USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1944 > Part 6
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19,000.00
Elementary
6,000.00
School Loan
16,000.00
16,000.00
Garage
2,000.00
2,000.00
Police Station
15,000.00
15,000.00
Emergency Storm Damage
5,000.00
5,000.00
Funding Loan
36,000.00
3,000.00
39,000.00
Defense Loan
4,000.00
2,000.00
2,000.00
8,000.00
Municipal Relief
107,000.00
141,000.00
152,000.00
400,000.00
$26,000.00
$159,000.00
$283,000.00
$190,000.00
$658,000.00
....
. .
..
..
...
..
105
TREASURER AND COLLECTOR OF TAXES
$1,000.00
$2,000.00
22,000.00
Sewer
106
BOND INTEREST IN 1945
January
April
July
October
Total
Bridge
$87.50
$70.00
$157.50
Water
$475.00
1,137.50
$437.50
1,012.50
3,062.50
Sewer
1,375.00
1,132.50
1,325.00
1,132.50
4,965.00
High School
3,880.00
3,880.00
7,760.00
Macadam
125.00
125.00
Southern Junior High
2,780.00
262.50
2,780.00
210.00
6,032.50
Western Junior High
2,202.50
2,132.50
4,335.00
Elementary
270.50
270.00
540.00
School Loan
2,642.50
2,642.50
5,285.00
Garage
380.00
332.50
712.50
Police Station
1,181.25
787.50
1.968.75
Emergency Storm Damage
281.25
281.25
562.50
270.00
270.00
60.00
660.00
Defense Loan
40.00
122.50
40.00
97.50
300.00
Municipal Relief
5,208.75
9,641.25
5,208.75
8,803.75
28,862.50
$18,232.50
$15,322.50
$17,703.75
$14,070.00
$65,328.75
Emergency Loan Due November 6, 1945 ..
195.00
..
$65,523.75
ANNUAL REPORTS
Funding Loan
60.00
107
SEALER OF WEIGHTS AND MEASURES
REPORT OF THE SEALER OF WEIGHTS AND MEASURES
OFFICE OF SEALER OF WEIGHTS AND MEASURES CITY HALL MASSACHUSETTS
January 1, 1945.
To HIS HONOR, THE MAYOR, AND THE BOARD OF ALDERMEN :
The following report of the Sealer of Weights and Measures for the year 1944 is respectfully submitted.
Work of Weights and Measures Department for 1944
Scales
Adjusted Sealed
Not Sealed
Con- demed
Platform over 10,000.
0
35
0
0
Platform 5,000 lbs, to 10,000
0
11
0
0
Platform 100 to 5,000 lbs.
0
282
0
0
Counter 100 lbs. to 5,000
0
24
0
1
Counter under 100 lbs.
0
291
0
8
Beam 100 lbs. to 5,000
0
9
0
1
Beam under 100 1bs
0
0
0
0
Spring 100 to 5,000
0
73
1
0
Spring under 100 1bs
0
362
3
4
Computing 100 lbs. to 5,000
0
12
0
0
Computing under 100 lbs
0
458
2
5
Personal Weighing (Slot)
0
91
0
0
Prescription
0
50
0
0
Jewelers
0
3
0
0
Weights:
Avoirdupois
1
1466
0
18
Apothecary and Troy
0
626
0
4
Metric
0
134
0
0
Capacity Measure:
Vehicle Tanks
0
4
0
0
Liquid over 1 gallon
0
48
0
3
Liquid under 1 gallon
0
254
0
16
Oil Jars
0
15
0
0
Dry
0
4
0
0
Fuel Baskets
0
4
0
0
.
108
ANNUAL REPORTS
Scales
Adjusted Sealed
Not Sealed
Con- demed
Automatic Measuring Devices:
Gasoline Pumps
0
0
17
0
Quantity Measure on Pumps ..
