So I said

00:42:09I was going to put him

00:42:10on his own

00:42:10for a bit.

00:42:11A couple of hours

00:42:12by himself

00:42:13and I thought

00:42:13I might be able

00:42:14to talk to him.

00:42:15Yet did you

00:42:16at any time

00:42:16say that you were

00:42:17going to give him

00:42:18a spot of army discipline?

00:42:19No.

00:42:20Did you at any time

00:42:20out in the corridor

00:42:21say you were going

00:42:22to give him

00:42:2248 hours solitary?

00:42:24Last one isn't

00:42:25some sort of army

00:42:26barracks, you know.

00:42:27No.

00:42:27You had no intention

00:42:28of locking the boy

00:42:30up for that long?

00:42:31No, of course not.

00:42:33At 10 o'clock

00:42:33that night

00:42:34I telephoned the matron

00:42:35and said I was

00:42:36on my way over.

00:42:37I arrived

00:42:37several minutes later.

00:42:39Yes, and found

00:42:39Mr. Harrison.

00:42:41Yes.

00:42:42What was your reaction

00:42:43to discover

00:42:44that he'd broken

00:42:45into the school

00:42:46broken down

00:42:46this door

00:42:47of the room

00:42:48that Tom

00:42:49had been locked in?

00:42:50It was one

00:42:50of utter astonishment.

00:42:52Yes, it was

00:42:52an improper thing

00:42:53to do.

00:42:53Most certainly.

00:42:54Not illegal, of course,

00:42:56because he had come

00:42:57at the request

00:42:58of my deputy head.

00:42:59But, well,

00:43:00I was in my cottage

00:43:01not five minutes away.

00:43:03He should have

00:43:04phoned me.

00:43:05He should have

00:43:05asked me

00:43:06what was going on.

00:43:07Yes, are you really

00:43:07surprised that he

00:43:08didn't phone you?

00:43:10No.

00:43:11You tell us why.

00:43:12Well, Harrison

00:43:14had worked

00:43:15at the school

00:43:15some five years

00:43:16previously.

00:43:18We disagreed

00:43:19over some

00:43:19administration questions.

00:43:21I had to ask

00:43:22him to resign.

00:43:24Yes.

00:43:24Did he take that

00:43:25well?

00:43:26No, he did not.

00:43:27How did he take it?

00:43:29He threw a punch

00:43:30at me and cut

00:43:30my mouth open.

00:43:32I had to have

00:43:32a couple of stitches.

00:43:34Oh.

00:43:35Did you prefer

00:43:36charges against him?

00:43:38No.

00:43:38Did he apologise?

00:43:40No.

00:43:40So both Mr Harrison

00:43:42and Mrs Piper

00:43:43were against the way

00:43:44that you were running

00:43:45last in school?

00:43:47They were.

00:43:48Yes.

00:43:48Thank you, Mr Cardell.

00:43:50I'm trying to make

00:43:50a conspiracy joke.

00:43:54Now, you say

00:43:54you were going

00:43:55to talk to the boy

00:43:56at about ten o'clock.

00:43:58You say you phoned

00:43:59the matron about it.

00:44:00I did.

00:44:01And you arrived there

00:44:02five or six minutes

00:44:03after Mr Harrison

00:44:04had got the boy

00:44:05out of the room.

00:44:06That's right.

00:44:08Are you sure

00:44:09you phoned the matron?

00:44:10What do you mean?

00:44:11Well, Mr Cardell,

00:44:12I'm suggesting

00:44:12that you didn't

00:44:13phone her at all.

00:44:13I'm suggesting

00:44:14that she phoned you

00:44:15to say that Mr Harrison

00:44:16was at the school

00:44:17which is why

00:44:17you arrived

00:44:18five minutes after him.

00:44:19I phoned the matron.

00:44:21I'm suggesting

00:44:21you'd gone home

00:44:22for the night,

00:44:22Mr Cardell.

00:44:23I'm suggesting

00:44:23that Tom was

00:44:24to spend the night

00:44:25locked up.

00:44:25That is simply

00:44:26not true.

00:44:26He'd already been there

00:44:27from two until ten.

00:44:29Why not from ten till two?

00:44:30He wasn't in the room

00:44:32the whole of the time.

00:44:33He was in my study

00:44:34on three occasions

00:44:35and matron went in

00:44:36to him each hour.

00:44:37I tried to get him

00:44:39to promise

00:44:39not to do anything else.

00:44:41He just grinned.

00:44:42Had you any intention

00:44:43of ultimately letting him out?

00:44:45Yes, of course.

00:44:46At bedtime,

00:44:47he was to be supervised

00:44:48in the bathroom.

00:44:49The bathroom was then

00:44:49to be locked

00:44:50and I explained

00:44:51all this to matron.

00:44:52Now, you've told us

00:44:54that you never lose

00:44:56your temper.

00:44:58Very rarely.

00:44:59I suggest that the morning

00:45:00of September the 8th

00:45:01was one of those

00:45:02rare occasions.

00:45:04That is not so.

00:45:04You don't think

00:45:05that locking that boy

00:45:05in that room

00:45:06was a fearful punishment?

00:45:07Something had to be done.

00:45:08Why didn't you just

00:45:09send him to his bedroom?

00:45:10He shares with two other boys.

00:45:11One of them was ill in bed.

00:45:13To another classroom?

00:45:14They were fully occupied.

00:45:15Couldn't somebody else

00:45:16have looked after him?

00:45:16There were no spare staff available.

00:45:18And so you locked him

00:45:19in a dark and dusty room?

00:45:20There was nowhere else.

00:45:21Mr Carter,

00:45:22the boy is asthmatic.

00:45:23Surely the psychiatrist

00:45:24had talked to you

00:45:25about his condition

00:45:26and the dangers

00:45:26of arousing more anxiety

00:45:28than the boy could cope with.

00:45:29He'd already done 350 pounds

00:45:31worth of damage

00:45:31and had threatened to do it again.

00:45:32He needed a bit of firmness.

00:45:34And you were firm,

00:45:36weren't you?

00:45:36I wasn't going to stand

00:45:37for any silly nonsense.

00:45:38And what does that mean?

00:45:39Well, it means

00:45:40I know dumb insolence

00:45:41when I see it.

