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.
It is so easy to fall into the trap of contemplating a city’s uses one at a time, by categories. Indeed, just this—analysis of cities, use by use—has become a customary planning tactic. The findings on various categories of use are then put together into “broad, overall pictures.”
The overall pictures such methods yield are about as useful as the picture assembled by the blind men who felt the elephant and pooled their findings. The elephant lumbered on, oblivious to the notion that he was a leaf, a snake, a wall, tree trunks and a rope all somehow stuck together.