0
150
0
0
Gasoline Meter Systems
15
247
0
69
Oil Measuring Pumps
0
33
407
0
Tank Meter Systems
17
104
0
6
Bulk Meter Systems
0
24
0
0
Kerosene Pumps
0
0
0
0
Grease Measuring Devices
0
88
9
5
Grease Meters
0
30
0
10
Linear Measure:
Yard Sticks
0
79
0
4
Cloth Measuring Devices
0
11
0
0
Taxi Meters
0
20
0
0
Total
33
5042
439
154
Summary of Inspection made:
Clinical Thermometers
766
Coal Certificates
0
Ice Scales
7
Junk Scales
3
Marking of Bread
36
Marking of Food Packages
110
Metal Ice Cream Containers
0
Milk Jars
904
Oil Jars
882
Paper or Fibre Cartons
345
Pedlers' License
7
Pedlers' Scales
3
Transient Vendors
1
Wholesale Milk Cans
319
Taxi Meters
0
Fuel Meters
12
Gas Pumps and Meters
0
Coal in Paper Bags
17
Kindling Wood in Paper Bags
18
Oil Measures (5 gallons)
3
Summary of Tests made:
Berry Baskets
0
Cartons (approved as measures)
190
Gasoline Devices (other than Sealings)
65
Ice Cream Cartons
5
Scales in Stores
47
Tax Meters (other than Sealing)
6
Fuel Meters (other than Sealing)
13
Applications inspected and signed for Special Licenses :
Special City Licenses
8
County
54
State
17
Disabled Veterans
0
Transfers
0
Total
79
109
SEALER OF WEIGHTS AND MEASURES
Gasoline Station Test:
Total, number of calls
98
Number of different stations
83
Number of call-backs to stations previously inspected 15
Number of Gallons drawn for tests
2975
Trial weighings and measurements of commodities sold or put up for sale:
Total No. Tested
Number Correct 18
- Incorrect-
Under
Over
Bread
36
7
11
Butter
0
0
0
0
Coal (in paper bags)
17
2
1
14
Coal (in transit)
0
0
0
0
Confectionery
6
6
0
0
Dry Commodities
191
168
11
12
Flour
28
28
0
0
Fruits and Vegetables
101
58
28
15
Ice
0
0
0
0
Lard
13
13
0
0
Meat and Provisions
4
3
0
1
Potatoes
45
13
17
15
Liquid Commodities
0
0
0
0
Total
441
309
64
68
Miscellaneous :
Court Cases
1
Complaints investigated
2
The year past has presented many problems, history has been made and our successes give hope that we may soon see the end of this world conflict.
In our field the closing of this phase can mean a partial re- turn to the production of material for civilian use which is sorely needed in many types of weighing and measuring de- vices. A surprising revelation has been the extended life de- velopment of equipment by proper care. This has entailed much additional work and inspection, but the results have been well worth the effort.
Our task of insuring accuracy of weighing and measuring devices has been a difficult but necessary one, in order to main- tain the equities in the distributing of commodities.
The shortage of commodities has impressed on the consumer and user the significance of accurate weighing and measuring devices and awakened consumer alertness.
In the permitted lines of construction connected with the war effort much has been learned about methods of construc-
110
ANNUAL REPORTS
tion and materials, and remarkable results in precision have been attained. This progress will undoubtedly reflect itself in the weights and measures industry and we may therefore look to better equipment in the post war era.
We appreciate the fact that due to the times and conditions both the Executive department and the Honorable Board of Al- dermen have had their difficulties, and I want to express my thanks for their combined co-operation during the past year.
Respectfully submitted, JOHN F. CASEY, Sealer, Weights and Measures.
111
SCHOOL DEPARTMENT
CITY OF SOMERVILLE REPORT OF THE SCHOOL COMMITTEE
December 18, 1944.
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 1944
WILLIAM J. SHEA FRANCIS H. BROWN
Chairman Vice-Chairman
Members
EX-OFFICIIS
G. EDWARD BRADLEY 29 Cambria Street BURTON F. FAULKNER, President Board of Aldermen,
71 Alpine Street
FREDERICK J. RYAN
WARD ONE 33 New Hampshire Avenue WARD TWO
FRANCIS H. BROWN .
34 Bow Street
WARD THREE
*ARTHUR P. FITZGERALD 60 Atherton Street
¡ELIZABETH M. FITZGERALD 60 Atherton Street
WARD FOUR
WILLIAM B. BAILEY
224 School Street
WILLIAM J. SHEA
. · 10 Aberdeen Road
NELSON W. IRVING
WARD SIX .