00:45:42Because he grinned at you?

00:45:44Tell me,

00:45:45would you treat a boy

00:45:47like that?

00:45:48Would you march a boy

00:45:49around like that

00:45:49if he wasn't handicapped?

00:45:52What the devil do you mean?

00:45:53I'm asking you, Mr Carter,

00:45:55if you would have dared

00:45:55treat Tom Rigby

00:45:56in the way you did

00:45:57if he hadn't been disabled.

00:45:59Listen, young man,

00:46:00I could thrash someone

00:46:01like you any day,

00:46:02so don't let's have

00:46:02any more talk like that.

00:46:03No need to lose your temper,

00:46:08Mr Carter.

00:46:10You lose authority

00:46:11when you do that,

00:46:11as somebody said earlier on.

00:46:13Oh, it was you,

00:46:14wasn't it?

00:46:16Tell me,

00:46:17by marching the boy out

00:46:19and locking him up,

00:46:20what were you hoping to achieve?

00:46:22We are, after all,

00:46:24human beings.

00:46:25Language and communication

00:46:27is what makes us unique.

00:46:29I did talk to the boy,

00:46:31I had him in my study,

00:46:33I tried to get it out of him.

00:46:34Tried to get what out of him?

00:46:35His reason for turning on the taps.

00:46:37And then you locked him up again.

00:46:38Do you think that was the way

00:46:39to get it out of him?

00:46:41My lord,

00:46:42may I say what I feel

00:46:43about discipline?

00:46:44Of course you may,

00:46:45Mr Carter.

00:46:47Discipline is an ordered framework.

00:46:50Tom Rigby

00:46:51is relatively lucky.

00:46:53He should be able

00:46:54to make his way

00:46:54in the outside world,

00:46:55the ordinary world.

00:46:57If he's allowed

00:46:58to indulge

00:46:58in maladjusted nonsense,

00:47:00he will never

00:47:01be accepted anywhere.

00:47:03So your answer

00:47:04was to suppress

00:47:04his outcry

00:47:05for the sake of conformity?

00:47:07For the sake

00:47:07of social discipline.

00:47:09Social discipline?

00:47:10Yes.

00:47:11One thing the psychiatrist

00:47:12failed to mention

00:47:13was that,

00:47:15although you cannot

00:47:15define maladjustment,

00:47:17except in pragmatic terms,

00:47:18you can define delinquency.

00:47:20Mr Cardy,

00:47:21are you saying

00:47:22that if the boy

00:47:23were in the outside world,

00:47:24he would in fact

00:47:25be delinquent

00:47:26and might possibly

00:47:27end up in a criminal court?

00:47:29The line between

00:47:29maladjustment and delinquency,

00:47:31my lord,

00:47:31is often a narrow one.

00:47:34Mr Cardy,

00:47:35are you telling this court

00:47:36that locking that boy up

00:47:37was going to cure him?

00:47:39I had given Mrs Piper

00:47:40two years with her methods.

00:47:41And you think she'd failed?

00:47:43If she'd succeeded,

00:47:44this wouldn't have happened,

00:47:45would it?

00:47:45We wouldn't be here now.

00:47:46The psychiatrist,

00:47:47the station that the boy

00:47:48was making a remarkable recovery.

00:47:50The fact is,

00:47:51Mr Cardy,

00:47:52that Mrs Piper

00:47:53was a fawn in your flesh,

00:47:54wasn't she?

00:47:55Not at all.

00:47:56You deposed her methods

00:47:57from the start.

00:47:58Are you quite sure

00:47:59that you weren't hoping

00:48:00that you would fail?

00:48:01Well, that's ridiculous.

00:48:02What I'm saying

00:48:03is that you can't give

00:48:05a lot of attention

00:48:05to one without

00:48:06the other's suffering.

00:48:08But with the difficult cases,

00:48:09you have to spend more time.

00:48:11I believe a boy

00:48:12like Tom Rigby

00:48:13should be helped

00:48:14towards independence.

00:48:15I think Mrs Piper's

00:48:16tensions

00:48:17were having the reverse effect.

00:48:18The psychiatrist has stated

00:48:20that man-adjusted children

00:48:21are not helped

00:48:22by ordinary discipline.

00:48:24I have given them

00:48:25two years.

00:48:26I consider my actions

00:48:27to be correct.

00:48:28Locking the boy

00:48:29in a filthy room.

00:48:30Cement dust

00:48:31from the builders.

00:48:31A room without light.

00:48:32He could have broken

00:48:33the bulb himself.

00:48:34A room with a stone floor

00:48:35and no bed.

00:48:35It was never my intention

00:48:37the boy should spend

00:48:38the night

00:48:39in the room.

00:48:40Wasn't it,

00:48:40Mr Cardy?

00:48:41I put it to you

00:48:42that if that boy

00:48:43had gone on grinning at you,

00:48:44you would have said,

00:48:45right,

00:48:46I'll have no more

00:48:46of this dumb incident

00:48:47you can spend

00:48:48the night in there.

00:48:49Isn't that what

00:48:49you would have done

00:48:49left him

00:48:50to curl up

00:48:51on that stone floor

00:48:52like some animal?

00:48:53I did what I did

00:48:55for the good

00:48:55of the greater number.

00:48:57I know my job

00:48:58and I have done

00:49:00nothing wrong.

00:49:02So you say,

00:49:03Mr Cardy.

00:49:06But the jury

00:49:07will decide.

00:49:15Tomorrow we return

00:49:21to the Crown Court

00:49:22for the final stages

00:49:23in the case

00:49:24of the Queen

00:49:24against Cardy.

00:49:45Douglas Cardy,

00:49:50headmaster of the

00:49:51Larston Residential Home

00:49:52for Handicapped Children,

00:49:53is on trial

00:49:54accused of the ill-treatment

00:49:55of one of the pupils.

00:49:57It's been alleged

00:49:57that he intended

00:49:58to keep Tom Rigby,

00:49:59a cerebral palsied boy,

00:50:01locked up for 48 hours.

00:50:03The boy was released

00:50:04from the room

00:50:04by a social worker,

00:50:06Colin Harrison,

00:50:07and Helen Piper,

00:50:08the deputy head

00:50:09of the school.

00:50:10Both disliked

00:50:11Douglas Cardy

00:50:11and disagreed

00:50:12with his methods.

