interaction. In doing so, he argued that students would become active learners, who could claim knowledge for themselves. Montaigne's views on child education continue to have an influence in the present. Variations of Montaigne's ideas on education are incorporated into modern learning in some ways. He argued against the popular way of teaching in his day, encouraging individualized learning. He believed in the importance of experience, over book learning and memorization. Ultimately, Montaigne postulated that the point of education was to teach a student how to have a successful life by practicing an active and socially interactive lifestyle. John Locke In Some Thoughts Concerning Education and Of the Conduct of the Understanding John Locke composed an outline on how to educate this mind in order to increase its powers and activity: "The business of education is not, as I think, to make them perfect in any one of the sciences, but so to open and dispose their minds as may best make them capable of any, when they shall apply themselves to it." "If men are for a long time accustomed only to one sort or method of thoughts, their minds grow stiff in it, and do not readily turn to another. It is therefore to give them this freedom, that I think they should be made to look into all sorts of knowledge, and exercise their understandings in so wide a variety and stock of knowledge. But I do not propose it as a variety and stock of knowledge, but a variety and freedom of thinking, as an increase of the powers and activity of the mind, not as an enlargement of its possessions." Locke expressed the belief that education maketh the man, or, more fundamentally, that the mind is an "empty cabinet", with the statement, "I think I may say that of all the men we meet with, nine parts of ten are what they are, good or evil, useful or not, by their education." Locke also wrote that "the little and almost insensible impressions on our tender infancies have very important and lasting consequences." He argued that the "associations of ideas" that one makes when young are more important than those made later because they are the foundation of the self: they are, put differently, what first mark the tabula rasa. In his Essay, in which is introduced both of these concepts, Locke warns against, for example,