This is the reason why
Baby will, never still,
Imitate whatever's by.

At this stage the child is "to move freely, and be active, to grasp and
hold with his own hands." He is to stand "when he can sit erect and draw
himself up," not to walk till he "can creep, rise freely, maintain his
balance and proceed by his own effort." He is _not_ to be hindered by
swaddling bands--such as are in use in Continental countries--nor, later
on, to be "_spoiled by too much assistance_," words which every mother
and teacher should write upon her phylacteries. But as soon as he can
move himself the surroundings speak to the child, "outer objects
_invite_ him to seize and grasp them, and if they are distant, they
invite him who would bring them nearer to move towards them."

This use of the word "invite" is worthy of notice, and calls to mind a
sentence used by a writer on Freud,[14] that "the activity of a human
being is a constant function of his environment." We adults, who are so
ready with our "Don't touch," must endeavour to remember how everything
is shouting to a child: "Look at me, listen to me, come and fetch me,
and find out all you can about me by every means in your power."

[Footnote 14: _The Freudian Wish_, Edwin Holt.]

If we have anything to do with little children, we must face the fact
that the child is, if not quite a Robinson Crusoe on his island, at
least an explorer in a strange country, and a scientist in his
laboratory. But there is nothing narrow in his outlook: the name of this
chapter is deliberately chosen, the whole world is the child's oyster,
his interests are all-embracing.