00:50:14Now called to the witness box

00:50:15is Miss Page,

00:50:16the matron at the home.

00:50:18Mr Jeremy Parsons QC

00:50:19appears for the defence

00:50:20and Mr Jonathan Fry QC

00:50:23for the prosecution

00:50:24in the case

00:50:25of the Queen

00:50:26against Cardy.

00:50:37And you live

00:50:38in at Larston School.

00:50:40Yes.

00:50:41And you've worked there

00:50:42for four years?

00:50:43And three months.

00:50:44Miss Page,

00:50:45how long have you been nursing

00:50:46and have you been

00:50:48in child care

00:50:49altogether?

00:50:51All my life.

00:50:52Yes.

00:50:53And would you say

00:50:53that locking a child

00:50:55in a room

00:50:56is something

00:50:57that should be done

00:50:58every time

00:50:59a child misbehaves?

00:51:01Certainly not.

00:51:02This was out of the ordinary.

00:51:03And Tom wasn't in the room

00:51:05the whole time.

00:51:06Even when he was,

00:51:07I went in to see

00:51:07that he was all right

00:51:08every now and then.

00:51:09and in any case,

00:51:11how else could Mr Cardy

00:51:12stop Tom doing more damage?

00:51:14What is your opinion

00:51:15of Mr Cardy

00:51:16as a headmaster?

00:51:17Excellent.

00:51:18Yes.

00:51:19You think he does his job well?

00:51:20There is no one

00:51:21I would rather work with.

00:51:23Thank you, Miss Page.

00:51:28Miss Page,

00:51:30what is your opinion

00:51:31of the psychiatrist's report,

00:51:34the one on Tom?

00:51:35I think much too much

00:51:36is made of all this analysis.

00:51:38You don't rate

00:51:39the psychiatrist very highly?

00:51:41They just come in

00:51:42and talk to the patient

00:51:43for a few hours.

00:51:45I mean, we do all

00:51:46the looking after,

00:51:46the real work, don't we?

00:51:48Oh, yes, indeed.

00:51:48But generally speaking,

00:51:50I suppose things run

00:51:51pretty smoothly

00:51:52under Mr Cardy.

00:51:53Yes.

00:51:54But when Mrs Piper came,

00:51:56it was rather different.

00:51:57Yes.

00:51:58We had to accept

00:51:59some children

00:52:00Mr Cardy didn't want.

00:52:02I suppose that

00:52:03rather upset

00:52:04the order.

00:52:05Yes, it did.

00:52:07At first,

00:52:07it was almost impossible

00:52:08to keep the place tidy.

00:52:09You'd get different children

00:52:11throwing food about

00:52:12and playing with their toys

00:52:14at all hours.

00:52:15I believe they started

00:52:16putting paint

00:52:17on the walls.

00:52:19That was Mrs Piper's idea.

00:52:21You put a stop to that.

00:52:22Certainly I did.

00:52:24You didn't like the murals?

00:52:25They used all sorts of colours,

00:52:28browns and reds.

00:52:30The walls looked dirty.

00:52:31And now they're back to

00:52:32what?

00:52:34White.

00:52:34Like a hospital?

00:52:35Yes.

00:52:36A bit impersonal,

00:52:37would you say?

00:52:39Hygiene is more important.

00:52:41But the paintings

00:52:42have remained

00:52:42on the walls

00:52:43of Mrs Piper's classroom,

00:52:45haven't they?

00:52:45Her classroom

00:52:46is her classroom.

00:52:49Would you say

00:52:49that dealing

00:52:50with handicapped children

00:52:51makes you hard?

00:52:53Not hard with the children.

00:52:55I would never do

00:52:55any harm to them.

00:52:57But it makes you

00:52:58sort of different.

00:53:00I don't know how

00:53:01just sort of different.

00:53:03Is that why you keep

00:53:04a pretty firm grip

00:53:05at last?

00:53:06Things are well organised.

00:53:08They are indeed.

00:53:09Why do you number

00:53:09the toothbrushes?

00:53:10We number them

00:53:11because of hygiene.

00:53:12Is it right that at mealtimes

00:53:13you tell the children

00:53:14to eat quickly

00:53:15and quietly?

00:53:16Quite often.

00:53:16Why?

00:53:18So that things

00:53:18can be cleared up

00:53:19nice and early.

00:53:20Miss Page,

00:53:21these children come to you

00:53:22with a variety of problems.

00:53:23Social problems,

00:53:24physical handicaps,

00:53:25rejection by parents.

00:53:26Surely they deserve

00:53:27love.

00:53:29We look after them.

00:53:32Do you have

00:53:33many friends,

00:53:34Miss Page?

00:53:35No.

00:53:36Do you have

00:53:37any friends?

00:53:39I have my work.

00:53:40Do you have

00:53:41any family?

00:53:42No.

00:53:43And you yourself

00:53:44were orphaned

00:53:45at an early age?

00:53:46Yes.

00:53:46And you were brought up

00:53:47in a large

00:53:48old-style orphanage?

00:53:50I was.

00:53:51What was it like?

00:53:52Like?

00:53:53Like?

00:53:55These children

00:53:56have a marvellous time

00:53:57compared to me.

00:53:58They don't know

00:53:58they're born.

00:54:00They get sweets

00:54:00and toys

00:54:01and trips to the sea

00:54:02and parties.

00:54:04I think it's wicked

00:54:05to spoil a child.

00:54:06A sin.

00:54:07I never got anything

00:54:08like they got.

00:54:09Is that why you

00:54:10won't let these children

00:54:10express themselves

00:54:11by painting murals

00:54:13on the walls?

00:54:13Why should they

00:54:14muck up the walls?

00:54:15We never could.

00:54:16We could never

00:54:16touch anything.

00:54:17When you were a child?

00:54:19Yes.

00:54:20We were never allowed

00:54:21to paint walls.

00:54:23One toy you were allowed

00:54:24and that was locked up

00:54:25in a cupboard

00:54:25and only came out

00:54:26for an hour at night.

00:54:28There was no spoiling

00:54:29in my day.

00:54:31No talk of...

00:54:33They just got on

00:54:34with the job.

00:54:36And those conditions,

00:54:37would you like

00:54:37to relive them

00:54:38and project them

00:54:40into a new generation?

