According to Emma Ailes of BBC News, the first pylons in the UK were designed by architect Sir Reginald Blomfield in 1928, with a “lattice” approach that “sought to be more delicate than the brutalist structures used in Europe and the United States.” Reportedly, he was “inspired by the root of the word pylon – meaning an Egyptian gateway to the sun.”
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.
Such clues from other senses can become so strongly associated with a sense of coolness or warmth that they can occasionally substitute for the thermal experience itself. For example, the taste of mint seems refreshing and cool regardless of what temperature it is. Similarly, the pressure of heavy blankets conveys a feeling of warmth quite independent of their actual thermal qualities.