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.
Forming a paper clip presents a common dilemma encountered by engineers and inventors: the very properties of the material that make it possible to be shaped into a useful object also limit its use. If one were to try and make a paper clip out of wire that stayed bent too easily, it would have little spring and not hold papers very tightly. On the other hand, if one were to use wire that did not stay bent, then the clip could not even be formed. Thus, understanding the fundamental behavior of materials and how to employ them to advantage is often a principle reason that something as seemingly simple as a paper clip cannot be developed sooner than it is.