[Sidenote: Evolved through the disappearance of the utilitarian argument.]
[Sidenote: Every one should take certain studies, regardless of interest.]
=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: Effect upon institutions of various countries.]
This doctrine of formal discipline has had a tremendous effect upon each stage of education in practically every country and during every period until recently. Even the scientists and advocates of a variety of other subjects, instead of arguing for content value and particular training, have made strenuous efforts to meet this argument by pointing out the formal discipline in their own studies (see pp. 404 f.). Excellent examples of the effect of this theory upon educational institutions are found in the formal classicism of the English grammar and public schools and universities and of the German gymnasiums. While in the United States a newer and more flexible society has enabled changes to be more readily made, as late as the last decade of the nineteenth century, Greek, Latin, and mathematics largely made up the staples in many high schools, colleges, and universities, and the husks of formal grammar were often defended in elementary education upon the score of formal discipline.