Material rewards are equally condemned by Locke as the physical punishment. He admits, however, that pain and pleasure, reward and punishment, are “the only motives to a rational creature,” “the spur and reins whereby all mankind are set to work and guided.” “Remove hope and fear, and there is an end of all discipline” (7: p. 33). What he wished, was to accustom children to connect their hope and fear, pain and pleasure, with proper objects, in such a way as not to form those habits which are detrimental to their future happiness and virtue. There is a force or motive power in human life equally strong or even stronger than material, physical pain and pleasure. It is the sense of honor, the desire for esteem and the hate of disgrace. This shall be used as the lever to move the young. “Make his mind as sensible of credit and shame as may be; and when you have done that, you have put a principle into him which will influence his actions when you are not by; to which the fear of a little smart of a rod is not comparable; and which will be the proper stock whereon afterwards to graft the true principles of morality and religion” (7: p. 177). If you succeed in this, “by all arts imaginable,” “the business is done and the difficulty is over” (7: p. 34). Locke does not believe in “charging children’s memories upon all occasions with _Rules_ and precepts, which they often do not understand, and constantly so soon forget as given” (7: p. 38). Mere admonition or verbal instruction cannot teach what long experience and broad generalization alone taught the race. Even commanding is more effective than teaching. But the lesson by example, learning by imitation, is the method he recommends. “The tincture of company sinks deeper than the outside; and possibly, if a true estimate were made of the morality and religions of the world, we should find that the far greater part of mankind received even those opinions and ceremonies they would die for, rather from the fashions of their countries, and the constant practice of those about them than from any conviction of their reasons” (7: p. 128). If this is true of those in whom reason is already developed, still more so with children. So, the self-discipline of parents themselves, the most careful choice of tutor, friends, nurse, governess, and servants, are spoken of by Locke as a matter of the first importance. Nobody has felt the great significance of environment in education deeper than Locke. He says: “Having named _Company_, I am almost ready to throw away my pen and trouble you no further on this subject: For, since that does more than all precepts, rules, and instructions, methinks it is almost wholly in vain to make a long discourse of other things, and to talk of that almost to no purpose” (7: p. 45).