“cares for the use of his body, his senses and limbs, merely for the sake of their use and practice, but not for the sake of the results of this use. He is wholly indifferent to this; _or, rather, he has as yet no idea whatever of this_.”--_P., p. 48._ Now, in the paper on movement, he goes on: “Each sure and independent movement gives the child pleasure, because of the feeling of power which it arouses in him. Even simple walking produces this effect, for it gives the child a threefold feeling, a threefold consciousness: First, the consciousness that he _moves_ himself; secondly, that he moves himself from one place to another; third, that through this movement he attains or reaches something.… It is a well-established fact that his first walking gives the child pleasure as an expression of his power. _To this pleasure, however, are soon added the two joy-bringing perceptions of coming to something, and of being able to attain something._ These several perceptions should all be fostered at the same time … he should get his limbs, and indeed his whole body, into his own power. He should learn to use his bodily strength and the activity of his limbs for definite purposes.… _The effort to reach a particular object may have its source in the child’s desire to hold himself firm and upright by it, but we also observe that it gives him pleasure to be actually near the object, to touch it, to feel it, to grasp it, and perhaps also--which is a new phase of activity--to be able to move it._ Hence we see that the child when he has reached the desired object, hops up and down before it, and beats on it with his little arms and hands, in order, as it were, to assure himself of the reality of the object and to notice its qualities. It is well, _while the child is making these experiments_, to name the object and its parts. _The object of giving these names is not primarily the development of the child’s power of speech, but to assist his comprehension of the object_, its parts and its properties, _by defining his sense-impressions_.”--_P., p. 241._ Another passage runs: “The present effort of mankind is an endeavour after freer self-development.… Therefore the more or less clear aim of the individual is to attain to clearness about himself and about life, to comprehension and right use of life, to both insight and accomplishment.… Therefore the educator must understand the earliest activity and encourage the impulse to self-culture, through independent doing, observing and experimenting.”--_P., p. 16._