International Moral Education Congress
Among its members were Catholics, Anglicans, Jews, Unitarians, Hindus, Muslims, Buddhists, Nonconformists, Ethicists, Rationalists, Positivists, and others.
The league also employed a demonstrator, Frederick James Gould, who acquired an international reputation for his numerous books on moral lessons.
And, finally, in England, the Code of the Board of Education for 1906 stated that "Moral instruction should form an important part of every school curriculum".
Educationists generally laid increasing emphasis on the moral factor in education, while men in every walk of life came more and more to feel that the training of the intellect must be accompanied by the development of character if the school is to serve effectively the nation and humanity.
[6] The following twenty-three countries sent official government delegates: Belgium, Bulgaria, Canada, Chili, China, Denmark, Egypt, France, Greece, Haiti, Hungary, India (British), Ireland, Japan, Norway, Portugal, Russia, Romania, South Australia, Spain, Sweden, Turkey and Tunis.
The first aim of the Second Congress, as of the first, was to cultivate the co-operation of men and women representing different schools of thought in matters of education, giving every one an opportunity in the spirit of toleration, of defining and explaining his opinion and point of view.
Frederick Pollock gave the inaugural address on behalf of the International Executive Council (London), and was followed by the newly elected president of the Congress, Adolphe Ferrière, who was an advocate of progressive education.
Among the speakers during the eight sessions, perhaps the most popular were three—Professor Foerster; Albert Thomas, Director of the Labor Office of the League of Nations; and Robert Baden-Powell, the founder of the Scout Movement.
A special session was held in the hall of the Secretariat of the League of Nations, chaired by Gustav Spiller, which included Nitobe Inazō, Director of the Section of International Bureaus.
The Congress approved of the establishment of an International Moral Education Bureau at The Hague, and decided to form a permanent association of educationists of the world, based on the 29 national committees already existing.
He synthesized the congresses' aims and ideals, the theoretical and institutional outlines, the socio-professional profiles of the participants, the status of their contributions, and the disciplines invited to discuss the issues.
