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.
Historically, Japan's shrines have been built in order to worship the gods who live in the sacred mountains or seas; They don't reside in the shrine itself, but in the space beyond it. This belief that the spirits and deities exist beyond the confines of the shrine, and that the shrine itself acts not as a centre, but as a kind of gateway, is very different to the grand, imposing churches and cathedrals of Christianity.
The majority of shrines are not found in the mountains or in the middle of the fields, therefore, but at the borders of mountain villages – which is to say, at what is seen as the edge of the mountains. The tori gate, marking the entrance to a shrine, indicates that there are gods on the other side of it.