In short, Mill thought character depends on “the direction given to the desires and passions of men.” To this effect, the “business of good education” is to associate the “grand objects of desire” – e.g., wealth, power, dignity – with “admirable qualities” in individuals (e.g. “great intelligence, perfect self-command, and over-ruling benevolence”), not wicked ones (e.g. “flattery, back-biting, treachery”) (Mill 1992, 193; Mill 1829a, II.245). Since the political (and legal) arrangements in a society are very powerful in solidifying such associations through various institutions and practices, “Political Education” is “the key-stone of the arch” (Mill 1992, 193). Not only is government responsible for fostering proper habits and associations with good laws, justice and the eradication of corruption, according to Mill; but also, government should be held accountable when it failed to do so.