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.
It seems this transformation, from physical object to vector of data, is a general and oft-repeated process in the history of technology, where new inventions begin in an early experimental phase in which they are treated and behave as singular individual things, but then evolve into vectors in a diffuse and regimented system as the technology advances and becomes standardized.
In the early history of aviation, airplanes were just airplanes, and each time a plane landed or crashed was a singular event. Today, I am told by airline-industry insiders, if you are a billionaire interested in starting your own airline, it is far easier to procure leases for actual physical airplanes, than it is to obtain approval for a new flight route. Making the individual thing fly is not a problem; inserting it into the system of flight, getting its data relayed to the ATC towers and to flightaware.com, is.