Froebel’s Gifts were meant to be given in a particular order, growing more complex over time and teaching different lessons about shape, structure and perception along the way. A soft knitted ball could be given to a child just six weeks old, followed by a wooden ball and then a cube, illustrating similarities and differences in shapes and materials. Then kids would get a cylinder (which combines elements of both the ball and the cube) and it would blow their little minds. Some objects were pierced by strings or rods so kids could spin them and see how one shapes morphs into another when set into motion. Later came cubes made up of smaller cubes and other hybrids, showing children how parts relate to a whole through deconstruction and reassembly.
These perception-oriented “Gifts” would then give way to construction-oriented “Occupations.” Kids would be told to build things out of materials like paper, string, wire, or little sticks and peas that could be connected and stacked into structures.
In any control system that is functioning properly, the methods used to control a signal won’t be correlated with the signal they’re controlling.
Worse, there will be several variables that DO show relationships, and may give the wrong impression. You’re looking at variables A, B, C, and D. You see that when A goes up, so does B. When A goes down, C goes up. D never changes and isn’t related to anything else — must not be important, certainly not related to the rest of the system. But of course, A is the angle of the road, B is the gas pedal, C is the brake pedal, and D is the speed of the car.