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+Project Gutenberg's A Catalogue of Play Equipment, by Jean Lee Hunt
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: A Catalogue of Play Equipment
+
+Author: Jean Lee Hunt
+
+Release Date: April 1, 2009 [EBook #28466]
+
+Language: English
+
+Character set encoding: ISO-8859-1
+
+*** START OF THIS PROJECT GUTENBERG EBOOK A CATALOGUE OF PLAY EQUIPMENT ***
+
+
+
+
+Produced by Bryan Ness, Woodie4 and the Online Distributed
+Proofreading Team at https://www.pgdp.net (This file was
+produced from images generously made available by The
+Internet Archive/American Libraries.)
+
+
+
+
+
+
+Transcriber's note:
+For the benefit of certain readers, explanatory names have been added to
+some illustration tags and these have been identified with an asterisk.
+
+
+
+_Bulletin Number Eight Price Thirty-five Cents_
+
+
+A CATALOGUE OF PLAY EQUIPMENT
+
+
+_Compiled by_
+
+JEAN LEE HUNT
+
+BUREAU _of_ EDUCATIONAL EXPERIMENTS 16 WEST 8TH STREET, NEW YORK 1918
+
+
+[Illustration: Wooden wheel-barrow and cabinet.]*
+
+
+[Illustration: Children at play.]*
+
+
+
+
+INTRODUCTION
+
+
+What are the requisites of a child's laboratory? What essentials must
+we provide if we would deliberately plan an environment to promote the
+developmental possibilities of play?
+
+These questions are raised with ever-increasing insistence as the true
+nature of children's play and its educational significance come to be
+matters of more general knowledge and the selection of play equipment
+assumes a corresponding importance in the school and at home.
+
+To indicate some fundamental rules for the choice of furnishings and
+toys and to show a variety of materials illustrating the basis of
+selection has been our aim in compiling the following brief catalogue.
+We do not assume the list to be complete, nor has it been the
+intention to recommend any make or pattern as being indispensable or
+as having an exclusive right to the field. On the contrary, it is our
+chief hope that the available number and variety of such materials may
+be increased to meet a corresponding increase of intelligent demand on
+the part of parents and teachers for equipment having real dignity and
+play value.
+
+The materials listed were originally assembled in the Exhibit of Toys
+and School Equipment shown by the Bureau of Educational Experiments in
+the Spring and Summer of 1917, and we wish to make acknowledgment,
+therefore, to the many who contributed to that exhibit and by so doing
+to the substance of the following pages. Chief among them are Teachers
+College, The University of Pittsburgh, The Ethical Culture School, The
+Play School and other experimental schools described in our bulletins,
+numbers 3, 4 and 5.
+
+The cuts have been chosen for the most part from photographs of the
+Play School, where conditions fairly approximate those obtainable in
+the home and thus offer suggestions easily translatable by parents
+into terms of their own home environment.
+
+While this equipment is especially applicable to the needs of children
+four, five and six years old, most of it will be found well adapted to
+the interests of children as old as eight years, and some of it to
+those of younger children as well.
+
+BUREAU OF EDUCATIONAL EXPERIMENTS.
+
+New York City, June, 1918.
+
+[Illustration: Children at play.]*
+
+
+
+
+OUT-OF-DOOR FURNISHINGS
+
+
+Out-of-door Furnishings should be of a kind to encourage creative play
+as well as to give exercise.
+
+Playground apparatus, therefore, in addition to providing for big
+muscle development should combine the following requisites:
+
+  Intrinsic value as a toy or plaything. "The play of children on it
+  and with it must be spontaneous."[A]
+
+  Adaptability to different kinds of play and exercise. "It must
+  appeal to the imagination of the child so strongly that new forms of
+  use must be constantly found by the child himself in using it."[A]
+
+  Adaptability to individual or group use. It should lend itself to
+  solitary play or to use by several players at once.
+
+Additional requisites are:
+
+  Safety. Its use should be attended by a minimum of danger. Suitable
+  design, proper proportions, sound materials and careful construction
+  are essentials.
+
+  Durability. It must be made to withstand hard use and all kinds of
+  weather. To demand a minimum of repair means also to afford a
+  maximum of security.
+
+[Footnote A: Dr. E. H. Arnold, "Some Inexpensive Playground
+Apparatus." Bul. 27, Playground Association of America.]
