In the cultivation of the mind, far more importance is attached to the formation of virtuous habits, and even of those social qualities which go by the name of "good breeding," than to the mere inculcation of knowledge. "I place Virtue as the first and most necessary of those endowments that belong to a Man or a Gentleman; as absolutely requisite to make him valued and beloved by others, acceptable or tolerable to himself." Wisdom, that is to say, "a man's managing his business ably, and with foresight, in this world," comes next in order. In the third place is Good Breeding, the breaches of which may be all avoided by "observing this one rule, Not to think meanly of ourselves, and not to think meanly of others." Learning, though "this may seem strange in the mouth of a bookish man," he puts last. "When I consider what ado is made about a little Latin and Greek, how many years are spent in it, and what a noise and business it makes to no purpose, I can hardly forbear thinking that the parents of children still live in fear of the Schoolmaster's Rod." "Seek out some body that may know how discreetly to frame your child's manners: place him in hands where you may, as much as possible, secure his innocence, cherish and nurse up the good, and gently correct and weed out any bad inclinations, and settle in him good habits. This is the main point, and, this being provided for, Learning may be had into the bargain, and that, as I think" (a very common delusion among the educational reformers of Locke's time), "at a very easy rate, by methods that may be thought on." These being Locke's ideas as to the relative value of the objects to be aimed at in education, we need feel little surprise at the disfavour with which he viewed the system of the English Public Schools.