New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1896-04-22
THE MAYOR AND THE SCHOOL BILL.

Mayor Strong Is taking ample time TO weigh
the merits Of the School bill; more tine. indeed
than some jealous advocates of the measure
think necessary But no complaint can be justly
made on this account. The bill Is one Of great
Importance and it is entitled to studious con-
sderatlon The purpose Of the constitutional re-
Qnirement is not fulfilled by a snap judgment
such as Mayor might render at a moments
notice. especially If his personal preference in
given case happened to be strong. He repre-
sents the municipality, and 1t is the consent or
dissent of the municipality which he is instruct
ed to express We believe that n large majority
of the intelligent citizens Of New-York who have
given enough thought TO this question to make
their opinions respectable are heartily in favor
of the bill: but the opposition. though 1t has
been defeated as we think in the field OF argyll
ment. and has once lost It's case In the Legis-
lature has full warrant for all its efforts to win
the Mayor to its side, and might properly cen
sure him If he betrayed an unwillIngncss TO
listen with patient attention to all 1t had to say
We sincerely hope that Mayor Strong will
approve the School bill, for though the DISPOSE
ton of the Legislature would probably be to
pass 1t over his veto, the time for action after
its return to Albany will be short. and accidents
who have worked for It's enactment the bill has
had better fortune than could reasonably have
been predicted for It, Considering the natural
proclivites of the machine managers. we have
been surprised at their willingness to LET 1t pass
in opposition 10 the desire Of Tammany Hall
and of certain other elements in the community
which usually have much influence on legisla
ton The explanation probably Is that Gov
ernor Morton feels very strongly ON the sub
| ject and the machine. which was resolved TO
| get his signature to the Ranes bill and the
| Greater New-York bill at all hazards, had the
| decency TO make this concession. But. however
that may be- the bill has been passed and the
Governor Is eager to sign it. and it would be a
great pity II reform long and steadfastly
supported in the face Of many obstacles and
discouragements should be postponed again in
| definitely when success seemed certain.
To Justify the statement that the opponents
Of the School bill have been defeated in the dis
cussion we point to the fact that about the only
argument on which they now inslst-the one to
which they seem to pin their faiths that the
abolition Of the ward trustees would put the
people tout Of touch with the schools, and cut
off their only familiar and easy approach 10 the
educational establishment. The assumption on
which this theory Is based must be that the
trustees are objects Of affection and confidence
to the people of their districts; that the ward Is
like large family Of which the trustees are the
parents The truth Is that no such relation ex-
lists, and nobody who feels any desire or need
for communication with the school authorities
will have the least difficulty in attracting their
| attention II the bill becomes a law. There Is no
reason why the inspectors should not serve
every purpose which the trustees In theory serve
and In practice too commonly abuse. We &C
knowledge frankly that there are trustees whose
interest in the schools is wholly unsefsh, and
whose faithful performance Of their duties Is an
honor to them. But the system cannot be judged
4 by exceptions. Moreover, we venture to say tina
If all the trustees were like the few, the system
would still stand condemned as Illogical, nhar
moni0us and unfavOrable to the production Of
the best results in common school education.
The conclusive argument is that our schools
by general consent are not what schools ough
to be in great city which spends Its money
upon them lavshly-are not up to a STANDARD
which Is maintained elsewhere and which Il
none too high. 1t Is conceded, not by all bu
by many of the opponents of this bill, the chic
feature Of which Is the concentration OF author
ity through the abolition Of the trustees that th
educational establishment ought to show bette
results; and that acknowledgment. as it seem
to us, is a practical confession of judgment
Certainly the existing system has been in opera
ton long enough to demonstrate all the merit
1t possesses If It's product is not satisfactory
common sense demands a change, and such
change as will not intrench but eradicate tina
feature which has given to the whole admins
tration its distinctive character.