+
+[Illustration: The city yard equipped to give a maximum of exercise
+and creative play]
+
+[Illustration: An outdoor play area.]*
+
+
+
+
+THE OUTDOOR LABORATORY
+
+
+In the country, ready-to-hand resources, trees for climbing, the
+five-barred fence, the pasture gate, the stone wall, the wood-pile,
+Mother Earth to dig in, furnish ideal equipment for the muscle
+development of little people and of their own nature afford the
+essential requisites for creative and dramatic play. To their
+surpassing fitness for "laboratory" purposes each new generation bears
+testimony. If the furnishings of a deliberately planned environment
+are to compare with them at all they must lend themselves to the same
+freedom of treatment.
+
+The apparatus shown here was made by a local carpenter, and could
+easily be constructed by high school pupils with the assistance of the
+manual training teacher.
+
+The ground has been covered With a layer of fine screened gravel, a
+particularly satisfactory treatment for very little children, as it is
+relatively clean and dries quickly after rain. It does not lend itself
+to the requirements of organized games, however, and so will not
+answer for children who have reached that stage of play development.
+
+A number of building bricks, wooden boxes of various sizes, pieces of
+board and such "odd lumber" with a few tools and out-of-door toys
+complete the yard's equipment.
+
+[Illustration: THE SEE-SAW.]*
+
+
+THE SEE SAW
+
+BOARD--Straight grain lumber, 1-1/8" x 9" x 12'-0".
+
+  Two cleats 1-1/4" x 9" bolted to the under side of the board to act
+  as a socket on the hip of the horse.
+
+HORSE--Height 25". Length 22-1/2". Spread of feet at ground 20". Legs
+built of 2" x 3" material. Hip of 2" x 3" material. Brace under hip of
+7/8" material.
+
+NOTE--All figures given are for outside measurements. Apparatus except
+see-saw board and sliding board should be painted, especially those
+parts which are to be put into the ground.
+
+[Illustration: THE STAND AND SLIDE.]*
+
+
+THE STAND AND SLIDE
+
+STAND OR PLATFORM--26" wide, 30" long, 5'-4" high.
+
+  Top made of 1-3/8" tongue and groove material.
+
+  Uprights or legs of 2" x 3" material.
+
+  Cleats nailed to front legs 6-1/4" apart to form ladder are of
+  1-1/8" x 1-3/4" material.
+
+  Cross bracing of 7/8" x 2-1/4" material.
+
+  Apron under top made of 7/8" x 5" material nailed about 1-1/8" below
+  to act as additional bracing and provide place of attachment for
+  iron hooks secured to sliding board.
+
+  The stand is fastened to the ground by dogs or pieces of wood buried
+  deep enough (about 3') to make it secure.
+
+SLIDE--Straight grain piece of lumber, 1-1/8" x 12" x 12'-0".
+
+  Two hooks at upper end of sliding board are of iron, about 3/8" x
+  1-1/2", set at a proper angle to prevent board from becoming loose.
+  Hooks are about 1-1/4" long.
+
+[Illustration: THE SWINGING ROPE.]*
+
+
+THE SWINGING ROPE
+
+UPRIGHT--3" x 3" x 6'-9".
+
+TOP PIECE--3" x 3" x 2'-9".
+
+  Upright and top piece are mortised or halved and bolted together.
+
+  Bracing at top (3" x 3" x 20-1/2" at long point of mitre cuts) is
+  nailed to top piece and upright at an angle of about 45 degrees.
+
+  Upright rests on a base measuring 3'-0". This is mortised together
+  and braced with 2" x 3" material about 20" long, set at an angle of
+  about 60 degrees.
+
+  Unless there are facilities for bracing at the top, as shown in the
+  cut, the upright should be made longer and buried about 3' in the
+  ground.
+
+  The swinging rope (3/4" dia.) passes through a hole bored in the top
+  piece and held in place by a knot. Successive knots tied 8" to 9"
+  apart and a big knot at the bottom make swinging easier for little
+  folks.
+
+[Illustration: THE TRAPEZE.]*
+
+
+THE TRAPEZE
+
+TWO UPRIGHTS--3" x 3" x 6'-10".
+
+TOP PIECE--3" x 3" x 2'-10".
+
+  Ends of top piece secured to uprights by being mortised or halved
+  and bolted together.
+
+  Uprights rest on bases of 2" x 3" material, 3'-7" long, connected by
+  a small platform in the form of an H.
