USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1943 > Part 6
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1,591.41
Sewer
49.65
337.88
194.97
582.50
Water
83.69
194.65
330.67
581.17
1,190.18
Tufts Street
510.05
510.05
Schools
140,325.91
42,240.47
21,178.20
59,920.15
263,664.73
Totals
$179,566.28 $54,165.92 $32,070.67 $92,746.29
$358,549.16
..
1,615.66
2,610.58
..
...
Includes telephone bills.
The department is also required to inspect for building construction, plumbing and gasfitting all construction or alter- ations brought to their attention and to issue permits therefor.
The number of building permits issued by the Commis- sioner during the year 1943, having been duly inspected by the Building Inspector, is as follows :
Bathhouse
$1,066.29
106
ANNUAL REPORTS
Wood
Fire- Resisting 8
Totals 10
New Buildings
2
Alterations
108
27
135
1.10
35
145
The fees collected for these permits totals $285.00 and this has been turned over to the City Treasurer as revenue.
During the year 1943 there have been 1002 inspections of plumbing and gasfitting, and the number of permits are class- ified as follows :
The number of plumbing permits issued during 1943 was 125
The number of permits for installation of new plumbing 4 The number of permits for alterations to plumb- ing 121 The number of buildings in which soil pipes were tested 40
The fees collected for plumbing for the year 1943 amounts to $133.00 and this has been turned over to the City Treasurer as revenue.
The number of permits issued for gasfitting in 1943 was 175 The number of permits for new installation of gas 0
The number of permits for additions and altera- tions 175
The number of buildings in which wgas piping was tested with mercury test tubes 146
The number of buildings in which gas piping was tested after change from gas to electric light- ing 6
The fees collected for gasfitting for the year 1943 amounts to $43.75 and this has been turned over to the City Treasurer as revenue.
The total estimated cost of new buildings and alterations as filed by the grantees on the permits issued amounts to $181,667.00 in 1943. For comparison the estimated cost for the same amounted to $741,018.00 in 1942. The total number of permits for all purposes, not including plumbing and gasfitting, viz 168, is 39 less than in 1942 when 206 permits were issued.
107
COMMISSIONER OF PUBLIC BUILDINGS
MUNICIPAL BUILDINGS
During the past year the usual maintenance problem of keeping our various public buildings in operation has been met to the best of our ability commesurate with the funds al- located annually to this department. All buildings have been comfortably heated, and emergency repairs met as the year progressed.
Specifically, a few of the major maintenance problems ac- complished are as follows :
At the Central Library building new window sash were in- stalled where necessary.
..
New equipment was supplied at the City Home in the line of new mattresses and pillows.
The Contagious Hospital repairs after the fire were fin- ished and building put into first class condition.
At City Hall various new equipment in the line of addi- tional filing cabinets, desks, chairs and typewriter tables were purchased.
Three overhead doors installed at the Water Works.
One overhead door installed at Engine No. 6.
Two overhead doors installed at New Police Station.
Various repairs and improvements were made to the heat- ing and plumbing in all buildings.
SCHOOL BUILDINGS
The doors at the Bennett School and at the Hanscom. School were changed to open out.
Drains to the street were installed at the Proctor School and yard resurfaced.
In all buildings necessary repairs were made to the heat- ing and plumbing systems and replacement of broken glass to
1.08
ANNUAL REPORTS
the extent of $2500.00. Window shades were repaired and re- placed.
Thorough renovation of steam plant at the Cutler School.
RECOMMENDATIONS
My recommendations for repairs on all public buildings are the same as submitted to you in my letters of February 2nd and February 5th which are too voluminous to be listed here.
The Commissioner wishes to express his appreciation for the cooperation of the members of the department, all other city departments, His Honor, the Mayor, and the Honorable Members of the Board of Aldermen.
Respectfully submitted, JOHN F. KENNEDY,
Commissioner of Public Buildings
109
BOARD OF PUBLIC WELFARE
-
REPORT OF THE BOARD OF PUBLIC WELFARE
March 13, 1944.
During the year 1943 our case load has again decreased and it is my belief that in General Relief, we have reached our minimum. The budgets in all categories have been increased to meet high living costs. Our City has accepted the State Budget and all Old Age Assistance cases are now receiving a standard budget. On Aid to Dependent Children all budgets were increased 15%.
