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.
The bottom line is certainly of concern, both to those seeking profit and to those seeking value, but neither of these can be measured solely by the amount of dollars spent on production or product. The nonquantitative word "quality" conveys countless ways in which a more expensive thing might be more profitable and yet a better buy as well. The advantages of thicker metal in an automobile body can clearly be argued from various points of view, including resistance to denting and even simple snob appeal. Whereas the manufacturer can use these as selling points and also as justification for a higher price tag, the buyer can easily justify spending more for a car that will keep its appearance longer and provide a status symbol.