+
+  Bases and uprights are bolted to dogs or pieces of wood 2" x 4" x
+  5'-8" set in the ground about 3'-0".
+
+  Adjustable bar (round) 1-3/8" dia.
+
+  3 holes bored in each upright provide for the adjustable bar. The
+  first hole is 3'-0" above ground, the second 3'-5", the third
+  3'-10".
+
+  Swing bar (round), 1-3/8" dia., is 20" long. Should hang about 16"
+  below top piece.
+
+  2 holes 5/8" dia. bored in the top piece receive a continuous rope
+  attached to the swing bar by being knotted after passing through
+  holes (5/8" dia.) in each end of the bar.
+
+[Illustration: THE LADDER AND SUPPORT.]*
+
+
+THE LADDER AND SUPPORT
+
+LADDER--14" x 10'-2"
+
+  Sides of 1-1/2" x 1/2" material
+
+  Rungs 1/4" dia. set 10-1/4" apart
+
+  At upper ends of the sides a u-shaped cut acts as a hook for
+  attaching the ladder to the cross bar of the support. These ends are
+  re-inforced with iron to prevent splitting.
+
+SUPPORT--Height 4'-6". Spread of uprights at base 4'-2".
+
+  Uprights of 1-1/2" x 2-1/2" material are secured to a foot (1-1/2" x
+  4" x 20-1/2") with braces (11-1/2" x 2-1/2" x 12") set at an angle
+  of about 60°.
+
+  Tops of the two uprights are halved and bolted to a cross bar 1-1/8"
+  x 2-1/2" x 10" long.
+
+  The uprights are secured with diagonal braces 1-3/8" x 3-1/2" x
+  3'-9" fastened together where they intersect.
+
+[Illustration: A pretend airship.]*
+
+A borrowed step ladder converts this gymnastic apparatus into an
+airship.
+
+[Illustration: A borrowed ladder helps the game.]*
+
+The ladder detached from the support is an invaluable adjunct to
+building and other operations.
+
+[Illustration: The Parallel Bars.]*
+
+
+THE PARALLEL BARS
+
+The two bars are 2" x 2-1/4" X 6'-10" and are set 16-1/2" to 18-1/2"
+apart. The ends are beveled and the tops rounded.
+
+Each bar is nailed to two uprights (2" X 3" X 5'-0") set 5' apart and
+extending 34" above ground. An overhang of about 6" is allowed at each
+end of the bar.
+
+[Illustration: The sand box.]*
+
+
+THE SAND BOX
+
+The sloping cover to the sand box pictured here has been found to have
+many uses besides its obvious purpose of protection against stray
+animals and dirt. It is a fairly good substitute for the old-time
+cellar door, that most important dramatic property of a play era past
+or rapidly passing.
+
+[Illustration: Sand box with cover closed.]*
+
+[Illustration: Box village.]*
+
+
+BOX VILLAGE
+
+The child is to be pitied who has not at some time revelled in a
+packing-box house big enough to get into and furnished by his own
+efforts. But a "village" of such houses offers a greatly enlarged
+field of play opportunity and has been the basis of Miss Mary Rankin's
+experiment on the Teachers College Playground.[B]
+
+In addition to its more obvious possibilities for constructive and
+manual development, Miss Rankin's experiment offers social features
+of unusual suggestiveness, for the village provides a civic experience
+fairly comprehensive and free from the artificiality that is apt to
+characterize attempts to introduce civic content into school and play
+procedure.
+
+[Footnote B: See "Teachers College Playground," Bulletin No. 4, Bureau
+of Educational Experiments.]
+
+[Illustration: Of interest to carpenters.]
+
+[Illustration: A boom in real estate.]
+
+[Illustration: Boy playing pretend piano.]*
+
+
+
+
+INDOOR EQUIPMENT
+
+
+The requisites for indoor equipment are these:
+
+  A Suitable Floor--The natural place for a little child to play is
+  the floor and it is therefore the sine qua non of the play
+  laboratory.
+
+  Places to Keep Things--A maximum of convenience to facilitate habits
+  of order.
+
+  Tables and Chairs--For use as occasion demands, to supplement the
+  floor, not to take the place of it.
+
+  Blocks and Toys--For initial play material.
+
+  The Carpenter's Bench--With tools and lumber for the manufacture of
+  supplementary toys.
+
+  A supply of Art and Craft materials--For the same purpose.
+
+[Illustration: The Indoor Laboratory.]