Our rehabilitation program paid dividends during this year, and we feel proud of the number of cases of physically handicapped persons we have placed in gainful employment. We are continuing our investigations for the four local Selec- tive Service Boards and are also assisting returning service men in procuring employment. Since the start of the war, four- teen members of our personnel have entered the Armed Serv- ices. Their places have not been filled except when absolute- ly necessary.
The expenditures under the category of Miscellaneous Wel- fare for the year 1942 were $346,292.42 and for the year 1943, $190,900.27, a decrease of $155,392.15.
The miscellaneous welfare case load is as follows :
January
413
July 349
February
404
August
249
March
380
September
230
April
388 October
218
May
391
November
210
June
368
December
231
The expenditures under Aid to Dependent Children for the year 1942 were $169,885.34 and for 1943, $132,006.75, showing a decrease of $37,878.59.
The expenditures under Old Age Assistance for the year 1942 were $575,915.08 and for 1943, $612,576.24 an increase of $36,661.16.
110
ANNUAL REPORTS
While there has been a slight decrease in both the Aid to Dependent Children and the Old Age Assistance case loads, the per capita cost has increased on account of increased aid.
During this year the Federal Government has terminated the Food Stamp Plan and as a result, increased budgets in all categories became a necessity.
Our Employment Division was a big factor in 1943 in the reduction of our case load. Many of the people put in posi- tions have not worked for years as they could not find the type of work they could do. The courteous consideration given these people by our Employment Division, is worthy of com- mendation.
The change in Old Age Assistance to the State Standard Budget, was one of our big problems during 1943. But thanks to the wholehearted cooperation of all personnel these budgets were prepared on time and all Old Age Assistance recipients received their checks without delay.
During this year we had many convalescent and aged and infirm and hopelessly invalided cases who could not be prop- erly cared for in their own homes and who should have been institutionalized. On many occasions no facilities were avail- able and I recommend to our Mayor and to our Board that if additional space was provided in the Infirmary part of our City Home, many cases could be handled there and needless cases of large hospitalizations eliminated.
During this year our Personnel Problem received attention and under a reclassification by Civil Service, a Supervisor was appointed for General Relief and Old Age Assistance and other minor positions established under this classification.
We are making a new survey of our desertion and non- support cases and will continue our rehabilitation work. Also, further personnel classification will be attempted with a view of having as near an ideal set put up as possible. We feel that the above fits the needs of our Department and will strive to bring them to a successful conclusion.
Respectfully submitted,
CHARLES J. WILLWERTH,
General Agent
111
SCHOOL DEPARTMENT
CITY OF SOMERVILLE REPORT OF THE SCHOOL COMMITTEE
December 27, 1943.
SCHOOL COMMITTEE ROOMS
Ordered, that the Annual Report of the Superintendent of Schools be adopted as the Annual Report of the Board of School Committee, it being understood that such adoption does not commit the Board to the opinions or recommendations made therein ; that it be incorporated in the reports of the City Officers ; and that six hundred copies be printed separately. .
EVERETT W. IRELAND, Secretary of School Board.
112 .
ANNUAL REPORTS
SCHOOL COMMITTEE, 1943
FREDERICK J. RYAN THOMAS J. BURKE
Chairman
Vice-Chairman
Members
EX-OFFICIIS 34 Browning Road HAROLD A. PALMER, President Board of Aldermen,
88 Ten Hills Road
WARD ONE
FREDERICK J. RYAN
. ·
26 Austin Street
FRANCIS H. BROWN
.
34 Bow Street
ARTHUR P. FITZGERALD
60 Atherton Street
WILLIAM B. BAILEY
224 School Street
WILLIAM J. SHEA
NELSON W. IRVING
WARD FIVE 10 Aberdeen Road - WARD SIX · 24 Cutter Avenue
WARD SEVEN
THOMAS J. BURKE 149 Powder House Boulevard
* Leave of absence-Armed Forces.
Superintendent of Schools EVERETT W. IRELAND
Office: West Building, High School, Highland Avenue Residence: 97 College Avenue
The Superintendent's Office will be open on school days from 8:00 to 5:00; Saturdays, 8:00 to 10:00 A. M. His office hour is 4:00 on school days and 8:30 on Saturdays.
