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 am going to deal with several subjects that, in themselves, are already well recognized as within the province of city planning: subsidized dwellings, traffic, city visual design, analytical methods. These are all matters for which conventional modern planning does have objectives and therefore does possess tactics—so many tactics, so well entrenched, that when their purposes are questioned they are generally justified in terms of the conditions laid down by still other tactics (e.g., We must do this for the purpose of getting the federal loan guarantees). We become the prisoners of our tactics, seldom looking behind them at the strategies.