+
+
+
+
+THE INDOOR LABORATORY
+
+
+The _floor_ should receive first consideration in planning the indoor
+laboratory. It should be as spacious as circumstances will permit and
+safe, that is to say clean and protected from draughts and dampness.
+
+A well-kept hardwood floor is the best that can be provided.
+Individual light rugs or felt mats can be used for the younger
+children to sit on in cold weather if any doubt exists as to the
+adequacy of heating facilities (see cut, p. 32).
+
+Battleship linoleum makes a good substitute for a hardwood finish. It
+comes in solid colors and can be kept immaculate.
+
+Deck canvas stretched over a layer of carpet felt and painted makes a
+warm covering, especially well adapted to the needs of very little
+children, as it has some of the softness of a carpet and yet can be
+scrubbed and mopped.
+
+Second only in importance is the supply of _lockers_, _shelves_,
+_boxes_ and _drawers_ for the disposal of the great number and variety
+of small articles that make up the "tools and appliances" of the
+laboratory. The cut on page 24 shows a particularly successful
+arrangement for facilities of this kind.
+
+The _chairs_ shown are the Mosher kindergarten chairs, which come in
+three sizes. The light _tables_ can be folded by the children and put
+away in the biggest cupboard space (p. 24).
+
+_Block boxes_ are an essential part of the equipment. Their dimensions
+should be planned in relation to the unit block of the set used. Those
+shown are 13-3/4" X 16-1/2" X 44" (inside measurements) for use with a
+set having a unit 1-3/8" X 2-3/4" X 5-1/2". They are on castors and
+can be rolled to any part of the room.
+
+The low _blackboards_ are 5'-5" in height and 2'-0" from the floor.
+
+All the furnishings of the laboratory should lend themselves to use as
+dramatic properties when occasion demands, and a few may be kept for
+such purposes alone. The light screens in the right-hand corner of the
+room are properties of this kind and are put to an endless number of
+uses (see cut, p. 40).
+
+[Illustration: The balcony in a room with high ceiling.]
+
+[Illustration: The balcony and a low ceiling.]
+
+The _balcony_ is a device to increase floor space that has been used
+successfully in The Play School for several years. It is very popular
+with the children and contributes effectively to many play schemes.
+The tall block construction representing an elevator shaft shown in
+the picture opposite would never have reached its "Singer Tower
+proportions" without the balcony, first to suggest the project and
+then to aid in its execution.
+
+_Drop shelves_ like those along the wall of the "gallery" (p. 22) can
+be used for some purposes instead of tables when space is limited.
+
+Materials for storekeeping play fill the shelves next the fireplace,
+and the big crock on the hearth contains modelling clay, the raw
+material of such objets d'art as may be seen decorating the
+mantlepiece in the cut on page 20.
+
+[Illustration: A place for everything]
+
+[Illustration: The indoor sandbox.]*
+
+
+THE INDOOR SAND BOX
+
+The indoor _Sand Box_ pictured here was designed by Mrs. Hutchinson
+for use in the nursery at Stony Ford. A box of this kind is ideal for
+the enclosed porch or terrace and a great resource in rainy weather.
+
+The usual kindergarten sand table cannot provide the same play
+opportunity that is afforded by a floor box, but it presents fewer
+problems to the housekeeper and is always a valuable adjunct to indoor
+equipment.
+
+[Illustration: The Carpenter Bench.]*
+
+
+THE CARPENTER BENCH
+
+The carpenter equipment must be a "sure-enough business affair," and
+the tools real tools--not toys.
+
+The Sheldon bench shown here is a real bench in every particular
+except size. The tool list is as follows:
+
+    Manual training hammer.
+    18 point cross-cut saw.
+    9 point rip saw.
+    Large screw driver, wooden handle.
+    Small screw driver.
+    Nail puller.
+    Stanley smooth-plane, No. 3.
+    Bench hook.
+    Brace and set of twist bits.
+    Manual training rule.
+    Steel rule.
+    Tri square.
+    Utility box--with assorted nails, screws, etc.
+    Combination India oil stone.
+    Oil can.
+    Small hatchet.
+
+Choice of lumber must be determined partly by the viewpoint of the
+adult concerned, largely by the laboratory budget, and finally by the
+supply locally available. Excellent results have sometimes been
+achieved where only boxes from the grocery and left-over pieces from
+the carpenter shop have been provided. Such rough lumber affords good
+experience in manipulation, and its use may help to establish habits
+of adapting materials as we find them to the purposes we have in hand.