00:54:42I'm saying

00:54:43we could never

00:54:43touch anything.

00:54:44That's what I'm saying.

00:54:45So why should children

00:54:46now have more,

00:54:47you mean?

00:54:47Miss Bridge,

00:54:49you never experienced

00:54:51a family home

00:54:52of your own.

00:54:54You never enjoyed

00:54:54the love,

00:54:55even the affection,

00:54:57of a mother or father.

00:54:59Maternal love

00:55:00is outside

00:55:01your experience.

00:55:02But you saw love

00:55:04for Mrs Piper

00:55:05growing in the home.

00:55:06You saw it particularly

00:55:07with Tom Rigby

00:55:08and you hated it.

00:55:10You resented her

00:55:11for bringing something

00:55:12alien into the home,

00:55:13for being able

00:55:14to give love

00:55:15and take it.

00:55:17And when Tom Rigby

00:55:18was punished,

00:55:18you saw this

00:55:19as a blow against her.

00:55:21A blow against

00:55:21this disturbing element

00:55:23that was creeping

00:55:24into the school,

00:55:25against something

00:55:25that you could

00:55:26never understand.

00:55:27I submit that

00:55:28that boy could have

00:55:29been locked up

00:55:29for 48 hours

00:55:30or forever

00:55:31as far as you

00:55:32were concerned.

00:55:32That isn't true.

00:55:35When Mr Harrison

00:55:35arrived at the school,

00:55:37did you ring Mr Carley?

00:55:39He phoned me.

00:55:39You sure?

00:55:40Yes, I'm sure.

00:55:41He said he was

00:55:42coming to unlock the door.

00:55:44Tell me, Miss Page,

00:55:45why didn't he simply

00:55:47leave the key with you?

00:55:53Yes, I'm not surprised

00:55:54you hesitate, Miss Page.

00:55:57Do you care for any

00:55:59of the children?

00:56:00Yes, I try.

00:56:08Miss Page,

00:56:08you don't earn much money

00:56:10in your work, do you?

00:56:11No, I don't.

00:56:15So you don't do this job

00:56:17for the money.

00:56:19No.

00:56:21No.

00:56:22Are you all right, Miss Page?

00:56:24I feel a wee bit faint.

00:56:26Let her sit down.

00:56:28Bring her a chair.

00:56:29Are you well enough

00:56:44to continue, Miss Page?

00:56:46Yes.

00:56:48Very well, Mr Harrison.

00:56:49So if you don't

00:56:50do this job

00:56:51for the money, Miss Page,

00:56:53you must do it

00:56:54because you care.

00:56:55Yes, I do.

00:56:58Is it not true

00:56:59that some two weeks

00:57:01before this flooding incident

00:57:03you went out

00:57:03and spent a considerable

00:57:04amount of money

00:57:05buying clothes

00:57:07and toys

00:57:08for a child

00:57:09newly arrived at school?

00:57:11Yes.

00:57:12Yes, a deprived child.

00:57:14Both his parents

00:57:16were killed

00:57:16in a car crash.

00:57:17Yes.

00:57:19Now, why did you do that?

00:57:20because

00:57:23he looked so lost.

00:57:26My Lord, I'm about to call

00:57:50as a witness

00:57:51of the defence

00:57:52the boy

00:57:52Thomas Rigby.

00:57:54I feel however

00:57:54I should point out

00:57:55to the court first of all

00:57:56that someone suffering

00:57:58from cerebral palsy

00:58:00the physical effects

00:58:02may appear

00:58:03to the lay member

00:58:05that they are not

00:58:06quite competent

00:58:07to give evidence.

00:58:08I would like to say

00:58:08that Tom Rigby

00:58:09is as intelligent

00:58:10as most people

00:58:11who don't suffer

00:58:13his disability.

00:58:14This is agreed

00:58:15by all parties,

00:58:16my Lord.

00:58:16Thank you, gentlemen.

00:58:19I'm sure the court

00:58:21understands

00:58:22why it was

00:58:23necessary

00:58:24to avoid

00:58:25mentioning this

00:58:25in front

00:58:26of the boy

00:58:27himself.

00:58:28But,

00:58:29nevertheless,

00:58:30gentlemen,

00:58:30as always

00:58:31in cases

00:58:32concerning young persons,

00:58:34I shall have to

00:58:35satisfy myself

00:58:35on this occasion

00:58:36also

00:58:37that the witness

00:58:38does understand

00:58:39his duty.

00:58:40Of course,

00:58:41my Lord.

00:58:42I call

00:58:42Thomas Rigby.

00:58:44Thomas Rigby,

00:58:45please.

00:58:45Here you go, Tom.

00:58:48straight down.

00:59:05You stand here

00:59:06in the box, Tom.

00:59:11Just read aloud

00:59:12the words on this card.

00:59:13I promise

00:59:15before Almighty God

00:59:17to tell the truth,

00:59:19the whole truth,

00:59:21and nothing

00:59:21but the truth.

00:59:24Now, Tom,

00:59:24do you understand

00:59:26what that means?

00:59:28It means

00:59:28I must tell the truth.

00:59:30That's right.

00:59:31Do you know

00:59:32what the truth is?

00:59:34It means

00:59:34not telling lies.

00:59:36Excellent.

00:59:36I could wish

00:59:38all witnesses

00:59:40were equally

00:59:40clear-minded.

00:59:42Very well,

00:59:42Mr. Farson.

00:59:43Thank you, my Lord.

00:59:44You are Tom Rigby.

00:59:45You are 15 years old

00:59:47and you've been

00:59:47at Laston Home

00:59:48for the past two years.

00:59:50Yes.

00:59:51Do you like it there, Tom?

00:59:53Yes.

00:59:53How do you get on

00:59:54with the people?

00:59:56Do you like the people?

00:59:57Yes.

00:59:59Do you like all the people?

01:00:01No.

01:00:02Do you like the headmaster,

01:00:03Mr. Cardiff?

01:00:03Yes.

01:00:04Do you like the matron?

01:00:05Yes.

01:00:06One moment.

01:00:08Tom,

01:00:09you do understand

01:00:10the questions

01:00:11you are being asked.

01:00:12If I like the people

01:00:13at the school.

