592 entries for Historical Context

The Sisters did not address whether they themselves could have made places available in their secondary schools for children who showed academic ability. This was not done prior to Bishop Dunne’s initiative, when children were largely prepared for a life of domestic service only. After 1968, when free education was introduced nationally, more children did get the chance to avail of second level education. Conclusions The standard of education in the internal primary school was not as high as in the external school. The use of excessive corporal punishment affected the ability of the children to learn. There is evidence that children between the ages of seven and 13 were taken out of school for domestic duties and some were taken out more frequently than others. There was a lack of educational opportunity in Goldenbridge. The Industrial School was intended to educate and train for future employment, but many of the children were only trained for domestic service. The Sisters of Mercy did not fraudulently assist children to pass their Primary Certificates. Efforts were made in the 1960s to send some girls on to secondary school or into secretarial colleges or nursing. These were the fortunate few, and it would appear that most left the School with no more than a Primary Certificate, and very many did not achieve this standard. Some children arrived in Goldenbridge having fallen behind in their education or having had no education. No real effort was made to address serious disadvantages for children when they arrived, and there was no encouragement given to them to progress.

Many complainants gave evidence of the onerous duties imposed on them in Goldenbridge, which they claimed were not appropriate to their age or their physical abilities. The use of domestic work as a form of punishment was also referred to by a number of complainants.

On the other hand, the former residents who gave evidence to the Investigation Committee of their positive experiences in Goldenbridge did not feel that the chores they were required to carry out impacted upon them negatively.

In their Opening Statement, the Sisters of Mercy described the daily routine: After breakfast every child old enough performed household chores suitable for their age for about half an hour before school, such as cleaning up the dining room, dusting corridors, helping with getting the babies or toddlers dressed and so on.

They said that, from 1.30 pm, children from the age of 13 attended industrial training classes. Different age groups were assigned to do different chores including cookery, needlework, laundry or housekeeping in rotation. A different routine prevailed at weekends. Saturday was laundry day, and many children helped the Sisters with sorting and folding laundry. More time was devoted to household chores on Saturday, and the School got a thorough cleaning.

In their written Submissions, the Sisters of Mercy accepted the following: the children carried out chores in the morning for about half an hour after their breakfast and before school; the children strung rosary beads from Monday to Friday for several hours after school between 3.30 and 6.00 pm and sometimes later into the evening, if there was pressure to complete a quota. They also worked at beads for several hours on Saturday; the children participated in a general clean up of the school on a Saturday, as well as helping with the laundry; the children participated in an industrial training programme from the age of thirteen. This programme took place in the afternoons after dinner.

The Sisters of Mercy submitted that, given the substantial amount of chores, it is not surprising that complainants had general memories of much work and little recreation. They added that it is possible that former residents may not have very precise memories of the age at which they performed certain chores; what jobs were done before school and on Saturdays, and what jobs fell within the remit of the industrial training programme, in which all girls over the age of 13 participated.

The Congregation submitted that laundry was a large part of the routine in Goldenbridge, given the number of children. Children of all ages were expected to help. The older children would have been required to do the heavier work. It was suggested by the Congregation during hearings that younger children would have gone along to help the older girls and that it was in fact quite a social occasion. It does not accept that young children were taken out of school to work in the laundry. In support of this, the Congregation pointed out that laundry only took place on two days during the week, one of which was Saturday, when many of the children helped out. The existence of such a practice would have meant that the School relied, rather irrationally, on the labour of small children, when there was a ready supply of older, stronger girls available. The Congregation added that, given the fact that children may have done laundry as part of the domestic training programme as well as laundry on Saturdays, it may be the case that complainants were confused as to when precisely they did laundry. The Sisters of Mercy noted that none of the complainants appeared to remember laundry featuring as part of the industrial training programme at all. They contended that what complainants regarded as an onerous chore was in fact industrial training for their own benefit.

The Sisters of Mercy conceded that the School was self-sufficient because of the input of the girls helping around the School, and they made reference to a woman employed to work in the laundry, and a member of staff who helped in the kitchen. They contended that the chores which the children performed were not out of keeping with the standards of the time and could not be labelled abusive.

The Congregation was adamant that children as young as seven or eight were not taken out of school to perform chores, but that children over 13 years of age participated in an industrial training program in the afternoons. This programme adopted a three-pronged approach to industrial training: cookery, laundry, and housekeeping duties. This would have entailed a certain amount of domestic work around the Institution. The Congregation stated: At this remove in time, it is probably impossible to say that children over the age of twelve were not, on occasion taken in the afternoon to carry out domestic chores, be it laundry, minding younger children or helping in the kitchen. This may have been more likely with girls who showed little interest or ability at school.

Sr Alida said that there was a course in domestic economy training including cooking, sewing and laundry for girls over 13 years of age. They partook in this training in the afternoon, having spent the morning in school.

On chores, Sr Alida accepted that: It would be correct to say, and I only recently appreciated it, that all the caring in the house, when I say caring, the chores, the housekeeping jobs, were all done by big girls and remember we would have about 80 girls over 12 in the house ...

Chores included washing and dressing the younger children, sweeping and scrubbing the floors, caring for the babies, and working in the kitchen and the laundry. Sr Alida accepted that the chores could be difficult: In my early day the charges were quite difficult in the sense that it was maintaining the floors mainly around the house and dormitory, but particularly in the corridors and the kitchen. They were old tiled floors, black and red tiles, and they were worn with the hundred years of wear. They were horrible to work on. That was one of the biggest chores in the house because there were long corridors on the ground floor, the front door and the hall. The hall was new and modern but the rest was old.

She added that, under her management, these corridors were covered with a substance called tapiflex, which made a huge difference to cleaning. Sr Alida accepted that the chores were difficult, ‘except that there were many hands to do it’.

Ms Garvin spent 13 years working as a teacher in Goldenbridge. She stated that, when she arrived in the School, there was an extensive domestic training programme in place for the older girls. The household chores performed by these girls formed part of the household management element of this programme. Chores included cleaning, laundry, cookery and sewing.