+This is the natural attack of childhood, and it should be fostered,
+for children can lose it and come to feel that specially prepared
+materials are essential, and a consequent limitation to ingenuity and
+initiative can thus be established.
+
+On the other hand, some projects and certain stages of experience are
+best served by a supply of good regulation stock. Boards of soft pine,
+white wood, bass wood, or cypress in thicknesses of 1/4", 3/8", 1/2"
+and 7/8" are especially well adapted for children's work, and "stock
+strips" 1/4" and 1/2" thick and 2" and 3" wide lend themselves to many
+purposes.
+
+[Illustration: Boy painting toy.]*
+
+[Illustration: Girl playing with dolls house.]*
+
+
+
+
+TOYS
+
+
+The proper basis of selection for toys is their efficiency as toys,
+that is:
+
+  They must be suggestive of play and made for play.
+
+  They should be selected in relation to each other.
+
+  They should be consistent with the environment of the child who is
+  to use them.
+
+  They should be constructed simply so that they may serve as models
+  for other toys to be constructed by the children.
+
+  They should suggest something besides domestic play so that the
+  child's interest may be led to activities outside the home life.
+
+  They should be durable because they are the realities of a child's
+  world and deserve the dignity of good workmanship.
+
+[Illustration: Children re-create the world as they see it with the
+equipment they have at hand]
+
+[Illustration: A house of blocks.]*
+
+
+FLOOR GAMES
+
+"There comes back to me the memory of an enormous room with its
+ceiling going up to heaven.... It is the floor I think of chiefly,
+over the oilcloth of which, assumed to be land, spread towns and
+villages and forts of wooden bricks...the cracks and spaces of the
+floor and the bare brown "surround" were the water channels and open
+sea of that continent of mine....
+
+"Justice has never been done to bricks and soldiers by those who write
+about toys--my bricks and my soldiers were my perpetual drama. I
+recall an incessant variety of interests. There was the mystery and
+charm of the complicated buildings one could make, with long passages
+and steps and windows through which one could peep into their
+intricacies, and by means of slips of card one could make slanting
+ways in them, and send marbles rolling from top to base and thence out
+into the hold of a waiting ship.... And there was commerce; the shops
+and markets and storerooms full of nasturtium seed, thrift seed, lupin
+beans and such-like provender from the garden; such stuff one stored
+in match boxes and pill boxes or packed in sacks of old glove fingers
+tied up with thread and sent off by wagons along the great military
+road to the beleaguered fortress on the Indian frontier beyond the
+worn places that were dismal swamps....
+
+"I find this empire of the floor much more vivid in my memory now than
+many of the owners of the skirts and legs and boots that went gingerly
+across its territories."
+
+H. G. WELLS, "The New Machiavelli," Chapter 2.
+
+[Illustration: The unsocial novice]
+
+Nowhere else, perhaps, not even in his "Floor Games" and "Little Wars"
+has Mr. Wells, or any other author succeeded in drawing so convincing
+a picture of the possibilities of constructive play as is to be found
+in those pages, all too brief, in "The New Machiavelli" where the play
+laboratory at Bromstead is described. One can imagine the eager boy
+who played there looking back across the years strong in the
+conviction that it could not have been improved, and yet the picture
+of a child at solitary play is not, after all, the ideal picture. Our
+laboratory, while it must accommodate the unsocial novice and make
+provision for individual enterprise at all ages and stages, must be
+above all the place where the give and take of group play will develop
+along with block villages and other community life in miniature.
+
+
+FLOOR BLOCKS
+
+In his reminiscences of his boyhood play Mr. Wells lays emphasis on
+his great good fortune in possessing a special set of "bricks" made to
+order and therefore sufficient in number for the ambitious floor games
+he describes. Comparatively few adults can look back to the possession
+of similar play material, and so a majority cannot realize how it
+outweighs in value every other type of toy that can be provided.
+
+Where the budget for equipment is limited, floor blocks can be cut by
+the local carpenter or, in a school, by the manual training
+department. The blocks in use at The Play School (see cut, p. 20) are
+of white wood, the unit block being 1-3/8" X 2-3/4" X 5-1/2". They
+range in size from half units and diagonals to blocks four times the
+unit in length (22").
