up to two or three years of age they appear to be insensible of
pleasant or unpleasant odours; in this respect they are as indifferent
or rather as insensible as many animals.] listening, and, above
all, by comparing sight and touch, by judging with the eye what
sensation they would cause to his hand.

It is only by movement that we learn the difference between self
and not self; it is only by our own movements that we gain the idea
of space. The child has not this idea, so he stretches out his hand
to seize the object within his reach or that which is a hundred
paces from him. You take this as a sign of tyranny, an attempt to
bid the thing draw near, or to bid you bring it. Nothing of the
kind, it is merely that the object first seen in his brain, then
before his eyes, now seems close to his arms, and he has no idea of
space beyond his reach. Be careful, therefore, to take him about,
to move him from place to place, and to let him perceive the change
in his surroundings, so as to teach him to judge of distances.

When he begins to perceive distances then you must change your
plan, and only carry him when you please, not when he pleases; for
as soon as he is no longer deceived by his senses, there is another
motive for his effort. This change is remarkable and calls for
explanation.

The discomfort caused by real needs is shown by signs, when the
help of others is required. Hence the cries of children; they often
cry; it must be so. Since they are only conscious of feelings, when
those feelings are pleasant they enjoy them in silence; when they
are painful they say so in their own way and demand relief. Now
when they are awake they can scarcely be in a state of indifference,