26 
INTERNATIONAL CONGRESS OF EDUCATION. 
the 
REPORT OF COMMITTEE OF ARRANGEMENTS, NATIONAL EDUCATIONAL 
ASSOCIATION, ON INTERNATIONAL CONGRESS OF EDUCATION, BY 
BON. WILLIAM T. HARRIS. CHAIRMAN. 
To the World's Congress Auxiliary of the World's Columbian Exposition : 
The Committee on International Congress of Education, appointed at 
your suggestion by the National Educational Association of the United 
States, beg leave herewith to report that they have extended due invita- 
tions to the friends of education and the workers in its several fields, in 
all foreign countries, and in the several States and Territories of the 
United States. Sympathetic response has been made everywhere to these 
invitations, and the number of those expressing intention to be present is 
larger than we had reason to hope, when we consider the number of 
foreign delegates enrolled at world’s congresses hitherto held ; and this, 
;00, without making any deduction for the much greater distances to be 
passed over to reach Chicago than to reach London, or Brussels, or Paris, 
or New York, from the centers of population. 
In preparation for the discussions to take place this week, the com- 
mittee has endeavored to select questions of international interest— 
questions that affect the management of schools in all countries, wherever 
‘hey are. And the renewed and increasing interest in school education 
in all civilized countries at this time is an occasion for congratulation 
among all friends of human progress. 
The central place of school education among the great regenerating 
movements of modern civilization is obvious when one looks over the list 
represented in the series of congresses which have held their sessions in 
‘his edifice since its opening in May, or are to follow between this and the 
middle of October. The common characteristic of movements that help 
forward civilization is that they increase self-help in the individual. 
There is no institution that does so much for increasing the power of self- 
help as the good school. It uses the time of youth—the time not yet of 
tull value for productive industry, and yet most fruitful for growth in 
intellect and power of will. Education gives directive power—the power 
-0 combine things, and the power to combine men. 
It is therefore with a strong show of reason that the teachers of our 
schools point to the exhibits in the vast aggregate of the World’s Fair, 
and claim a large share in the development of the producing causes that 
aave furnished the display of industry and skill and taste. 
It is confidently hoped that the discussions of these congresses will help 
make clear to us not only the strong points of our school systems, but 
also the needs and defects which exist and prevent the highest achieve- 
ment. 
The fifteen departments of this congress, which hold their sessions in 
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