, and model:
(4) to dance and sing:
(5) to know the why of things:
(6) to construct things.

Let us consider each of these instincts, and try to determine its
meaning and purpose.

(1) The child instinctively desires to enter into communion with
other persons,--his parents, his brothers and sisters, his nurse, his
governess, his little friends. He wants to talk to them, to tell them
what he has done, seen, felt, thought; and he wants to hear what they
have to tell him,--not only of what they themselves have done, but
also of what other persons and other living things have done, in
other times, in other countries, in other worlds. Later on, the
desire to talk and listen will develop into the desire to write and
read; but the desire will still be one for communion, for intercourse
with other lives.

We will call this the _communicative instinct_.

(2) The child desires, not only to enter into communion with other
persons and other living things, but also, in some sort, to identify
his life with theirs. Watch him when he is playing with other
children, or even when he is alone, except for the companionship of
his dolls and toys. He is pretty sure to be _acting_, playing at
make-believe, pretending to be something that he is not, some
grown-up person of his acquaintance, some hero of history or
romance, some traveller or other adventurer, some giant, dwarf, or
fairy, some animal, wild or tame. He plays the part of one or other
of these, and his playmates play other parts, and so a little drama
is enacted. If he has no playmates, his dolls have to play their
parts, or his toy animals have to be endowed with life, so that they
may become fellow-actors with him on the stage that he has selected.
No instinct is more inevitable, more sure to energise, than this.

We will call it the _dramatic instinct_.

In both these instincts the child is struggling to grow, to expand
his being, by going out of himself, through the medium of sympathy
and imagination--twin aspects of the same vital tendency--into the
lives of other living beings. We will therefore call these the
_Sympathetic Instincts_, and place them in a class by themselves.

(3) From his very babyhood the child delights in colour, and at a
very early age he learns to love and understand pictures. Then comes
the desire to make these for himself. Give him pencil and paper, give
him chalk, charcoal, a paint-box, and other suitable materials, and
he will set to