Chapter 7 — Goldenbridge

Neglect

The children in Goldenbridge were educated in their own internal national school. There was another national school within the same grounds run by the Sisters of Mercy for the children of the locality. The Cussen Report recommended that, where possible, children should be educated in external national schools. It identified a drop in standards in literary education in internal national schools, and attributed this to the fact that the teachers employed were not well qualified. Cussen also recommended that salaries of teachers in internal national schools attached to industrial schools should be paid by the Department of Education, in the same way as in ordinary national schools.

A Department of Education inspection conducted in 1939, for the purposes of considering whether teachers’ salaries in the internal national school should be paid by the State, queried why the children in Goldenbridge did not attend the local national school. The reasons proffered by the Resident Manager was that the local schools were already overcrowded. She was also opposed to the children being transported to other schools, on the basis that she could not be held responsible for them once they left the Industrial School. The Department accepted this explanation and proceeded to certify the internal national school and to pay the teachers’ salaries from 1941.

The Department of Education school inspection report for March 1935 had noted a very satisfactory educational standard in Goldenbridge, with each school subject rated either ‘very good’ or ‘good on the whole’. The report concluded that the School was ‘good on the whole’ and: Order, discipline and politeness leave nothing to be desired. The tastefully decorated schoolrooms are an education in themselves. Taken class-by-class, progress in subjects is at least satisfactory and in quite a few subjects very satisfactory. It must be added that the average age of the pupils according to classification is high. This is due to (the fact that) many of the pupils when enrolled are very backward. Promotions from year to year are quite regular.

The report noted that the internal national school had 140 pupils taught by five full-time and two part-time teachers. Two of the teachers were nuns and three were lay staff. None of the teachers was formally qualified, although they all had many years of experience. Staffing levels were described as ‘quite adequate’.

Within seven years, standards in the school had plummeted. Sr Alida painted a grim picture of conditions in the internal national school. She recalled that, upon her arrival in 1942, there were only two untrained lay teachers responsible for educating 150 children of different ages and abilities. These two teachers were ill-equipped to deal with this workload.

The school curriculum was the same as that taught in every national school in the country. The children did not, however, receive homework in the evenings. From the late 1950s, children who showed academic ability were given the opportunity of pursuing post primary education because of a scholarship fund set up by the Archbishop of Dublin.

In 1977, Goldenbridge was recognised as a ‘special school’ by the Department of Education.

The Sisters of Mercy confirmed in their Opening Statement that homework was not a feature of the internal national school. In addition to the normal national school curriculum, children aged 13 and over participated in a domestic economy training module overseen by the Department of Education. This training took place in the afternoons. The children were also taught physical education, dancing and social skills by teachers employed especially for these purposes.

The Sisters of Mercy conceded that: With hindsight it seems likely that many of the children attending the school had particular educational difficulties given their disadvantaged backgrounds and, in some cases, disrupted schooling. Many were undoubtedly in need of what would now be termed remedial education. Until late in the 1960s the fact that some of the children had special educational needs was not recognised. In due course in 1977 the school itself was given “special school” status. In the 1940s and 1950s however, there were no special facilities, teachers or resources to take account of those special needs and it is undoubtedly the case that the method of education provided was inadequate for the needs of many of the children.

It is surprising that no programme existed within Goldenbridge itself to identify these children’s needs and to help them. While it is accepted that, at a national level, programmes like these did not exist, the Sisters of Mercy were engaged in providing a specialist service for a very long period of time, and they were the people best placed to identify the needs of the children in the Industrial School and to provide for them.

Whilst the Sisters of Mercy may rightly criticise the Department of Education for failing to identify the particular needs of the children in the Institution, they themselves must take some responsibility for failing to take any initiatives in this regard over the very many decades that they were engaged in this work.

On the issue of corporal punishment, the Sisters of Mercy suggested that it was no more than would have been in existence in any other national school around the country.

Corporal punishment was part of the routine in the Goldenbridge internal school. Allegations of corporal punishment made against both Sisters and lay teachers appear to be correct in many instances. One of the lay teachers who gave evidence to the Committee has admitted, with some regret, that she did use corporal punishment whilst she was a teacher in Goldenbridge.

The Congregation stated: The use of corporal punishment in the classroom setting was inevitably non-productive, and has caused indelible memories of being slapped or beaten for no reason. Poor educational achievement and inability to find employment other than in domestic or low grade service was the consequence for many children.

The Congregation added that there was little doubt that practices such as correcting left-handedness and wearing dunce’s hats may also have been used. It posed the following question: the question must be asked as to whether this type and level of education was so significantly different to that available to the average Irish child of the time, as to constitute abuse?