In the story, the narrator, who is unnamed but often referred to as "Brother," is motivated by a combination of factors to teach his younger brother Doodle to walk:
* Pride and Shame: Initially, the narrator is ashamed of Doodle's disability and fears the social stigma it brings. He wants to "fix" Doodle to avoid being embarrassed by him. He wants a "normal" brother he can show off to his friends.
* Brotherly Love: As the story progresses, a genuine affection for Doodle blossoms. He becomes genuinely invested in his brother's well-being and wants him to experience the joys of childhood.
* Desire for Companionship: Doodle's disability isolates him, and the narrator feels a need to include him in his activities. He wants someone to share his adventures and experiences with.
* Self-Importance: The narrator enjoys the feeling of accomplishment and control that comes from being Doodle's teacher and "maker." He takes pride in his role in "creating" a walking brother.
However, the narrator's motivation is flawed. He pushes Doodle too hard, neglecting his physical limitations. He also struggles with accepting Doodle for who he truly is, focusing on what he can and cannot do, rather than his intrinsic worth. This ultimately leads to Doodle's tragic demise.
The story uses the narrator's changing motivations to explore themes of pride, shame, love, and acceptance. It also serves as a cautionary tale about the dangers of pushing someone beyond their limits and the importance of loving others for who they are, not for what we want them to be.