Summary of "Children’s Morality Code of 1916" Episode of Stuff You Missed in History Class

Stuff You Missed in History Class, hosted by Holly Fry and Tracy V. Wilson, delves into the intriguing and unsettling history of early 20th-century efforts to codify children's morality in the United States. This episode, titled “Children’s Morality Code of 1916”, explores the origins, implementation, and eventual decline of a nationwide contest aimed at defining the moral framework for American youth.

1. Introduction to the Morality Code Contest

The episode begins with Holly Fry referencing a previous discussion about Gertrude Chandler Warner’s book, Good First Lessons for the Little Ones. This leads to an exploration of a 1916 initiative by the National Institution for Moral Instruction in Washington D.C., which sought to establish a standardized morality code for children.

Holly Fry [02:14]:
"It was a truly intriguing, quite creepy and disturbing story that ties to evolving views on childhood, child labor laws, unrealistic patriotism, and a contest to see who could come up with the best morality code for kids."

2. The 1916 National Institution for Moral Instruction Contest

On February 22, 1916, the National Institution for Moral Instruction announced a contest offering $5,000 for the best set of moral guidelines suitable for teachers and parents to train children. Each state was invited to submit at least one entry, with a maximum of six entries per state.

Milton Fairchild [03:04]:
"On February 22, 1916, the National Institution for Moral Instruction in Washington D.C. announced a contest ... the entries would all be bound together in textbook format so that the public would have access to them in their entirety, but only one of them would be declared the winner." [03:04]

The contest emphasized principles such as wisdom, justice, courage, and temperance, explicitly excluding theological dogmas to ensure a secular approach to morality education.

3. Milton Fairchild and His Approach to Moral Education

Milton Fairchild, the head of the National Institution for Moral Instruction, played a pivotal role in this initiative. Fairchild, originally Edwin Fairchild, was a former Unitarian minister who transitioned to educational reform to promote secular moral education.

Holly Fry [16:00]:
"Milton Fairchild, whose first name was Edwin, sort of formed a bridge between the two ideologies we just discussed ... he sought a secular approach to it rather than one that was rooted in Christianity." [16:00]

Fairchild aimed to create a balanced approach between institutionalized morality education and fostering children's ability to navigate moral dilemmas independently.

4. Societal Context of Early 20th Century America

The early 1900s in America were marked by significant societal changes, including the Keating-Owen Act of 1916, which regulated child labor, and a surge in immigration that necessitated the assimilation of immigrant children into American culture. These factors contributed to a growing emphasis on childhood as a distinct and precious phase of life, fueling initiatives to define and instill American values in the younger generation.

Holly Fry [08:31]:
"There were concerns about how the children of those immigrants were going to assimilate into the culture of the United States ... reformers saw an opportunity to teach immigrant children how to be proper US Citizens." [09:53]

5. The Hutchins Code: Structure and Critique

The contest culminated in the selection of William J. Hutchins of Ohio as the winner. Hutchins, then president of Berea College in Kentucky, proposed the Hutchins Code, which outlined 10 laws of right living aimed at fostering good American citizenship.

Milton Fairchild [21:07]:
"Hutchins code laid out 10 laws of right living, which are ... The law of self control ... The good American controls himself." [21:07]

While the Hutchins Code aimed to provide clear guidelines for children, it faced criticism for being ableist and overly simplistic. For example:

Holly Fry [22:08]:
"The beginning of this list is ableist ... there’s tons of ableist stuff." [22:08]

The code emphasized traits like self-control, reliability, and teamwork, but its rigid structure failed to account for the nuanced and diverse nature of individual moral development.

6. The Second Contest and Fairchild’s Controversial Views

Undeterred by criticisms, Fairchild launched a second contest in 1917, this time offering $20,000 for the best method of character education. This phase revealed disturbing aspects of Fairchild’s ideology, including elements of eugenics and authoritarian control over children deemed unfit.

Milton Fairchild [25:23]:
"Children who cannot be educated into sound character will be taken charge of at maturity by the state and kept under control, prevented from breeding and crime during their natural life." [25:23]

Fairchild advocated for extensive state intervention, including the establishment of state-run containment facilities for children who failed to adhere to the moral guidelines, reflecting a deeply flawed and oppressive approach to child rearing.

7. The Character Education Inquiry and Its Outcome

In response to the growing controversy and practical challenges of implementing the morality code, academics Hugh Hartshorn and Dr. Mark A. May initiated the Character Education Inquiry (1924-1930). Supervised by psychologist Edward Thorndike, this research aimed to evaluate the effectiveness of the morality codes in schools.

Holly Fry [38:07]:
"The Character Education Inquiry had a massive impact on both public and academic perception of the morality code and its teaching, and most schools abandoned it by the 1930s." [38:07]

The inquiry's findings were critical, suggesting that merely teaching general ideas about morality without practical application was ineffective and potentially harmful. The conclusion highlighted that:

Holly Fry [38:55]:
"... the mere urging of honest behavior by teachers or the discussion of standards and ideals of honesty ... has no necessary relation to the control of conduct." [38:55]

This research significantly undermined the credibility of the morality code initiative, leading to its decline and abandonment in educational institutions by the early 1930s.

8. Conclusion: The End of the Morality Code Movement

Despite Fairchild’s persistent efforts to promote character education, the Character Education Inquiry exposed fundamental flaws in the approach, leading to widespread rejection of the morality code in schools. Fairchild continued his advocacy but faced declining health, passing away in December 1939.

Holly Fry [40:42]:
"Fairchild kept trying to find ways to implement morality and character education in schools, but he was also declining in health, and after an extensive illness that began in 1932, he died in December of 1939." [40:42]

The episode concludes by acknowledging ongoing discussions about moral education, emphasizing that while this particular movement ended, the quest to effectively teach morality to children persists.

Notable Quotes

• Holly Fry [02:14]:
  "It was a truly intriguing, quite creepy and disturbing story that ties to evolving views on childhood, child labor laws, unrealistic patriotism, and a contest to see who could come up with the best morality code for kids."

• Milton Fairchild [03:04]:
  "On February 22, 1916, the National Institution for Moral Instruction in Washington D.C. announced a contest ... the entries would all be bound together in textbook format so that the public would have access to them in their entirety, but only one of them would be declared the winner."

• Holly Fry [22:08]:
  "The beginning of this list is ableist ... there’s tons of ableist stuff."

• Milton Fairchild [25:23]:
  "Children who cannot be educated into sound character will be taken charge of at maturity by the state and kept under control, prevented from breeding and crime during their natural life."

• Holly Fry [38:55]:
  "... the mere urging of honest behavior by teachers or the discussion of standards and ideals of honesty ... has no necessary relation to the control of conduct."

Final Thoughts

The “Children’s Morality Code of 1916” episode offers a compelling glimpse into early 20th-century America's attempts to systematically shape the moral landscape of its youth. Through the lens of Milton Fairchild’s controversial initiatives, the podcast highlights the complexities and ethical dilemmas inherent in institutionalizing morality education. The episode serves as a cautionary tale about the intersection of education, societal values, and the lengths to which reformers may go to achieve their vision of a morally upright society.