Assistant Superintendent of Schools LEO C. DONAHUE 383 Broadway
Superintendent's Office Force
Mary A. Clark, 15 Pleasant Avenue Mildred A. Merrill, 108 Highland Avenue Marion E. Marshall, 30 Gilman Street S. Regina Truelson, 38 Rogers Avenue Margaret R. O'Connor, 2 Adrian Street Frances C. Geaton, 29 Tennyson Street
*JOHN M. LYNCH, Mayor
WARD TWO
WARD THREE
WARD FOUR
113
SCHOOL DEPARTMENT
Standing Committees
NOTE: The member first named is Chairman: the second, Vice- Chairman.
TEACHERS
Brown, Irving
FINANCE
Ryan, Burke
CURRICULUMS AND INSTRUCTION Irving, Fitzgerald HEALTH, PHYSICAL TRAINING, AND ATHLETICS, Burke, Bailey
INDUSTRIAL EDUCATION Fitzgerald, Shea
SCHOOL ACCOMMODATIONS
Bailey, Brown
RULES AND REGULATIONS
Shea, Ryan
Board Meetings
January 4
April 26
October 25
January 25
May 24 November 29
February 15
June 28
December 27
March 29
September 27
114
ANNUAL REPORTS
TO THE HONORABLE SCHOOL COMMITTEE SOMERVILLE. MASSACHUSETTS
Gentlemen :
In accordance with the provisions of the Rules and Regula- tions of the Somerville School Committee, the Superintendent of Schools has prepared and submits herewith his sixteenth annual report, which is the seventy-second in a series of annual reports of the Somerville Public Schools, and covers the cal- endar year 1943.
This document is prepared in three sections, Part I of which is the report of the Superintendent of Schools to the School Committee, comprising a discussion of (1) the matters in- volved in the outstanding activities of the School Committee, and (2) the conditions of the schools with respect to changes, improvements, and progress, which includes statements regard- ing personnel, membership, and buildings, with recommenda- tions concerning the immediate and necessary needs of our educational system.
Part II is prepared as a report of the School Committee to the citizens and consists of (1) a description of the school prop- erty, (2) statistical tables which set forth comparative figures covering a period of years concerning enrollment, membership, attendance, cost of instruction and maintenance, and other matters of organization, and (3) tables showing statistics, not necessary for comparison, covering the last fiscal year.
Part III presents the organization of the school system at the close of the year 1943 and the lists of graduates of this year from the secondary schools, the evening high school, and the vocational schools.
Respectfully submitted,
EVERETT W. IRELAND,
Superintendent of Schools
December 27, 1943.
115
SCHOOL DEPARTMENT
REPORT OF THE SUPERINTENDENT OF SCHOOLS 1943
History furnishes a basis for changes and improvements by teaching us to discriminate between essentials and nonessen- tials and to develop a sense of values to the end that a better world will be born and fostered. Had there been no yesterdays, there could have been no today, and surely there would be no tomorrows. Without yesterdays, with their advantages and mistakes, how would the todays have been builded and how could the plans and developments be made for improvement of the present institutions for the tomorrows ?
History relates that Disraeli said, less than one hundred years ago, "In industry, commerce, and agriculture there is no hope." Henry Clay called the attention of Congress to the gen- eral distress of the country on account of the depressed value of the property of the United States. During the depression of 1873-79 there were many bankruptcies, former profit-earning mills were reduced to scrap piles, laborers were out of employ- inent, wages were reduced, strikes and lockouts were numerous, and there were the great railroad riots of 1877. Periods of prosperity always followed.
History also reveals that the results of these cycles worked to the advantage of the country in spite of the fact that cog- nizance was not always taken of the possible advantages.
The cycles of prosperity and depression are known to Amer- icans of today by their experiences just prior to and for a twenty-year period following World War I. These experiences created a determination to exert every effort to avoid a recur- rence of the depression phase of the cycle.
Every organization, civic-educational-fraternal, set about developing plans and activities by scientific study and research to provide a world of such nature that all its inhabitants could live in harmony, recognizing each other's problems, assisting
116
ANNUAL REPORTS
in their solution, and doing everything which might result in a permanent peace.