24 Cutter Avenue
THOMAS J. BURKE
WARD SEVEN 149 Powder House Boulevard
* Leave of absence-Armed Forces.
៛ Military Substitute.
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, 11 Summit 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
WARD FIVE
113
SCHOOL DEPARTMENT
Standing Committees
NOTE: The member first named is Chairman; the second, Vice- Chairman.
TEACHERS
Brown, Irving
FINANCE
Shea, Ryan
CURRICULUMS AND INSTRUCTION Irving, Fitzgerald HEALTH, PHYSICAL TRAINING, AND ATHLETICS . Burke, Shea
INDUSTRIAL EDUCATION
Fitzgerald, Bailey
SCHOOL ACCOMMODATIONS
Bailey, Burke
RULES AND REGULATIONS
Ryan, Brown
Board Meetings
January 3
April 24
September 25
January 31
May 22
October 30
February 28
June 19
November 20
March 27
December 18
114
ANNUAL REPORTS
TO THE HONORABLE SCHOOL COMMITTEE SOMERVILLE, MASSACHUSETTS
MRS. FITZGERALD AND 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 seventeenth annual report, which is the seventy-third in a series of annual reports of the Somerville Public Schools, and covers the calen- dar year 1944.
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 1944 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 18, 1944.
115
SCHOOL DEPARTMENT
PART I REPORT OF THE SUPERINTENDENT OF SCHOOLS 1944
Just one hundred years ago, in 1844, Horace Mann, the father of free public education, in his eighth annual report to the Massachusetts. Board of Education, wrote the following statement:
"Are not the sufferings of past ages, are not the cries of ex- piring nations . . . a summons sufficiently loud to, reach our ears and to rouse us to apply a remedy for the present, an antidote for the future? We shall answer these questions by the way in which we educate the rising generation. If we do not prepare children to become good citizens-if we do not develop their capacities, if we do not enrich their minds with knowledge, imbue their hearts with the love of truth and duty, and a reverence for all things sacred and holy, then our re- public must go down to destruction as others have gone before it; and mankind must sweep through another vast cycle of sin and suffering, before the dawn of a better era can arise upon the world. It is for our government, and for that public opin- ion which in a republic governs the government, to choose between these alternatives of weal or woe."
Were Horace Mann alive today to repeat these words, they would surely serve as a definite challenge to public opinion and particularly to those who are charged with the enormous task of providing for the generations to come that birthright of every American citizen, an adequate education.
The situation in which this war-torn world finds itself today challenges every real American citizen to make sure that the re- sults of the terrific struggle being waged all over the face of our globe are the proper results to bring forth a lasting, per- manent world peace, where all peoples of all countries can and will live together in harmony.
116
ANNUAL REPORTS
We face the challenge of solving the problems of the great- est crisis in human history. The war must be won in order that all mankind throughout the world will be free, and that the dignity of humanity and its sacredness will be maintained. Our civil rights, our civilization, our right to knowledge, and our privilege of self government must be assured to maintain the American democracy.
1944 is the fifth year in which America has been concerned over this great crisis and is the third year in which our citizen- ry has actually participated in World War II.
Education has been called upon to take a very vital part in preparing for our active participation. America has always' prided itself upon its conviction that its education is an educa- tion for life. It must continue to be that, and if life is to con- tinue to have purpose and meaning for all people, it must be an education for life in which the immediate necessities are win- ning the war and preparing for the kind of world peace which will prevent future conflicts and allow us to live in harmony with our fellow men.
If it were felt that Education was making its utmost con- tribution to the war effort during the years 1940 through 1943 inclusive, it is becoming more evident daily that a greater con- tribution must be made in winning the peace than was made in, providing the manpower, the equipment, and the ammunition with which the brilliant achievement of our forces-military and civilian-abroad and at home in the military offensive has been effected.
Education has in peace times sought to develop intelligent, cooperative, and sympathetic citizens able to participate in worthy human relationships. It has also sought to develop in every individual the skills and understandings which will enable him to contribute to his own economic well-being and to the production of those goods and services necessary to a high standard of life. It has further sought to develop the ability to appreciate the responsibilities, duties, and benefits of citizenship in a democratic society.