+
+[Illustration: The Hill Floor Blocks at the Gregory Avenue School]
+
+At present there is but one set of blocks on the market that
+corresponds to the one Mr. Wells describes. These are the "_Hill Floor
+Blocks_," manufactured and sold by A. Schoenhut & Co., of
+Philadelphia. They are of hard maple and come in seven sizes, from 3"
+squares to oblongs of 24", the unit block being 6" in length. There
+are 680 pieces in a set. Half and quarter sets are also obtainable.
+They are the invention of Professor Patty Smith Hill of Teachers
+College, Columbia University, and are used in The Teachers College
+Kindergarten and in many other schools.
+
+[Illustration: Useful alike to builders and cabinet makers]
+
+[Illustration: Advanced research in Peg-Lock construction]
+
+The School of Childhood at the University of Pittsburgh makes use of
+several varieties of blocks, some of commercial manufacture, others
+cut to order. The list given is as follows:[C]
+
+A. Nest of blocks.
+
+B. Large blocks made to order of hard maple in five sizes:
+      Cubes, 5" X 5".
+      Oblongs, 2-1/2" X 5" X 10".
+      Triangular prisms made by cutting cube diagonally into two and
+        four parts.
+      Pillars made by cutting oblongs into two parts.
+      Plinths made by cutting oblongs into two parts.
+      Light weight 12" boards, 3'-0" to 7'-0" long.
+
+C. Froebel's enlarged fifth and sixth gifts.
+
+D. Stone Anchor blocks.
+
+E. Architectural blocks for flat forms.
+
+F. Peg-Lock blocks.
+
+As children become more dexterous and more ambitious in their block
+construction, the _Peg-Lock Blocks_ will be found increasingly
+valuable. These are a type of block unknown to Mr. Wells, but how he
+would have revelled in the possession of a set! They are manufactured
+by the Peg-Lock Block Co. of New York. Cut on a smaller scale than the
+other blocks described, they are equipped with holes and pegs, by
+which they may be securely joined. This admits of a type of
+construction entirely outside the possibilities of other blocks. They
+come in sets of varying sizes and in a great variety of shapes. The
+School of Childhood uses them extensively, as does The Play School.
+
+[Footnote C: See University of Pittsburgh Bulletin, "Report of the
+Experimental Work in the School of Childhood."]
+
+[Illustration: Small wooden toy.]*
+
+
+FLOOR TOYS
+
+The "Do-with Toys" shown in the accompanying cuts were designed by
+Miss Caroline Pratt some years ago to meet the need generally felt by
+devotees of the play laboratory of a consistent series of toys to be
+used with floor blocks. For if the market of the present day can offer
+something more adequate in the way of blocks than was generally
+available in Mr. Wells' boyhood, the same is not true when it comes to
+facilities for peopling and stocking the resulting farms and
+communities that develop.
+
+Mr. Wells tells us that for his floor games he used tin soldiers and
+such animals as he could get--we know the kind, the lion smaller than
+the lamb, and barnyard fowl doubtless overtopping the commanding
+officer. Such combinations have been known to children of all
+generations and play of the kind Mr. Wells describes goes on in spite
+of the inconsistency of the materials supplied.
+
+[Illustration: Small wooden toy.]*
+
+But when we consider fostering such play, and developing its
+possibilities for educational ends, the question arises whether this
+is the best provision that can be made, or if the traditional
+material could be improved, just as the traditions concerning blocks
+are being improved.
+
+[Illustration: Small wooden toy.]*
+
+A few pioneers have been experimenting in this field for some years
+past. No one of them is ready with final conclusions but among them
+opinion is unanimous that constructive play is stimulated by an
+initial supply of consistent play material calculated to suggest
+supplementary play material of a kind children can manufacture for
+themselves.
+
+[Illustration: Small wooden toy.]*
+
+Blocks are of course the most important type of initial material to be
+provided; beyond this the generally accepted hypothesis is embodied in
+the "Do-with" series which provides, first a doll family of
+proportions suited to block houses, then a set of farm animals and
+carts, then a set of wild animals, all designed on the same size
+scale, of construction simple enough to be copied at the bench, and
+suggesting, each set after its kind, a host of supplementary toys,
+limited in variety and in numbers only by the experience of the child
+concerned and by his ability to construct them.
+
+[Illustration: Small wooden toy.]*
+
+[Illustration: Small wooden toy.]*
+
+[Illustration: Small wooden toy.]*
+
+This working hypothesis for the selection of toys is as yet but little
+understood either by those who buy or those who sell play materials.