01:00:14Yes, that's right.

01:00:15Now,

01:00:16who was it

01:00:17who punished you

01:00:18when you turned

01:00:18the taps on

01:00:19and flooded

01:00:19part of the school?

01:00:21Mr. Cardiff did.

01:00:23Yes.

01:00:23And the fact

01:00:24that he shut you

01:00:25in that room

01:00:25has not made you

01:00:26dislike him?

01:00:27No, sir.

01:00:28He had to do something.

01:00:30He said he were before.

01:00:32Before when I...

01:00:34He had to

01:00:35because I turned them on

01:00:36and there was water

01:00:37all over the floor.

01:00:39All right.

01:00:41Now, Tom,

01:00:42did you smile

01:00:43at Mr. Cardiff

01:00:44when he asked you

01:00:45if you'd turn

01:00:46the taps on?

01:00:47A bit.

01:00:49I think I did a bit.

01:00:50Did Mr. Cardiff

01:00:51pull you out

01:00:53of your seat

01:00:53when he came

01:00:54into the classroom?

01:00:55No.

01:00:56What did he do?

01:00:57He's the one

01:00:58who took me with him.

01:00:59Did he drag you

01:01:00out of the classroom?

01:01:01No, he's the one

01:01:02who took me with him.

01:01:03Yes.

01:01:04Did he slap you

01:01:05when he was

01:01:06in the classroom?

01:01:07Not much.

01:01:08Did he shout at you?

01:01:10A bit.

01:01:11But when he took you

01:01:12into the corridor

01:01:13were you frightened?

01:01:15No.

01:01:16You weren't

01:01:17sort of shaking

01:01:17with fright?

01:01:18No.

01:01:19Did you have any trouble

01:01:20with your breathing?

01:01:22How do you mean?

01:01:24I mean,

01:01:25when you were

01:01:25out in the corridor

01:01:26did you have

01:01:27an attack of asthma?

01:01:28No.

01:01:29No.

01:01:30Did Mr. Cardiff

01:01:32shake you?

01:01:33No.

01:01:35What was

01:01:36Mrs. Piper doing?

01:01:38Shouting.

01:01:39Do you know

01:01:40why she was

01:01:40shouting, Tom?

01:01:41No.

01:01:43Where did

01:01:44Mr. Cardiff

01:01:45take you to then?

01:01:46To his study.

01:01:48Yes.

01:01:49And did he

01:01:49shout at you there?

01:01:50No.

01:01:51Did he tear you off?

01:01:52No.

01:01:53He asked you

01:01:53if you'd turn on

01:01:54the taps?

01:01:55Yes.

01:01:56Now did you

01:01:57tell him why

01:01:58you'd turn them off?

01:01:59No.

01:02:00Will you tell us

01:02:01why now?

01:02:02No.

01:02:03Why not?

01:02:04I don't want them.

01:02:06No.

01:02:07Tom,

01:02:09if there is

01:02:11some particular

01:02:12reason why

01:02:13you turned

01:02:13those taps on

01:02:14you can tell us.

01:02:16No harm

01:02:17will come to you.

01:02:19Why?

01:02:20I don't know.

01:02:23You don't know

01:02:24why you turned

01:02:25the taps off.

01:02:26I don't know.

01:02:31So,

01:02:32Mr. Cardiff

01:02:33talked to you

01:02:34in his study.

01:02:35Yes.

01:02:35He asked you

01:02:36to promise

01:02:37not to do

01:02:37any more damage.

01:02:38Yes.

01:02:39Did you promise that?

01:02:40No.

01:02:41Why not?

01:02:41I didn't want to.

01:02:45So,

01:02:46Mr. Cardiff

01:02:46then said

01:02:47he was going

01:02:47to punish you.

01:02:48Yes.

01:02:49And he then

01:02:49put you in

01:02:50this scullery place.

01:02:52Yes.

01:02:53Now,

01:02:53were you frightened

01:02:53in there?

01:02:54No.

01:02:55You were brought

01:02:56food and drink.

01:02:57Yes.

01:02:57And Mr. Cardiff

01:03:00had you back

01:03:00in his study?

01:03:01Yes.

01:03:02How long?

01:03:08Quite long.

01:03:10Quite long,

01:03:10yes.

01:03:11Did you start

01:03:12to get frightened

01:03:13when it got dark?

01:03:14No.

01:03:15Did you scratch

01:03:16the door

01:03:16to get out?

01:03:17No.

01:03:18Were you

01:03:19howling

01:03:20because

01:03:21you were

01:03:21terrified?

01:03:22I don't

01:03:24remember.

01:03:25Mrs. Piper

01:03:26said she heard

01:03:27you howling,

01:03:27Tom.

01:03:28Mrs. Piper?

01:03:29Yes,

01:03:30when she came

01:03:30back and was

01:03:31quite late.

01:03:32Mrs. Piper?

01:03:33Did she hear

01:03:34you howling,

01:03:34Tom?

01:03:35Mrs. Piper!

01:03:37Mrs. Piper!

01:03:38Why do you

01:03:39say Mrs. Piper

01:03:40in that tone?

01:03:42Tom,

01:03:43why do you

01:03:44say Mrs. Piper

01:03:45in that tone?

01:03:46I don't know.

01:03:49Were you

01:03:49howling,

01:03:50Tom?

01:03:51No.

01:03:52Were you

01:03:52making any

01:03:53noise at all?

01:03:54No.

01:03:55What were

01:03:56you doing?

01:03:57Nothing.

01:03:58You see,

01:03:59Tom,

01:03:59if you

01:04:00weren't

01:04:01making any

01:04:02noise at all

01:04:03and if you

01:04:03weren't doing

01:04:04anything,

01:04:05Mrs. Piper

01:04:06wouldn't have

01:04:07known you

01:04:07were in that

01:04:07room,

01:04:08would she?

01:04:10Hmm?

01:04:14You see,

01:04:15Tom,

01:04:16you must have

01:04:16been making

01:04:17some noise.

01:04:18Yes.

01:04:19You were

01:04:21making some

01:04:21noise.

01:04:22No.

01:04:25How did

01:04:26you break

01:04:26your fingernails?

01:04:28I don't

01:04:29know.

01:04:30No.

