SUPPLEMENTARY READING
Graves, During the Transition (Macmillan, 1910), pp. 305-311; and Great Educators (Macmillan, 1912), chap. VI; Monroe, Text-book (Macmillan, 1905), chap. IX. For a more extended account of Locke, read his Thoughts and Conduct, and Fowler, T., John Locke (Macmillan, 1901). The literature of formal discipline is most extensive and the subject is still under discussion; but a good summary of all written up to 1911 is furnished in Heck, W. H., Mental Discipline and Educational Values (John Lane, New York), and later articles can be found by consulting the index of The American Psychological Review. In a doctoral dissertation (University of Virginia), John Locke and Formal Discipline, Hodge, F. A., makes it clear that the common interpretation of Locke as a formal disciplinarian is unfair. The most typical of the earliest opposition to the disciplinary argument is probably found in Thorndike, E. L., Educational Psychology (Teachers College, New York, 1910), chap. VIII; the sanest discussion of the possible transfer of ideals appears in Bagley, W. C., Educative Process (Macmillan, 1905), chap. XIII; and the reaction to the reaction is best portrayed by Angell, Pillsbury, and Judd in Educational Review, vol. XXXVI, pp. 1-43. Lyans, C. K., in his article upon Formal Discipline (Pedagogical Seminary, vol. XXI, pp. 343-393) makes a most careful analysis of the interpretations of the defenders and opponents of the theory, and gives a very thorough discussion of transfers.