“In skating,” says Weinhold, “the men and boys emulated the example of Ullr and Skadi, who must have been very gods of snow and ice. But they did not use steel skates like ours, but stood on long boards and held a staff to steady them. Many Norsemen became famous for this kind of running; such sagas of their skill have come down to us.... The Finns were teachers of this art, which was carried to great perfection among them. In their peace treaties any violator of them was menaced with being called a traitor as far as ships sailed or shields glittered, as the sun shone or snow fell, or the Finn could skate.”[203] B. PLAYFUL MOVING OF FOREIGN BODIES The primitive impulse to extend the sphere of their power as far as possible leads men to the conquest and control of objects lying around them. We can distinguish six different groups of movement-plays resulting from this impulse: 1, Mere “hustling” things about; 2, destructive or analytic play; 3, constructive or synthetic play; 4, plays of endurance; 5, throwing plays; 6, catching plays. 1. _Hustling Things about_ By this rather inelegant but expressive term we designate a kind of play which belongs to early childhood. From the grasping impulse the tendency is developed in the second quarter to push and pull things about in all directions, to shake and test them with hands and lips, to seize and to push away. External objects are all playthings to the child, says Perez, all objects of his investigating tendencies. “Il les manie, les tourne, les abat, les redresse, les jette, les reprend, les poursuit à quatre pattes, quand il ne peut les atteindre, les attire à lui, les frappe, les uns contre, les autres, fouille dans leurs profondeurs, les entasse et les sépare, enfin joue ou s’instruit par eux de mille manières.”[204] Tearing paper gives particular pleasure. The child “seizes it with avidity, crumples it up in his hand as if pleased to find that there is power enough in the tiny fist to change the form of anything, or he polishes the tables with it as zealously as a Dutch woman.”[205] “A child delights to play with things that can be put in motion, takes pleasure in shaking a well-filled purse, turning the handle of a coffee mill, pulling out drawers, dabbling in water, and for the same reason older children are fond of handling smooth sand and clay.”[206] Autenrieth gives a good instance of what we call joy in being a cause, which is conspicuous in all play of this class. “All small boys regard it as a treat to be allowed to paddle in street puddles, where they can produce a great effect with little effort.”[207]