To these objectives it has been necessary during the past three years to add the responsibility of directing the energies of those taking part in all phases of the war effort toward rendering services vital to the pursuit of the actual war. Pro-
117
SCHOOL DEPARTMENT
grams had to be modified in the light of the phase of the emer- gency at hand. In general, acceleration of attainment had to be made in (1) developing a courageous and cooperative morale, (2) developing better physical and mental health, (3) providing education geared to the necessary production for the benefit of the war effort, and (4) promoting an appreciation of and emphasis on the problems and experiences of every-day living. The manner in which the educational system of Som- erville has met the responsibilities of these implications for Education has been comprehensively set forth in the last three annual reports of the Superintendent of Schools.
It is very evident, however, that the culmination of the mil- itary activities of the war will not terminate the task of those charged with the duty of providing education for the youth and even the adults of America. As a matter of fact, the cessa- tion of military activities may be viewed as but the beginning of the real task ahead. Much must be accomplished through serious study and thought to develop the necessary philosophies and ideals which will result in the establishment of a per- manent peace. Even reaching that particular stage in the proc- ess of reconstruction is not the end so far as those associated with the educational processes are concerned. The type and kind of peace which will result is of extreme importance.
Will some kind of a world government or of a council of nations be established to maintain a lasting peace? For dec- ades, even centuries, there has been a so-called International Law, but nowhere has anyone been able to find an agency es- tablished to enforce it. So, a council of nations, with the neces- sary laws, will be of little help unless a further step establishes an agency to enforce the enactions of the council. To the end that an adequate peace be established, public opinion should set its goal and leave no stone unturned until such a peace re sults. Again, education will assume its proper place and do its share to obtain the proper result.
But what kind of an educational system will be needed to fulfill the requirements of this peace? It being impossible to prognosticate the time when this program will be called upon to function, because of the indefiniteness of the termination of hostilities, the final program cannot be formulated, but there are so many areas to study and consider in the makeup of the program that serious work must be done now. There must be modification and revision as the studies progress and as condi-
118
ANNUAL REPORTS
tions change, so that when the time arrives for the effective establishment and the operation of the plans evolved there will be no detrimental delays. Educational change is bound to come. Only the nature and the direction of the change can be controlled.
Education in America has shown that it can promote and extend physical and mental health, develop intelligent methods of proper use of resources, increase effectiveness in production, develop character, and produce good citizens. Can it not, then, effectively formulate the policies and procedures for the neces- sities of world peace ?
The trend of the considerations of the educators who have been working upon this task for a period of nearly three years indicates that there are two alternatives now facing American education, particularly on the secondary school level. There can be either a wisely planned and vigorously implemented program for improvement, adaptation, and extension of educa- tional services to youth, developed by local and state education- al authorities, or there can be created a federalized system of youth service.
Most certainly must public opinion endorse, promote, and support the first alternative and reject the second; for has there not always been, since the founding of our free educa- tional system, the conviction that education is a function of the state? Under state jurisdiction, particularly in this sec- tion of the country, educational systems have been operated successfully and efficiently. while federalization of education, even to the small degree to which it has been practiced through the C.C.C. and N.Y.A. movements, has not proved to be as suc. cessful as state-controlled education. These movements were designed primarily, under federal control and partially at fed- eral expense, to extend the learning years of students whose economic standing would not allow further schooling. In spite of the fact that in some respects fair results were obtained which provided many needed improvements to rural and local areas, they were not too successful and were discontinued shortly after the beginning of the war. Realizing that these statements are expressions of opinion of one associated with locally controlled education, it can nevertheless be concluded without fear of too much opposition that as surely as night follows day, if local and state authorities do not provide the first alternative, a wisely planned and vigorously implemented
119
SCHOOL. DEPARTMENT
program, the second, or federalized system of youth service, will be a reality. The American system of education, based on local control and initiative, is worth saving. We must save it now.
