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.
We can easily imagine from our own experience why fire might be used as a symbol of the life of a house and the family that lives there. The fire was certainly the most lifelike element of the house: it consumed food and left behind waste; it could grow and move seemingly by its own will; and it could exhaust itself and die. And most important it was warm, one of the most fundamental qualities that we associate with our own lives. When the fire dies, its remains become cold, just as the body becomes cold when a person dies. Drawing a parallel to the concept of the soul that animates the physical body of the person, the fire, then, is the animating spirit for the body of the house.