01:04:30Do you like

01:04:48Mrs. Piper,

01:04:49Tom?

01:04:52Were you

01:04:53pleased when

01:04:53Mrs. Piper

01:04:54came and

01:04:55let you out of

01:04:55that room?

01:04:56No.

01:04:56Why not?

01:04:57I wanted to

01:04:58stay there.

01:05:00Had Mrs. Piper

01:05:00done something

01:05:01to upset you?

01:05:06Is the boy

01:05:07all right?

01:05:11Is he all right?

01:05:21yes,

01:05:22yes,

01:05:22my lord.

01:05:28Will he be able

01:05:29to continue?

01:05:30Oh,

01:05:30yes,

01:05:31my lord.

01:05:31Good.

01:05:32Now,

01:05:33Tom,

01:05:34I have just

01:05:34one more

01:05:35question for you.

01:05:37Had Mrs.

01:05:38Piper done

01:05:39something to

01:05:39upset you?

01:05:40she said

01:05:44she was

01:05:45leaving

01:05:45and she

01:05:47said,

01:05:49don't be

01:05:49angry,

01:05:50you go

01:05:51turn the

01:05:51taps on

01:05:52and I

01:05:52might stay.

01:05:54You are

01:05:56saying that

01:05:57Mrs.

01:05:58Piper told

01:05:58you to

01:05:59turn the

01:05:59taps on?

01:06:00Yes.

01:06:04Gentlemen,

01:06:05the reasons

01:06:07for Tom's

01:06:09behaviour in

01:06:09the school

01:06:10are perhaps

01:06:10not entirely

01:06:11relevant.

01:06:12And of

01:06:13course,

01:06:13members of

01:06:14the jury,

01:06:14it is for

01:06:15you to

01:06:16decide whether

01:06:16Tom is

01:06:17telling an

01:06:17absolute truth

01:06:18or even

01:06:19the truth

01:06:20as it

01:06:21genuinely

01:06:21seems to

01:06:22him.

01:06:23But if

01:06:23he is

01:06:24telling an

01:06:25absolute

01:06:25truth,

01:06:26then the

01:06:27implication of

01:06:28his words

01:06:28does give

01:06:29rise to a

01:06:30question of

01:06:30provocation.

01:06:32And gentlemen,

01:06:34as a boy,

01:06:35is

01:06:35understandably

01:06:36under some

01:06:37stress,

01:06:37I feel

01:06:38it would

01:06:38be better

01:06:39to recall

01:06:40Mrs.

01:06:40Piper on

01:06:41this matter

01:06:41and give

01:06:42the boy

01:06:42a short

01:06:43rest and

01:06:44he can

01:06:44be recalled

01:06:45if necessary

01:06:45at a

01:06:46later time.

01:06:49That's

01:06:49very good,

01:06:50Lord,

01:06:50I recall

01:06:51Helen Piper

01:06:51and tender

01:06:52her for

01:06:52further

01:06:53cross-examination.

01:06:55Thank you,

01:06:55Tom.

01:06:56You can

01:06:56go and

01:06:57sit down

01:06:57for a

01:06:58while.

01:07:05you realise

01:07:13you are

01:07:13still under

01:07:14oath,

01:07:15Mrs.

01:07:15Piper.

01:07:15Yes,

01:07:16I understand

01:07:16that,

01:07:17my lord.

01:07:19Now,

01:07:19Mrs.

01:07:20Piper,

01:07:21did you

01:07:22tell Tom

01:07:23to turn on

01:07:24the taps

01:07:24in the bathroom?

01:07:25No,

01:07:25of course I

01:07:26didn't.

01:07:26The boy

01:07:26is lying?

01:07:27No.

01:07:28Come now,

01:07:29Mrs.

01:07:29Piper.

01:07:29He is

01:07:30deeply

01:07:30distressed.

01:07:31I really

01:07:31think that

01:07:32he believes

01:07:32what he's

01:07:33told you.

01:07:33You can't

01:07:33call that

01:07:34lying.

01:07:35Did you

01:07:36tell Tom

01:07:36that you

01:07:37were leaving

01:07:37last in

01:07:38school

01:07:38on the

01:07:38morning

01:07:38of

01:07:39September

01:07:3928th?

01:07:41He

01:07:41asked me

01:07:42about a

01:07:42forthcoming

01:07:43seaside

01:07:43trip.

01:07:44I've

01:07:45always been

01:07:45totally

01:07:45honest with

01:07:46him and

01:07:46so I

01:07:46said that

01:07:47there was

01:07:48perhaps a

01:07:49chance,

01:07:49a possibility

01:07:50that I

01:07:50might not

01:07:51be there.

01:07:51Only a

01:07:52possibility?

01:07:53I hadn't

01:07:53been offered

01:07:53the job

01:07:54in the

01:07:54hospital then.

01:07:55The boy

01:07:56still must

01:07:56have been

01:07:56deeply

01:07:57upset.

01:07:57No,

01:07:58he was

01:07:58all

01:07:58right.

01:07:59Why?

01:08:00Because you

01:08:00said to him

01:08:00go and

01:08:01turn on

01:08:01the taps

01:08:02and I

01:08:02might

01:08:02stay?

01:08:03No.

01:08:03What did

01:08:04you say?

01:08:05I said

01:08:05that in

01:08:05all

01:08:05probability

01:08:06I

01:08:06would

01:08:06be at

01:08:06the

01:08:07school

01:08:07and

01:08:07we

01:08:07just

01:08:07went

01:08:07on

01:08:07talking

01:08:08about

01:08:08the

01:08:08trip.

01:08:09I

01:08:09suggested

01:08:10you

01:08:10told Tom

01:08:11Migby

01:08:11you

01:08:12might

01:08:12be

01:08:12leaving

01:08:12and

01:08:13you

01:08:13went

01:08:13on

01:08:13to

01:08:13give

01:08:14the

01:08:14impression

01:08:14that

01:08:16you

01:08:17wanted

01:08:17him

01:08:17to

01:08:17do

01:08:17something

01:08:18against

01:08:19the

01:08:19school.

01:08:19I

01:08:20did

01:08:20not

01:08:20deliberately

01:08:20set

01:08:21up

01:08:21a

01:08:21situation

01:08:21where

01:08:22Mr.

