Chapter 7 — Goldenbridge

Neglect

A witness who was committed to Goldenbridge in the 1950s at the age of three and remained until her 16th birthday recalled receiving very little education during her time in Goldenbridge. From the age of nine, she was regularly called out of class in order to carry out domestic chores. After roll call, she said catechism class was held. Once this class was over, a nun would come in and call out seven or eight names. These children then left class to do chores. Whilst she stated that she was not called out every day, it occurred regularly enough to prevent her from obtaining a proper education.

Another complainant, who spent 12 years in Goldenbridge from the mid-1950s, recalled being slapped regularly and severely in the classroom by lay teachers. She said that Goldenbridge improved slightly in the 1960s, and a number of children were sent out to do secretarial courses towards the end of their time there.

A witness, who was sent to Goldenbridge in the mid-1950s at the age of eight, stated that she received a very poor standard of education. She was regularly called out of class to carry out household chores. Her performance was also affected by a constant sense of fear she felt in class, a fear which remains with her today. She did not sit her Primary Certificate.

Another witness, who was committed to Goldenbridge in the early 1960s when she was nine years of age, said she could not read or write when she arrived in Goldenbridge, nor could she read or write when she left. This fact, which disabled her all her life, left her with a strong sense of frustration. In later life, she took advantage of the education fund put in place by the Sisters of Mercy and received lessons from a professional tutor.

Whilst she arrived in Goldenbridge with absolutely no education, she did not receive any help or encouragement that might have given her the basics of reading and writing whilst she was there. She was regularly taken out of class to mind young children. She loved minding children and, had she had a choice of careers, she would have chosen to be a children’s nurse. However, her educational disadvantage ruled out such a career.

A complainant, who was in Goldenbridge for nine years from the late 1950s, recalled being taught by Ms Dempsey, who had a habit of pulling the children’s cheeks and twisting their ears if they did not know their lessons. She recalled being made to wear a dunce’s hat on occasion. She said that: We had to stand on the chairs as well, hands on our heads, fingers on lips. Sometimes we had to kneel on those wooden chairs as well.

This regime continued into the next classes: Ms Kearney on the other hand, you had to keep your elbows in at all times when you were writing. The letters had to be like a proper – what’s the word – sort of slant, rounded and turned ... She had a small stick and your elbows would really be beaten ... After I left Goldenbridge I don’t think I wrote again really until I was in my 40s.

From the late 1950s, a few children were sent to the local secondary top, sometimes having already been transferred to the local national school. Bishop Dunne set up a fund for providing post primary education for the children of Goldenbridge. These children were afforded study time in the evening and allowed to forgo some of the usual domestic chores, including bead making.

One complainant stated that she attended secondary school because her father paid for her upkeep in Goldenbridge and requested that she do so. She said that only a few of the girls were given the opportunity of advancing their education: There was only a few of us that were allowed to go to secondary school. For example, the girl I mentioned earlier, she was very bright but a punishment for her was that she couldn’t go to secondary. It was very selective.

She confirmed that those attending external school did receive some remission of the amount of time they spent bead making.

Another witness started her education in the internal national school. Her father took an interest in her education and that of her sisters. It was at his insistence that they were transferred to the external national school and later to secondary school.

She stated that she was considerably behind the rest of the class once she left the internal national school. Added to her difficulties was the fact that she suffered from mild dyslexia. She recalled her father giving her a flashlight to enable her to learn spellings whilst in bed at night. She completed her Intermediate Certificate, but did not proceed to sit the Leaving Certificate examination.

A complainant who was in Goldenbridge in the 1960s recalled being taught by Ms Dempsey and Ms Kearney. She conceded that they were good teachers but thought that they were very cruel. She pitied the children who found their classes difficult because they were punished relentlessly. Ms Dempsey would beat children, pull them by the ear and place children in the dunces’ corner for hours as punishment.

This complainant did proceed to secondary school, and expressed her gratitude at having been given the opportunity. However, the manner in which the children were chosen was somewhat arbitrary. She recalled that, one day, Sr Venetia came into the classroom, wrote a sum on the blackboard, and told the children to put their hands up when they had completed it. The complainant was the first to complete the sum and, on that basis, she was selected with two others to go to secondary school. She said that this occurred after Christmas and, therefore, she had missed the first term: We went to the secondary school the next day. I hadn’t a breeze ... In no time I realised I knew nothing. I felt quite competent in the national school, in fairness I felt quite competent, but I hadn’t a breeze, not a breeze ... I tried to survive as best I could, I tried to do whatever I could. But unfortunately, as I felt at the time, it was completely in vain because I failed my Inter Cert. Destroyed me. I had worked so hard and it was all for nothing.

Sr Alida spoke about the difficulty in choosing children to send to the external secondary school to progress their education: When secondary education became available in the local school I promoted one child once, four in the next set and then – looking back on it now it was difficult because there are people complaining that they weren’t chosen. It was very hard to know who you could pick, who was most entitled to, who would benefit most from it, and you had to try and give the advantage where possible. I did that to the best of my ability and people benefited from it in the ways that others did not.