Education must, then, meet its responsibility by (1) antic- ipating the needs of youth in the postwar years, (2) moving to meet these needs as they develop, (3) planning for meeting the needs by obtaining adequate funds from local and state sources to make the service possible, (4) preparing the teaching pro- fession to make the necessary changes in curriculum and ad- ministration, (5) permitting the maintenance of sufficiently flexible secondary schools adequate to the tremendous educa- tional job to be done, and (6) transforming our secondary schools under local and state control into agencies serving all American youth, whatever their educational needs, through the entire period of adjustment to adult life.
Provision must be made, if all American youth are to be served,-and surely no other consideration should even be in our thoughts,-for differences in intelligence and aptitude, oc- cupational interests and outlooks, social and economic status, parental difficulties and cultural backgrounds, personal and avo- cational interests, and differences in mental health, emotional stability, and physical well being.
The postwar education must be dedicated to the proposition that every youth of every community, regardless of sex, eco- nomic status, or race, should experience a broad and balanced education which will (1) equip him to enter an occupation for which his abilities are suited, (2) prepare him to be a useful and aggressive citizen, exercising his right to the pursuit of happiness, (3) stimulate him to cultivate the ability to think rationally, and (4) help him to develop an appreciation of the ethical values of all life in a democratic society.
In preparing the teaching profession to make the necessary changes in curriculum and administration, much thought and study will necessarily be given to methods and techniques used in the presentation of the subject content of the curriculum. The question of how much of the "G.I." method of instruction can and should be given a place in postwar education is re- ceiving much discussion and serious thought. The answer to this question, however, has already been made to those in American education by officers and instructors in our armed
120
ANNUAL REPORTS
forces training centers who have been using the so-called G.I. methods. They have stated emphatically that the motivations for peacetime, education and for wartime education ( as prac- ticed in training camps) are quite different. In the armed forces the motivating objective is "Learn or die". In a world at peace, can or should such an objective be given the slightest bit of consideration ?
There are, however, four factors used in the training of the armed forces that can with considerable effectiveness be given greater prominence than has previously been given in our schools :
(1) Greater use of the audio-visual aids, such as moving pictures, charts, maps, etc.,
(2) More extensive use, particularly in the teaching of the languages, of the available recordings,
(3) Use of the team idea for class formation, and
(4) More definiteness and intensity in our motivating objec- tives.
These and these alone appear to be the methods from the G.I. plan which should be given attention.
Another very important matter requiring serious thought and consideration is the question pending decision in Congress as to whether or not there shall be required of all boys, and perhaps all girls, a year of compulsory military training.
It would seem unwise at this time to commit our boys and girls to a year of military training for the following reasons :
1. The present personnel needs of the armed forces are being met satisfactorily through the provisions of the Selec- tive Service Act. The proposed military training is, then, not for current needs but for postwar needs. No change is neces- sary in the Selective Service procedure to continue to provide the needs of military personnel after the defeat of our enemies.
2. It is impossible to foresee the actual international situation of postwar days while the war is still in progress.
121
SCHOOL DEPARTMENT
Whether or not a large standing army will be needed after the war for policing the peace should be decided then rather than 110W.
3. The year of military training, if adopted, will directly affect the children of the men now fighting in our armed forces. These men should have a voice in determining the soundness and desirability of the training.
4. This war is being waged with the hope that an enduring peace will result. Does not this proposed plan of compulsory military training infer that our expectations of an enduring peace are not to be realized and that we are to live forever in an armed camp ?
Surely all are unreservedly in favor of adequate prepared- ness, but our democratic tradition is strongly opposed, to a large standing army. Then, shouldn't the decision on this pro- posed legislation be delayed until such time as our armed forces return to advise us from firsthand knowledge, and until the effectiveness of the Selective Service Act is shown to be inad- equate ?
In case the legislation is hurriedly enacted by Congress, as it has been anticipated it may be, should not consideration be given to whether or not the education of boys and girls should be interrupted for a full year somewhere between their seven- teenth and twenty-third birthdays? This will be the case if the training be purely military. There is, however, an agree- able alternative which would provide for, some military train- ing in connection with the established educational institutions and be carried on concurrently, with a slightly lengthened pe- riod of schooling. Even here, however, it must be clearly kept in mind that any tendency towards a federalized youth service should be avoided.
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