01:08:22Cardy

01:08:22had

01:08:22no

01:08:22choice

01:08:23but

01:08:23to

01:08:23punish

01:08:23the

01:08:24boy.

01:08:24You

01:08:24wanted

01:08:24to

01:08:24get

01:08:24rid

01:08:25of

01:08:25Mr.

01:08:25Cardy

01:08:25and

01:08:26you

01:08:26had

01:08:26found

01:08:26a

01:08:26way

01:08:27of

01:08:27doing

01:08:27it.

01:08:27What I

01:08:28wanted

01:08:28has

01:08:28got

01:08:28nothing

01:08:29to

01:08:29do

01:08:29with

01:08:29it.

01:08:29Tom

01:08:29was

01:08:30locked

01:08:30in

01:08:30from

01:08:30one

01:08:30until

01:08:31ten.

01:08:31He

01:08:31was

01:08:32howling

01:08:32and

01:08:32he

01:08:32was

01:08:33terrified.

01:08:33That's

01:08:34what matters

01:08:34not what I

01:08:35said to

01:08:35Tom.

01:08:35That's

01:08:35nothing

01:08:36to do

01:08:36with it.

01:08:36But you

01:08:37are the

01:08:37only

01:08:37person

01:08:38to

01:08:38have

01:08:38heard

01:08:38this

01:08:39howling.

01:08:40I

01:08:40wouldn't

01:08:40have

01:08:40known

01:08:41he

01:08:41was

01:08:41there

01:08:41if

01:08:41I

01:08:41hadn't

01:08:42heard

01:08:42him.

01:08:42But the

01:08:42boy

01:08:43is lying

01:08:43again.

01:08:44Is

01:08:44he?

01:08:44No,

01:08:44no,

01:08:44it's

01:08:45not a

01:08:45matter

01:08:45of

01:08:45truth

01:08:46and

01:08:46lies

01:08:46with

01:08:46him.

01:08:47He

01:08:47was

01:08:47howling

01:08:48and

01:08:48he

01:08:48was

01:08:48terrified.

01:08:53Mrs.

01:08:53Piper,

01:08:54did you

01:08:54tell Tom

01:08:55Rigby to

01:08:56turn the

01:08:56taps on

01:08:57and flood

01:08:57the

01:08:57school?

01:08:58No.

01:08:58Did

01:08:58you imply

01:09:00that he

01:09:00should do

01:09:00such a

01:09:01thing?

01:09:01No.

01:09:02Did

01:09:02you tell

01:09:02him

01:09:02about

01:09:02the

01:09:02possibility

01:09:03that

01:09:03you

01:09:03might

01:09:03be

01:09:03leaving

01:09:04the

01:09:04school

01:09:04for

01:09:04any

01:09:05other

01:09:05reason

01:09:05than

01:09:05you

01:09:05felt

01:09:06you

01:09:06should

01:09:06be

01:09:06honest

01:09:06with

01:09:07him?

01:09:07For

01:09:07no

01:09:07other

01:09:07reason.

01:09:08I

01:09:08couldn't

01:09:08use

01:09:08the

01:09:08boy

01:09:09as

01:09:09a

01:09:09pawn.

01:09:10I

01:09:10wouldn't

01:09:10have

01:09:11brought

01:09:11it

01:09:11up

01:09:11if

01:09:11he

01:09:11hadn't

01:09:11asked

01:09:12me

01:09:12about

01:09:12the

01:09:12seaside

01:09:12trip.

01:09:13Thank

01:09:13you,

01:09:14Mrs.

01:09:14Piper.

01:09:15Mrs.

01:09:15Piper,

01:09:16did

01:09:16it not

01:09:17occur

01:09:17to you

01:09:17that

01:09:18the

01:09:18possibility

01:09:18of your

01:09:19leaving

01:09:19might upset

01:09:20Tom

01:09:20very

01:09:21deeply?

01:09:21Yes,

01:09:21my

01:09:22lord,

01:09:22I

01:09:22made

01:09:22it

01:09:22all

01:09:22so

01:09:23vague.

01:09:24I

01:09:24thought

01:09:24he

01:09:25was

01:09:25all

01:09:25right.

01:09:25I

01:09:25was

01:09:26just

01:09:26preparing

01:09:26him

01:09:27in case

01:09:27I

01:09:27did

01:09:27leave.

01:09:28But

01:09:28do

01:09:28you

01:09:28remember

01:09:29saying

01:09:29earlier

01:09:30that

01:09:30you

01:09:31thought

01:09:31he

01:09:31was

01:09:31upset

01:09:32in

01:09:32your

01:09:32class

01:09:32that

01:09:33morning?

01:09:33I

01:09:34said

01:09:34he

01:09:34lacked

01:09:34concentration

01:09:35and

01:09:35he

01:09:36seemed

01:09:36nervous

01:09:37but

01:09:37I

01:09:38never

01:09:39for

01:09:39one

01:09:39moment

01:09:39thought

01:09:40it

01:09:40had

01:09:40anything

01:09:40to

01:09:40do

01:09:40with

01:09:41what

01:09:41I

01:09:41said

01:09:41to

01:09:41Tom.

01:09:50Lord

01:09:51I

01:09:51think

01:09:51he

01:09:51suffered

01:09:52quite

01:09:52enough.

01:09:53Very

01:09:53well.

01:09:54And I

01:09:54think

01:09:54we

01:09:54may

01:09:55release

01:09:55him.

01:10:18Mr.

01:10:18Parson

01:10:18does

01:10:19that

01:10:19conclude

01:10:20the

01:10:20case

01:10:20for

01:10:21the

01:10:21defence?

01:10:21He

01:10:21does

01:10:22my

01:10:22Lord

01:10:22thank

01:10:22you.

01:10:23Very

01:10:23well.

01:10:27Now

01:10:28members

01:10:28of the

01:10:28jury

01:10:28now

01:10:30what

01:10:30you

01:10:30have

01:10:31to

01:10:31decide

01:10:31is

01:10:31this

01:10:32what

01:10:33did

01:10:33Mr.

01:10:33Cardy

01:10:33do?

01:10:34Did

01:10:35he

01:10:35drag

01:10:35that

01:10:35boy

01:10:36from

01:10:36the

01:10:36classroom?

01:10:37Did

01:10:37he

01:10:37slap

01:10:38him?

