When Judd was dismissed from his position as a provisional fire fighter for the town of Arlington because of his alleged poor performance at the Massachusetts Firefighting Academy (Academy), he brought this action against the defendant McCormack, the chief of training at the Academy,
I. The Evidence.
We relate the evidence in a light most favorable to Judd. See.
Tosti
v.
Ayik,
Training at the Academy consisted of two components, classroom instruction and field drills and exercises. In addition to receiving numerical grades on written examinations, each recruit’s performance, in the classroom and on the field, was
At the end of the training program and just before graduation, the Academy would prepare a letter for each recruit’s city or town appointing authority in which the recruit’s performance and qualifications as a fire fighter would be described and assessed. As was known by the Academy, the letters had a major impact on the recruits’ prospects for permanent employment. Although signed by McCormack as chief of training, the letters were actually prepared and written by Mararian on the basis of the instructors’ written evaluations which were turned in to him. After drafting the individual letters, Mararian would leave them with McCormack for his signature. McCormack did not engage in any actual instruction and did not know any of the recruits personally. He would sign the letters without conferring with Mararian, the instructors, or the recruit.
In his letter concerning Judd, McCormack does point out his very high numerical grades on the written examinations. He notes, however, that Judd received twenty-eight demerits, which was eight more than the class average. The most critical and detrimental portions of the letter pertain to Judd’s “performance of the required physical phases of training.” Here Judd was described as showing “reluctance to cooperate with the Instructors, report on time . . . [and] a general lack of discipline,” displaying a “tendency when under pressure to show stress and become confused . . . [and] not being able to function effectively in a fire involved area or smoke filled environment,” and as “constantly attempting] to let someone else do the necessary work whenever possible.” The final sentence of the letter reads: “It is the opinion of the training staff at the Massachusetts Firefighting Academy that Firefighter Judd has not shown the necessary psychological and physiological skills necessary to perform effectively as a firefighter.”
Those instructors called to testify at trial all related that Judd asked many questions in class, sometimes in a challenging manner. They claimed that, on the field exercises, he would leave his assigned position, that he would not volunteer or participate in drills unless required to do so, and that his performance was seriously lacking in critical areas.
Judd explained, rather than disputed, the occurrence of the incidents cited by his instructors. He explained that when he
Judd answered to the criticisms of his field performance as follows. Opportunities to volunteer for drills were rare and participation was mostly on an assigned basis. He performed a pit fire drill as required. When not involved in the pit fire drill, he took photographs of that exercise as souvenirs for himself and his classmates, and he was allowed to do so.
There was no dispute that it was important for the members of a hose-line team to maintain their assigned positions along the line. In this way, each team member knows exactly where the others are and what they are doing. There was also no dispute that Judd broke from his position several times. Judd explained each incident. As his team was bringing a hose-line into a burning building, the recruit working the water pump called out for instructions. Judd left his position, ran back to the recruit, and explained the valves and pressure problems. By the time he returned to his assigned position, his team had brought the hose up the stairs.
On the second occasion, Judd was in the fourth position as his team was bringing a hose up a stair well. They were to enter a room at the top of the stairs and extinguish a fire. They had gone several flights when the hose failed to give. Judd called down the stair well for someone to untangle the hose,
In another, but similar, exercise Judd’s team was attempting to enter a smoke-filled room. He was in the second or third position on the hose-line. He heard people yelling “ventilate, ventilate” and felt a hard slap across his back. He construed the calls and slap as a command. He left the hose-line, entered the room, and opened the windows to release the smoke. He returned to the hose-line, taking the last, rather than his original, position. He thought it inappropriate to assume his assigned place because his team members had moved up on the line to take his empty place.
Turning to the criticism of his ability to deal with fire and flammable liquids, Judd related that in this drill, he was the “nozzleman.” His team was without breathing equipment when they entered a room thick with black smoke. Judd followed procedure and sprayed fine mist about the ceiling to cool or extinguish the fire. There were noxious fumes and Judd called out to an instructor that flammable liquids were present. The instructor ordered the team to back out from the room and leave the fire for a team with appropriate breathing apparatus.
