Graves, _During the Transition_ (Macmillan, 1910), chap. XVIII; and _Great Educators of Three Centuries_ (Macmillan, 1912), chaps. II, IV, and VI; Monroe, _Text-book_ (Macmillan, 1905), pp. 461-501. The following works are standard for the authors mentioned: Adamson, J. W., _Pioneers of Modern Education_ (Macmillan, 1905), chap. III (Bacon); Barnard, H., _German Teachers and Educators_, pp. 343-370 (Ratich); Fowler, T., Bacon’s _Novum Organum_ (Oxford, Clarendon Press); Laurie, S. S., _John Amos Comenius_ (Bardeen, Syracuse, 1892); Monroe, W. S., _Comenius_ (Scribner, 1900); and Quick, R. H., _Educational Reformers_ (Appleton, 1896), chap. IX (Ratich) and X (Comenius). An account of sense realism is afforded by Adamson, _op. cit._, chap. I, and of its effect upon the schools by Barnard, _op. cit._, pp. 302-317, and by Paulsen, F., _German Education_ (Scribner, 1908), pp. 117-133. CHAPTER XVI FORMAL DISCIPLINE IN EDUCATION OUTLINE Locke is often classed with the advocates of realism or of naturalism, but the keynote to his thought is ‘discipline.’ This is to be obtained in intellectual training through mathematics; in moral training, through the control of desires by reason; and in physical training, through a ‘hardening process.’ Locke has, therefore, often been viewed as the great advocate of the theory of formal discipline, according to which certain subjects yield a general power that may be applied in any direction, and should be studied by all. This doctrine has greatly influenced education, but in the late nineteenth century there was a decided reaction from it. Recently this extreme reaction has been modified, and a position taken with which Locke’s real attitude would seem to be in harmony. [Sidenote: Often classed as an early realist, a sense realist, or a naturalist.]