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. This movement for moral education had an ardent champion in the Ethical movement. 1908 The First Congress was held at the University of London, London, England, on September 25–29, 1908. Michael Sadler served as president. The Congress counted altogether some 1,800 members and 2,000 volumes of the Papers on Moral Education were disposed of within less than four weeks after the first Congress met. Both educational magazines and leading daily papers rendered valuable assistance to the Congress. There were sessions on the following topics: The Principles of Moral Education; Aims, Means and Limitations in the various types of schools; Character Building by Discipline, Influence and Opportunity; the Problems of Moral Instruction; Relation of Religious Education to Moral Education; Systematic Moral Instruction; The Relation of Moral Education to Education under Other Aspects; the Problem of Moral Education under varying conditions of Age and Opportunity; Biology and Moral Education. 1912 The Second Congress was held at The Hague, Netherlands August 22–27, 1912. Dr. J. Th. Mouton was the President of the Executive Committee. 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. Over 1,000 members (apart from honorary members) were officially enrolled for the congress. Over 200 papers of some 2,000 words each were contributed and appeared in the five published volumes of more than 1,200 pages. The subjects dealt with and under discussion at the various sessions were: Moral Education and Character Building considered from the Denominationalist, the Undenominationalist and the Independent-Moralist points of view; Moral Education considered from social and national points of view Formation of the Will; Physical Training as a means of Character-Building; Moral Education considered from a Practical Point of View; the Moral Education of Adolescents; Character-Building in family life and in society at large; Character-Building of young people at educational institutions not dedicated to the ordinary primary education; Character-Building of Abnormal Children. This Congress stated it would not advocate