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.
The ruin [at Marfa] itself, in fact, set the terms for the kinds of solutions Irwin would propose, since its absent roof and floor, and its shockingly wide-open sequences of windows, which overlap and align with one another from different points of view on the site, already presented a rich, thoroughly keyed-up set of perceptual events before Irwin ever considered the project. It was already one of those sites that, in Irwin's words, "stands up and hums" thanks to the rich quality of their perceptual phenomena.