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. CHAPTER XVII EDUCATION IN THE AMERICAN COLONIES OUTLINE The schools of the American colonies closely resembled those of the European countries from which the colonists came, and were influenced by the various religious conceptions of education that were current in each case. In general, where the Calvinistic attitude prevailed, the colonies attempted universal education, but where the Anglican communion dominated, the aristocratic ideal of education was in evidence. Three types of colonial school organization appeared: (1) _laissez faire_ in Virginia; (2) ‘parochial’ in New Netherlands; and (3) governmental activity in Massachusetts. The South generally followed the same plan as Virginia, and New York (after the English occupation) and Rhode Island also developed on this basis. The other Middle and New England colonies followed the parochial and governmental patterns respectively. [Sidenote: The seventeenth century a period of ‘transplantation of schools.’]