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.
But the coppersmiths themselves, in their desire to do better or otherwise than their predecessors, soon quit the line of truth and propriety. There comes then a second coppersmith, who proposes to modify the form of the primitive vase in order to seduce the purchaser with the attraction of novelty...and it becomes fashionable, and everybody in town must have one of the vases made by the second coppersmith. A third, seeing the success of this expedient, goes still further, and makes a third vase, with rounder outlines, for anybody who will buy it. Having quite lost sight of the principle, he becomes capricious and fanciful...yet everyone applauds the new vase, and the third coppersmith is regarded as having singularly perfected his art, while in fact he has only robbed the original work of all its style, and produced an object which is really ugly and comparatively inconvenient.