+The commercial dealer declares with truth that there is too little
+demand to justify placing such a series on the market. Not only does
+he refuse to make "Do-withs" but he provides no adequate substitutes.
+His wooden toys are merely wooden ornaments without relation to any
+series and without playability, immobile, reasonless, for the
+philosophy of the play laboratory is quite unknown to the makers of
+play materials, while those who buy are guided almost entirely by
+convention and have no better standard by which to estimate what
+constitutes their money's worth.
+
+[Illustration: Small wooden toy.]*
+
+On the other hand enthusiasts raise the question, why supply any toys?
+Is it not better for children to make all their toys? And as Miss
+Pratt says, "getting ready for play is mistaken for play itself."
+
+[Illustration: Small wooden toy.]*
+
+[Illustration: Small wooden toy.]*
+
+Too much "getting ready" kills real play, and if our purpose is to
+foster and enrich the actual activity, we must understand the subtle
+value of initial play materials, of having at hand ready for the
+promptings of play impulse the necessary foundation stones on which a
+superstructure of improvisation can be reared.
+
+[Illustration: Transportation Toys]
+
+[Illustration: A trunk line]
+
+When by hook or crook the devotees of floor games have secured a
+population and live stock for their block communities, then, as Mr.
+Wells reminds us, comes commerce and in her wake transportation
+problems to tax the inventive genius of the laboratory.
+
+Simple transportation toys are the next need, and suitable ones can
+generally, though not always, be obtained in the shops. A few
+well-chosen pieces for initial material will soon be supplemented by
+"Peg-lock" or bench-made contrivances.
+
+For railroad tracks the block supply offers possibilities better
+adapted to the ages we are considering than any of the elaborate rail
+systems that are sold with the high-priced mechanical toys so
+fascinating to adult minds. Additional curved blocks corresponding to
+the unit block in width and thickness are a great boon to engineers,
+for what is a railroad without curves!
+
+Transportation toys can be perfectly satisfactory when not made
+strictly to scale. Indeed, the exigencies of the situation generally
+demand that realists be satisfied with rather wide departures from the
+general rule. Train service, however, should accommodate at least one
+passenger to a car.
+
+[Illustration: Play area.]*
+
+
+LARGE AND SMALL SCALE TOYS
+
+The floor scheme pictured here is a good illustration of our
+principles of selection applied to toys of larger scale. The dolls,
+the tea set, the chairs are from the toy shop. The little table in the
+foreground, and the bed are bench made. The bedding is of home
+manufacture, the jardiniere too, is of modelling clay, gaily painted
+with water colors. The tea table and stove are improvised from blocks
+as is the bath room, through the door of which a block "tub" may be
+seen. The screen used as a partition at the back is one of the Play
+School "properties" with large sheets of paper as panels. (See cut p.
+20.)
+
+There are some important differences, however, between the content of
+a play scheme like this and one of the kind we have been considering
+(see cut page 30). These result from the size and character of the
+initial play material, for dolls like these invite an entirely
+different type of treatment. One cannot build villages, or provide
+extensive railroad facilities for them, nor does one regard them in
+the impersonal way that the "Do-with" family, or Mr. Wells' soldiers,
+are regarded, as incidentals in a general scheme of things.
+
+These beings hold the centre of their little stage. They call for
+affection and solicitude, and the kind of play into which they fit is
+more limited in scope, less stirring to the imagination, but more
+usual in the experience of children, because play material of this
+type is more plentifully provided than is any other and, centering
+attention as it does on the furnishings and utensils of the home,
+requires less contact with or information about, the world outside and
+its activities to provide the mental content for interesting play.
+
+[Illustration: A "Furnished Apartment" at the Ethical Culture School]
+
+In the epochs of play development interest in these larger scale toys
+precedes that in more complicated schemes with smaller ones. Mr.
+Wells' stress on the desirability of a toy soldier population really
+reflects an adult view. For play on the toy soldier and paper doll
+scale develops latest of all, and because of the opportunities it
+affords for schemes of correspondingly greater mental content makes
+special appeal to the adult imagination.
+
+Play material smaller than the "Do-with" models and better adapted to
+this latest period than are either soldiers or paper dolls remains one
+of the unexplored possibilities for the toy trade of the future.
+
+[Illustration: Supplementary (A small toy train.)]
