Note that in the game 33) I distinguished sharply between the order to be carried out and the rule employed. In 34) on the other hand, we called the sentence “c a d a” a rule, & it was the order. Imagine also this variation:
41).   The game is similar to 33), but the pupil is not just trained to use a single table; but the training aims at making the pupil use any table correlating letters with arrows. Now by this I mean no more than that the training is of a peculiar kind, roughly speaking one analogous to that described in 30). I will refer to a training more or less similar to that in 30) as a “general training”. General trainings form a family whose members differ greatly from one another. The kind of thing I'm thinking of now mainly consists: a) of a training in a limited range of actions, b) of giving the pupil a lead to extend this range, & c) of random exercises and tests. After the general training the order is now to consist in giving him a sign of this kind:

rr r s t

tst ↗ ↖ ↓

He carries out the order by moving thus: . Here I suppose we should say the table, the rule, is part of the order.