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.
Placing work and commerce near residences, but buffering it off, in the tradition set by Garden City theory, is fully as matriarchal an arrangement as if the residences were miles away from work and from men. Men are not an abstraction. They are either around, in person, or they are not. Working places and commerce must be mingled right in with residences if men, like the men who work on or near Hudson Street, for example, are to be around city children in daily life—men who are part of normal daily life, as opposed to men who put in an occasional playground appearance while they substitute for women or imitate the occupations of women.