The people of our country were interested in and quite well satisfied with the progress being made in science, education, the welfare of the public, and the improvement of working con- ditions, and they were thinking of the progress from the points of view of social, economic, and political life in a world at peace. In education, the scientific surveys and studies caused a restatement of the aims and objectives, a revision of curricula to meet the needs of a fast changing social trend in democracy, a revamping and expansion of the courses of study, and an im- provement of methodology and techniques.
While America was proceeding in this manner, Germany, Japan, Italy, and Russia were adding a militaristic aim to their thinking and education. Such an aim would have a de- cided influence upon government, and totalitarianism, of neces- sity, must be the ultimate outcome. With such divergent ideas within a world whose peoples science has brought so closely together, a conflict between the ideals of totalitarian govern- ment and the democratic way of life must eventually be man- ifest and become an actuality.
Americans were inclined to believe that the conflict would be confined to the Eastern Hemisphere and even when the blitz- krieg started to roll and crush the smaller countries of Europe, it seemed impossible that America would be affected. The as sault upon Norway shocked the country into a realization of the magnitude and possibilities of the struggle between the two principles of social organization, democracy and dictatorship.
Because of the possibilities of the continuance of that blitz- krieg west to England, Iceland, Greenland, Canada, and the United States, and to the east through Russia and Siberia to Alaska, preparation for the defense of this country and its homes became an immediate necessity.
A program of National Defense was quickly but sanely formulated, and plans organized and developed. Everyone sensed a duty and many prepared through instruction to take a place in the program and to do a part, to the end that national security would be assured.
In October, 1940, Selective Service was ordained by an Act of Congress so that an adequate force of at least partially
117
SCHOOL DEPARTMENT
trained men would be available in case of the necessity for defense of this country and its homes. Luckily, a year of such training had been completed before the dastardly attack on Pearl Harbor on Sunday, December 7, 1941.
The menace of totalitarian conquest made it necessary to plan and prepare with all possible speed to solve the problems of the greatest crisis in human history.
In order to appreciate the role of the educational systems of the country and particularly of the schools of Somerville in the formulation and development of the war program, its origin, growth, and extent, the reader is referred to the discussions in the annual reports of the Superintendent of Schools for the years 1940, 1941, and 1942. In those reports it was shown that the schools, in addition to the regular functions, were called upon to carry a large portion of the heavy burden directly brought about by the critical economic, social, political, educa- tional, and military problems of the nation.
This report, covering the year 1943, now nearing its close, is the sixteenth written by the present Superintendent of Schools and the seventy-second in the series of reports show- ing constant and steady progress in the accomplishments of the schools of the community.
1943 is the fourth year in which America has been con- cerned over the great crisis and marks the second year of America's actual participation in this total World War II.
It is not the purpose or the intent of this report to discuss the issues of this global conflict or the plans for its successful culmination, but rather it is the purpose to recall the growth, progress, and advancement of our educational system during the fast closing year. This report will indicate the degree of the extension of the continuity during 1943 of the educational pattern which was formulated four years ago for the success. ful termination of the military activities of the war and for the planning and functioning of those activities necessary to bring about a permanent and lasting world peace.
Previous to the beginning of this year 1943, the following stages in the continuity have been recognized and provision made to do all possible within the scope and capacity of our physical equipment and our instructional organization to carry ont the resultant implications for education :
118
ANNUAL REPORTS
1. Prepared for National Defense, educationally, vocationally, and civically.
2. Made provisions and revisions in the plans to change preparation for National Defense tasks into preparation for total all-out war tasks.
3. Enlarged and extended preinduction offerings to students prior to their participation in the defense of the allied nations.
4. Loaned, a little unwillingly perhaps, many of the best of the teaching organization to the Armed Forces, so that the best type of leadership might be available for the execution of the intricate solutions of the war's prob- lems.
5. Carried on a successful system with less expe- rienced personnel who gave their all to do the assigned tasks well.
Now that the year 1943 has fortunately placed the Allied Nations on the offensive, by virtue of the speed with which the armed forces of these nations have been effectively trained for their tasks of many-sided warfare, and the speed and ef- ficiency of industry in placing at the disposal of the armed forces proper, adequate, and accurate materials of war, our problems have again been somewhat changed.
