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.
I’m a historian of innovation. I write mostly about the causes of Britain’s Industrial Revolution, focusing on the lives of the individual innovators who made it happen. I’m interested in everything from the exploits of sixteenth-century alchemists to the schemes of Victorian engineers. My research explores why they became innovators, and the institutions they created to promote innovation even further.
To truly increase innovation, I think we need policies focused on what goes on even further upstream, before much of the supply of new inventors is inevitably siphoned off into distractions, dead ends, and failure. Most policies inevitably have a marginal effect, but a slight expansion of the incoming swell of potential inventors can have a much greater impact than fiddling with the incentives of the few hundred who’ve already somewhat made it to the final trickle. Increase the strength of the flow upstream, and everything downstream flows the faster too.