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.
There is a Japanese catchphrase, community suru, literally "making" or "doing" community. I will never forget the queasy feeling that came over me when I first heard that term, phrased as if community were a kind of event.
Hold an event, bring people together, get people who might otherwise never meet to interact. It's a wonderful thought. I have nothing against events per se. However, if they are not spontaneous and voluntary, they will not last. That is my objection to the keep-it-lively concept of community. The perception of community as event stems, I think, from a yearning for the festivals and rituals that once flourished in rural communities in Japan. But those events occurred precisely because a community existed, not the other way around.