In football parlance, the best defense is a good offense. An occasional fumble on the offensive or a misunderstood signal may delay progress slightly, but a proven defense will prevent a lengthy delay, and determination and courage will make up lost ground and carry on to a successful conclusion of the aim of the offensive. During the most of 1943, our armed forces have been on the offensive. Those in Education have done their part on the home front by including lessons of cooperation, service, and sacrifice, by developing good citizens and an ef- fective morale, as well as keeping up their own morale under the most trying conditions.
VOCATIONAL EDUCATION
The elaborate program of vocational training for defense industries which has been in constant and successful operation
119
SCHOOL DEPARTMENT
since July 1940, partly on a basis of production for plants hav- ing federal contracts, has, because of its speedy and effective training of skilled mechanics, caused a change to a so-called supplemental program. This new program provides advanced training for skilled workers in industry, that they may more readily understand the backgrounds of the industries and their processes to the end that speedier and better production is the result. Classes of men, and later of women, were accommodated from several nearby industrial plants, in intensive supple- mental courses of eight hours daily for from four to six- week periods. The federal government provided the expenses of the instruction and the employers paid the students a full factory salary while pursuing this instruction. These courses have not only been extremely beneficial to the war effort be- cause of the help given to industry, but have made possible, through gifts, an extension and enlargement of the equipment of our vocational school, and a betterment of the lighting ar- rangements in the machine shop through the installation of fluorescent fixtures.
The Director of the Vocational School and some of the members of the faculty have given of their time and energies after school hours in an effort to increase the efficiency of al- ready efficient industrial plants by assisting the employees after working hours to analyze their techniques and methods so that more effective processes will result.
The Somerville Vocational School has passed through vari- ous stages of development since its establishment in 1910. The Vocational Education Act, which authorized such vocational courses, provided for state aid for schools offering vocational training to boys and girls who had passed their fourteenth birthday and had completed the academic requirements of the sixth grade. The age and grade requirements of the act de- termined definitely that the instruction would be given to students who otherwise ordinarily would be attending the junior high schools.
Due to the keen competition in industry caused by the lack of employment opportunities during the decade immediately preceding World War II, the necessity of related knowledge of a higher degree than that of the junior high age group caused the Superintendent of Schools to recommend, and the School Committee to approve, increasing the requirements to accom- plishment of the academic work of grade eight and to the at- tainment of age sixteen.
120
ANNUAL REPORTS
In order to meet the provisions of the statutes for those desiring vocational education between the ages of fourteen and sixteen, it was necessary to establish and organize the Junior Vocational School, which is the only school of its kind in the Commonwealth. This school provides a preliminary training. for the mechanical and manual skills and continues the ac- ademic training so that as a preparatory two-year program for the Vocational School it has served well a much needed source of better training.
Preparation for the service of our armed forces focused attention upon the fact that certain ratings were only avail- able to those having at least the accomplishments necessary for a high school diploma. Vocational schools were not considered. by the Army and Navy to meet such requisites. The School Committee, ever alert to its duties and obligations, immediate- ly set about to correct this situation.
As a result of much careful thought, study, and delibera- tion, arrangements were made for the establishment of the Somerville Vocational High School. This was not accomplished by simply changing the name of the school, as was done in many communities. The method here was to establish a new department of the School, with its own course of study, dif- ferent from that of the regular Vocational School in that all. academic subjects, including social studies and science, were advanced to the high school level and the shop and related work courses were advanced in amount and standard.
The grade requirement prohibits any but graduates of junior high schools or pupils who had been pursuing high school courses from participation in this course, which after three years of successful work provides for the award of a diploma from the Somerville Vocational High School.
SCHOOLS-AT-WAR
Because of the nature of the all-embracing global conflict in which the country is engaged, it is recognized that nothing short of all the energies and efforts of the whole population are required to make whatever contribution is possible in ac- cordance with the age, the abilities, and the resourcefulness of the individual members. The Schools-At-War program is pro- viding teachers with an excellent medium whereby they can give direction to their work of leading the school population in the performance of its vital part in the war effort.
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