The garden is as central to the concept of an Islamic home as the hearth is to the European home. It is interesting, then, that the hearth-fire in old traditions has a similar association with the life of the inhabitants of the house.
Commonly, the fire of the hearth was not allowed to go out. It was carefully covered with ashes each night at curfew so that a few selected embers would survive until morning. (In fact, the word "curfew" originated from the French word for cover-the-fire—couvre-feu.) Raglan comments that "the alarm and horror felt if the hearth-fire went out are out of all proportion to the inconvenience caused" by the need to relight it.
Thermal information is not differentiated in our memory; rather it is retained as a quality, or underlying tone, associated with the whole experience of the place. It contributes to our sense of the particular personality, or spirit, that we identify with that place. In remembering the spirit of a place, we can anticipate that if we return, we will have the same sense of comfort or relaxation as before.
Now I sometimes wonder whether the current of utility has not become too strong and whether there would be sufficient opportunity for a full life if the world were emptied of some of the useless things that give it spiritual significance; in other words, whether our conception of what is useful may not have become too narrow to be adequate to the roaming and capricious possibilities of the human spirit.
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.