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.
Modernist planning was obsessed with absolute numbers, including the minimum dimensions of rooms, open space per capita, and the one-size-fits-all head counts of neighborhood units. This was often pegged at five to seven thousand and was used as a formula for determining the distribution of schools, shops, sports fields, and other facilities. The failure of such planning is not in its effort to be comprehensive or to equalize access to necessary facilities. It is, rather, the attempt to rationalize choice on the basis of a homogeneous set of subjects, a fixed grammar of opportunities, a remorseless segregation of uses, and a scientistic faith in technical analysis and organization that simply excludes diversity, eccentricity, nonconforming beauty, and choice. The utopian nightmare.