“Let us place ourselves at the nursery table, and try to perceive what the child is impelled to do in the beginning of his self-employment. Let us sit ourselves as unnoticed as possible considering how the child, after he has examined the self-contained tangible object in its form and colour, has moved it here and there and proved its solidity, how he then tries to divide it, at least to change its form.… Thus _after perception of the whole, the child desires to see it separated_ into parts.… Let us stop at this significant phenomenon and try to discern through it what plaything following on the self-contained ball, hard and soft, and the solid hard cube, we should for inner reason and without arbitrariness give to the child.”--_P., p. 117._ Then come directions as to the manner in which the toy is to be presented: “in order to give the child _the impression of the whole_ (den Eindrück des Ganzen). _From this as the first fundamental perception_ (der ersten Grundanschauung) _everything proceeds and must proceed_.”[21] Starting from the conception of an undifferentiated totality or objective continuum, Dr. Ward says, “Of the very beginnings of this continuum we can say nothing, absolute beginnings are beyond the pale of science. Actual presentation consists in this continuum being differentiated; every differentiation constitutes a new presentation. Hence the common-place of psychologists: ‘We are only conscious as we are conscious of change.’” … As to absolute beginnings, Froebel too writes that these are past finding out, but he does so in order to call the mother’s attention to the importance of the very earliest steps: “Do not say, It is much too early.… Too early? Do you know when, where and how your child’s intellectual development begins? Can you tell when and where is the boundary of existence that has not yet begun, and of its actual beginning, and how this boundary manifests itself?”--_M., p. 154._ Coming now to what Froebel has to say as to how his “unorganized unity” becomes differentiated, we shall not find that his brief account differs in any really fundamental way from that of Professor Ward. Some of his expressions have a very modern sound, such as: “how the outer world begins to divide and analyse itself”; how “out of the indefinite outside and around the child comes the definite”; or again how the child gains “the three great perceptions of object, space and time, which at first were one collective perception.” (“Die drei grossen Wahrnehmungen von Gegenstand, Raum und Zeit; welche anfangs in einer Gesammtwahrnehmung in dem Kinde ruhten.”)--_P., p. 37._