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.
No kind of shape, no kind of design or kind of picture or other work of art can be beautiful. No kind of color is beautiful. Beauty comes always from the singularity of things. Two things which happen to be closely similar in size, color, insurance value, smell, weight, or shape, may both seem equally beautiful. It is not therefore to be deduced that, say, a smell of turpentine is a necessary prerequisite of beauty; and nor is the fact that the two things' shapes are measurably within a millimeter of each other. They might still be as different as chalk and cheese: they might differ hugely in surface quality so that one lived and the other was dead. One judges a man by what he is, by his individuality, his idiosyncrasy; not by his measurable properties or measurable behavior or by the shape of his nose or the description in his passport. So with a work of art.