=Origin, Significance, and Influence of the Theory of Formal Discipline.=--This emphasis upon discipline in training of every sort--intellectual, moral, physical--has often caused Locke to be regarded as the first great exponent of the educational doctrine of ‘formal discipline.’ That theory has been so widespread and important during the past two centuries as to require consideration here. During the Middle Ages and the early period of humanism Latin was not only of cultural, but of practical utilitarian value. It was the language of the Church and of diplomacy, and in it was locked up all the learning of the times. All guidance in science, literature, philosophy, and politics that received any consideration was couched in its terms. But with the decline of ecclesiastical influence, the development of vernacular languages, and the scientific awakening in the seventeenth century (see pp. 163 f.), this utilitarian argument for the study of Latin was largely swept away. Appeal was then made in behalf of the subject to the doctrine of ‘formal discipline,’ which was supported by the ‘faculty’ psychology of Aristotle. It was held that the study of Latin yields results out of all proportion to the effort expended, and gives a general power that may be applied in any direction. A similar claim was before long made for Greek and mathematics. Mathematics was declared to sharpen the ‘faculty of reason,’ while the classic languages were believed to improve the ‘faculty of memory.’ Consequently, it gradually came to be argued by formal disciplinarians that every one should take these all-important studies, regardless of his interest, ability, or purpose in life, since he would thus best prepare himself for any field of labor. All who proved unfitted for these particular subjects have, therefore, been supposed to be not qualified for the higher duties and responsibilities, and to be unworthy of consideration in higher education. [Sidenote: Used by scientists.] [Sidenote: Effect upon institutions of various countries.]