01:10:38Did

01:10:39he

01:10:39say

01:10:39that

01:10:39he

01:10:40was

01:10:40going

01:10:40to

01:10:40shut

01:10:40him

01:10:41up

01:10:41in

01:10:41that

01:10:41room

01:10:42for

01:10:4248

01:10:43hours?

01:10:44If

01:10:45you

01:10:45find

01:10:45that

01:10:46he

01:10:46did

01:10:46one

01:10:46or

01:10:47all

01:10:47of

01:10:47these

01:10:47things,

01:10:48then

01:10:49you

01:10:49must

01:10:49decide

01:10:50whether

01:10:50they

01:10:50amount

01:10:51to

01:10:51ill

01:10:51treatment.

01:10:53Now

01:10:53the

01:10:54defence

01:10:54admits

01:10:55that

01:10:56the

01:10:57boy

01:10:57spent

01:10:57the

01:10:57hours

01:10:58between

01:10:59one

01:10:59and

01:10:59ten

01:11:00in

01:11:00that

01:11:01scullery,

01:11:02but

01:11:02they

01:11:02claim

01:11:03that

01:11:03much

01:11:04of

01:11:04the

01:11:04time

01:11:04was

01:11:04spent

01:11:05in

01:11:05Mr.

01:11:06Cardy's

01:11:06study,

01:11:07and

01:11:07they

01:11:08say

01:11:08that

01:11:08he

01:11:08was

01:11:09fed

01:11:10and

01:11:10visited,

01:11:11and

01:11:12the

01:11:12boy

01:11:12claims

01:11:13that

01:11:13he

01:11:13wanted

01:11:13to

01:11:14stay

01:11:14in

01:11:14the

01:11:14scullery.

01:11:15Expert

01:11:16opinion

01:11:17suggests

01:11:17that

01:11:18he

01:11:18was

01:11:18trying

01:11:19to

01:11:19bring

01:11:20down

01:11:20punishment

01:11:21on

01:11:21himself.

01:11:23But

01:11:23however

01:11:23that

01:11:23may

01:11:23be,

01:11:24gentlemen

01:11:24of

01:11:24the

01:11:25jury,

01:11:25you

01:11:26must

01:11:26decide

01:11:27whether

01:11:28by

01:11:28treating

01:11:29a boy

01:11:30like

01:11:30that

01:11:30and

01:11:31shutting

01:11:31him

01:11:31in

01:11:32such

01:11:32a

01:11:32room,

01:11:34whether

01:11:34that

01:11:35constitutes

01:11:36ill

01:11:36treatment,

01:11:38or

01:11:38whether

01:11:39Mr.

01:11:40Cardy

01:11:40acted

01:11:41justifiably

01:11:42in doing

01:11:44what he

01:11:44did,

01:11:45the

01:11:45best

01:11:46of

01:11:46the

01:11:46school.

01:11:48You

01:11:48must

01:11:48also

01:11:49decide,

01:11:50members

01:11:50of

01:11:50the

01:11:51jury,

01:11:52whether

01:11:52by

01:11:53taking

01:11:54the

01:11:54key

01:11:54home

01:11:54with

01:11:55him

01:11:55that

01:11:55night,

01:11:56Mr.

01:11:56Cardy

01:11:57showed

01:11:59that

01:11:59he

01:11:59intended

01:12:00to

01:12:01keep

01:12:01that

01:12:02boy

01:12:02in

01:12:02confinement.

01:12:04Now,

01:12:05members

01:12:05of the

01:12:05jury,

01:12:06it

01:12:06only

01:12:06remains

01:12:07for

01:12:07me

01:12:07to

01:12:08remind

01:12:08you

01:12:08that,

01:12:09as

01:12:09in

01:12:09all

01:12:09cases,

01:12:10the

01:12:11prosecution

01:12:11must

01:12:12prove

01:12:12their

01:12:12case

01:12:13beyond

01:12:14reasonable

01:12:14doubt.

01:12:16Having said

01:12:17that,

01:12:17members of

01:12:17the jury,

01:12:18I will

01:12:18ask you

01:12:18to retire

01:12:19and consider

01:12:20your verdict.

01:12:23All stand.

01:12:28Members of

01:12:28the jury,

01:12:29will your

01:12:29foreman please

01:12:30stand?

01:12:31Just answer

01:12:31this question,

01:12:32yes or no.

01:12:33Have you reached

01:12:33a verdict on

01:12:34which you are

01:12:34all agreed?

01:12:35Yes.

01:12:36Do you find

01:12:37the accused,

01:12:37Douglas Cardy,

01:12:38guilty or not

01:12:40guilty on the

01:12:40charge of

01:12:41ill-treating

01:12:41Thomas Rigby?

01:12:42Not guilty.

01:12:44Very well.

01:12:45Release the

01:12:45prisoner.

01:12:47I must take

01:12:47this opportunity

01:12:48of stating

01:12:49that he

01:12:49leaves the

01:12:49court with

01:12:50a clear

01:12:50character.

01:12:52However,

01:12:53in view of

01:12:53the possible

01:12:54ill-effects

01:12:54this public

01:12:55trial may

01:12:56have had

01:12:56on the

01:12:56boy,

01:12:57Thomas

01:12:57Rigby,

01:12:58I feel

01:12:59I should

01:12:59recommend

01:13:00his transfer

01:13:01from

01:13:01Laston School

01:13:02to some

01:13:03other

01:13:03residential

01:13:04home where

01:13:05there will

01:13:05be nothing

01:13:05to remind

01:13:06him of

01:13:06this court

01:13:07and its

01:13:08proceedings.

01:13:09It only

01:13:09remains for

01:13:10me, gentlemen

01:13:10of the jury,

01:13:11to thank

01:13:11you for

01:13:12your close

01:13:12attention

01:13:13to this

01:13:13case.

01:13:14You are

01:13:15released as

01:13:15of now.

01:13:17All stand.

01:13:17next week

01:13:39you'll have

01:13:40an opportunity

01:13:40to join us

01:13:41again when our

01:13:42cameras return

01:13:42to follow another

01:13:43leading case

01:13:44in the Crown

01:13:45Court.

01:13:45next week

01:13:48to

Crown Court - For the Good of the Many (1974)

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