There seems to be a link between traditional Judeo-Christian morality and successful school administration. Interviews of more than 200 practitioners in the Chicago (Illinois) area reveal that public school practitioners and religious practitioners often share similar values. Further, site studies show that the policies of the interviewees agree with their responses. By advocating the practice of morality in schools, Durkheim reinforces the validity of the relationship. Traditional Judeo-Christian values involve accepting the present authority; strong adult control over children; an emphasis on good behavior; collectivism; respect for traditions; religious activities; and equality. In successful schools, adults have authority; hard work and good behavior are stressed; pride in the group is expressed; rituals are important; and students are considered equal, regardless of accomplishment. The conservatism of Edmund Burke and contemporary functionalism support the claim for tradition. Practitioners can conclude that morality is a valuable resource; moral sentiments should be communicated to one another; hierarchy should be observed; equality should be practiced; reward and punishment should be practiced; tradition is a significant source of authority; rituals can convey values and inspire artistic expression; religion in licensed schools should be serious and nonsecularized; and effective preaching (urging listeners to apply ideals) contributes to the success of schools. Included are 27 references. (RG)