As for a complaint from a classmate that Judd had failed to maintain his position and hold a ladder secure as the recruit descended the exterior wall of a building, Judd stated that he was holding- the ladder. He agreed that it was a bit shaky but only because his feet were slipping on the snow and ice.
Judd related one incident, early in the training course, where he deservedly received harsh criticism. Judd was not a participant in a drill in which a recruit was to drive a fire truck to a hydrant. From his observation point, Judd thought that the truck was not close enough to the hydrant for the hose to be attached. He called out for the driver to pull up some more. At the time he called out, he was unaware of the fact that another recruit was stepping from the back of the truck with the hose. Judd stated that although he was only trying to help his classmates, he later realized that he had put a member of
II. Existence of a Privilege.
Judd has alleged from the outset that the statements in McCormack’s letter and Byrne’s evaluation were false and malicious. McCormack and Byrne have insisted that their statements were true and absolutely privileged. There can be no dispute that a privilege existed, and the question here is its scope.
We agree with the trial judge ’ s conclusion that the protection afforded the defendants was conditional, rather than absolute. See
Vigoda
v.
Barton,
III. Abuse of the Privilege.
We apply the law to the evidence taken in the light most favorable to Judd to determine whether it was sufficient to show that McCormack and Byrne had abused their conditional privilege. The statements, as well as the circumstances under which they were made, must be considered. “Our cases have recognized that a conditional privilege may be abused, and
Turning first to the statements themselves, we note that even though Judd’s claim is one for the intentional interference with an advantageous relationship, it is based upon what Judd alleges to be defamatory, or false and malicious, statements. The evidence shows as matter of law, however, that McCormack’s letter and Byrne’s evaluation are “nonactionable statements of opinion.”
Aldoupolis
v.
Globe Newspaper Co.,
Although Byrne’s evaluation was expressed in some tasteless and harsh language, his choice of words bespeaks an impolite bluntness rather than malice. “Malice has been stated to require evidence of an improper motive, ’
Hartmann
v.
Boston Herald-Traveler Corp.,
Nor do we see malice or recklessness in McCormack’s use of the words “psychological and physiological.” No reasonable reader of those words in the context made would construe them as conveying diagnostic facts. When all is said and done, McCormack stated “in an oblique or hyperbolic manner,”
Hoesl
v.
United States,
It was also Judd’s position at trial that McCormack abused his privilege by writing the letter with a reckless disregard as to its truth or falsity. There is no conflict in the evidence concerning McCormack’s actual knowledge of Judd’s lack of ability. McCormack had no knowledge whatsoever of Judd, and he made no inquiry of Mararian, any of the instructors,
If the evidence can be construed so favorably to Judd as to show that his instructors took a strong dislike of him, Judd still did not sustain his burden of proof. The procedures by which information for the letter was compiled and the circumstances, in their totality, under which it was written and sent show neither recklessness nor animus toward Judd. See
Caverno
v.
Fellows,
Judd’s proof shows, at best, that he did not endear himself to his instructors. That is too weak an evidentiary basis upon which to allow a conclusion that the defendants had abused the privilege given them as protection for their honesty and candor in furthering an important public interest.
IV. Conclusion.
Because the plaintiff failed to prove that the defendants abused their conditional privilege, the defendants’ motion for a directed verdict or their motions for judgment notwithstanding
So ordered.
Notes
The deputy chief of training at. the Academy, Harold E. Mararian, was also named as a defendant. However, he died prior to trial, which did not commence until 1986, about nine years after the complaint was brought. The action against him was dismissed upon stipulation of the parties.
As explained by Byrne upon cross-examination, that term is a slang expression for a fire fighter who is always asking questions. In the same vein, another instructor wrote that Judd would “make one hell of a firehouse lawyer.”
One of Judd’s classmates testified that, although Judd had asked many questions in class, he did not view Judd’s questions as dismptive to the lectures. None of the instructors who testified thought Judd’s questions foolish as much as they thought them too frequent, mostly irrelevant to the methods being taught, and very time consuming.
