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.
Kasuri is thus a textile that appears to have been rubbed. Since the edges of the pattern do not align, they take on the nature of an odd number rather than an even number. Without this rubbing or smudging, kasuri could never have been. However, since it is precisely this misalignment and blurry effect that is the source of kasuri’s beauty, we are presented with an interesting problem. I will call this problem ‘the beauty of odd numbers’.
The beauty of kasuri is received as a gift. As long as the laws of nature are upheld, the beauty of kasuri remains intact. This demonstrates the curious principle that the artisan is deprived of technical freedom but works in the freedom of nature.
In this sense, kasuri can be said to be created in a state of freedomless freedom.