“I soon felt that some important connecting link was imperatively required to prepare the newly awakening life of a child for its later activity with the ball. It was through the ball itself that I discovered this link: in general terms it may be described as _the first development of muscular movement and sensation_ specially distinguishing infancy. The link between the infant, still an undivided self-sufficient whole of peaceful life, and the ball, which is something external given to him to play with, lies in the child’s own limbs, the child’s own senses; and _the first toys and occupations of the child come from himself; he plays with his own limbs_, and uses them as the material for representing his ideas. This spontaneous activity of limb and vividness of sensation natural to infancy must also be studied; for a considerable degree of cultivation of these powers is already necessary in the use of the ball, etc.… To help the child to use his own body, his limbs and sensations, and to assist mothers to a consciousness of their duties … I have carefully preserved several little songs and games and send this collection to you for your severe criticism.”[44]--_L., p. 108._ Having said that “the child first perceives himself, his corporeal frame, as a space-filling object, as a body, by means of his life,” or his activity, the first two of this collection naturally deal with large body movements. In the one the mother alternately lowers and raises the infant, “letting him really feel a slight shock,” and in the other the baby tramples with his feet, and she is told to supply the object of resistance. This resistance, as we have seen, gives him “the dim consciousness of self, which comes out of physical opposition to, and connection with, the outer world,” which Dr. Ward speaks of under the head of Localization of Impressions. Dr. Ward writes that “the distinction between his own and foreign bodies begins when the child feels the difference between a series of movements accompanied by passive touches, and one without passive touches,” but Froebel goes no further than noting what comes through “resistance.” The ball, however, as we have just seen, is to be used so as to assist the child’s comprehension of “a self-included space-filling object,” and through play with the ball he is to gain the “three great perceptions of object, space and time.” In the Intuition of things, Dr. Ward distinguishes five points “concerning which psychology may be expected to give an account: (_a_) the reality; (_b_) solidity or occupation of space; (_c_) permanence, or, rather, continuity in time; (_d_) unity and complexity; and (_e_) substantiality and the connection of its attributes and powers.”