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.
Arturo Soria y Mata, who proposed a linear streetcar suburb for Madrid in 1882 and managed to build something like three miles’ worth of an intended thirty. Likewise, the project by Edgar Chambless for Roadtown, published in 1910, depicted an infinitely long, two-room-wide building atop three levels of underground rail lines for express, local, and freight traffic. In the late 1920s, N. A. Miliutin proposed a Soviet Union–spanning linear plan that—following Soria y Mata’s rhetoric—would have solved the old Marxian chestnut of city/country contradiction at a stroke. Le Corbusier’s Algiers scheme of 1933—a highway-topped fourteen-story building meant to stretch miles along the Mediterranean and house 180,000 people—was surely the most immediate precursor of Rudolph’s “City Corridor.”