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.
I see in the complex structure of any material—biological or geological, natural or artificial—a record of its history, a history of many individual events each of which did predictably follow physical principles. Nothing containing more than a few parts appears full panoplied, but it grows. And as it grows, the advancing interface leaves behind a pattern of structure perfection or imperfection which is both a record of historical events and a framework within which future ones must occur.