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.
Through the ages, the professional users of tools by and large have not needed to, been able to, or wanted to talk to outsiders about their implements. They did not need to because tools themselves are used to make other tools, and thus users could very often fashion a new tool with their old ones. If they did need to communicate the design for a new tool to someone outside their trade, they could do so without having to reveal the tool's intended use...Besides, the inventive process of conceiving a new tool was often a nonverbal one. Finally, craftsmen were unwilling to share information about their specialized tools because to do so would have been to give up their competitive edge and their value to those outside the craft.