{'fraction_non_alphanumeric': 0.0201949860724234, 'fraction_numerical': 0.002785515320334262, 'mean_word_length': 4.61328125, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 1, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Book Review: The School and Moral Development

Books on moral education have a long history. Since the writing of the Republic, if not the formulation of the Decalogue or even the Code of Hammurabi (ca. 1900 B.C.), men have reflected on the requirements for a more morally ideal person. In fact, it could be said that every major book of educational import, from the Emile to Beyond Freedom and Dignity, contains strong implicit, if not explicit, views on moral ends and means. This long history becomes disturbing if one concurs with the consensus that mankind still remains at a low level of moral development. Could it be that part of the reason for our continuing corporate failure at moral education is due to our being misled by this history? If we do not possess the concepts by which to understand the nature of schools and if we have no reliable data on the effects of different kinds of schools on students, then it is no wonder that moral ideals have never been efficiently inculcated by our schools. For Barry Sugarman, the school has never been adequately analyzed as a social structure, and consequently, the effects of such a social organization on the moral development of pupils are patently missing in the history of the literature. In this complex, uneven, but provocative sociological study, Sugarman sets out to break new ground in the continuing saga of man's search for a more morally effective mode of education.