tricted by courts and public opinion, schools are the perfect place for the type of moral education advocated by Ebel. A sense of respect for regulations and discipline in the schools, along with the examples provided by teachers, "can be powerful influences in moral education" (Ebel, 4).
             Ebel's article makes many recommendations of what schools should and should not be, and can and cannot do. He does not, however, explain to the reader exactly how schools should be structured. The author lists some of the qualities that he believes make up a "good learning environment" (Ebel, 6). Some of these qualities seem fairly obvious, for example, "capable, enthusiastic teachers" and "a class of willing learners." Another quality listed by Ebel, reveals the author's belief in traditional methods of teaching as well as learning. By advocating "formal recognition and reward of achievement," the article mentions traditions including "tests and grades, reports and honor
             ...