+
+[Illustration: A play laundry.]*
+
+
+HOUSEKEEPING PLAY
+
+Materials for housekeeping play are of two general kinds, according to
+size--those intended for the convenience of dolls, and those of larger
+scale for children's use. The larger kind should be strong enough and
+well enough made to permit of actual processes.
+
+Plentiful as such materials are in the shops, it is difficult to
+assemble anything approaching a complete outfit on the same size
+scale. One may spend days in the attempt to get together one as
+satisfactory as that pictured here. The reason seems to be that for
+considerations of trade such toys are made and sold in sets of a few
+pieces each. If dealers would go a step further and plan their sets in
+series, made to scale and supplementing each other, they would better
+serve the requirements of play, and, it would seem, their own
+interests as well.
+
+
+STOREKEEPING PLAY
+
+From housekeeping play to storekeeping play is a logical step and one
+abounding in possibilities for leading interest beyond the horizon
+line of home environment.
+
+Better than any toy equipment and within reach of every household
+budget is a "store" like the one pictured here where real cartons,
+boxes, tins and jars are used.
+
+[Illustration: A "Grocery Store" at the Ethical Culture School]
+
+Schools can often obtain new unfilled cartons from manufacturers. The
+Fels-Naphtha and National Biscuit companies are especially cordial to
+requests of this kind, and cartons from the latter firm are good for
+beginners, as prices are plainly marked and involve only dime and
+nickel computation. The magazine "Educational Foundations" maintains a
+department which collects such equipment and furnishes it to public
+schools on their subscribers' list.
+
+Sample packages add to interest and a small supply of actual staples
+in bulk, or of sand, sawdust, chaff, etc., for weighing and measuring
+should be provided as well as paper, string, and paper bags of
+assorted sizes.
+
+Small scales, and inexpensive sets of standard measures, dry and
+liquid, can be obtained of Milton Bradley and other school supply
+houses. A toy telephone and toy money will add "content," and for
+older children a "price and sign marker" (Milton Bradley) is a
+valuable addition.
+
+The School of Childhood (Pittsburgh) list includes the following
+miscellaneous articles for house and store play:
+
+    spoons
+    various sized boxes
+    stones
+    pebbles
+    buttons
+    shells
+    spools
+    bells
+    enlarged sticks of the kindergarten
+    ribbon bolts filled with sand
+    rice
+    shot
+    bottles, etc.
+
+
+CRAFT AND COLOR MATERIALS
+
+Materials of this kind are a valuable part of any play equipment. Of
+the large assortment carried by kindergarten and school supply houses
+the following are best adapted to the needs of the play laboratory:
+
+
+_Modelling Materials_--Modelling clay and plasticine, far from being
+the same, are supplementary materials, each adapted to uses for which
+the other is unsuited.
+
+_Weaving Materials_--Raphia, basketry reed, colored worsteds, cotton
+roving, jute and macrame cord can be used for many purposes.
+
+_Material for Paper Work_--Heavy oak tag, manila, and bogus papers for
+cutting and construction come in sheets of different sizes. Colored
+papers, both coated (colored on one side) and engine colored (colored
+on both sides) are better adapted to "laboratory purposes" when
+obtainable in large sheets instead of the regulation kindergarten
+squares. Colored tissue papers, scissors and library paste are always
+in demand.
+
+_Color Materials_--Crayons, water color paints, chalks (for blackboard
+use) are best adapted to the needs of play when supplied in a variety
+of colors and shades. For drawing and painting coarse paper should be
+furnished in quantity and in sheets of differing sizes.
+
+"_If children are let alone with paper and crayons they will quickly
+learn to use these toys quite as effectively as they do blocks and
+dolls._"
+
+[Illustration: Children playing with wagon.]*
+
+
+TOYS FOR ACTIVE PLAY AND OUTDOOR TOOLS
+
+Among the many desirable _toys for active play_ the following deserve
+"honorable mention":
+
+    Express wagon
+    Sled
+    Horse reins
+    "Coaster" or "Scooter"
+    Velocipede (and other adaptations of the bicycle for beginners)
+    Football (small size Association ball)
+    Indoor baseball
+    Rubber balls (various sizes)
+    Bean bags
+    Steamer quoits
+
+As in the case of the carpenter's bench it is poor economy to supply
+any but good _tools_ for the yard and garden. Even the best garden
+sets for children are so far inferior to those made for adults as to
+render them unsatisfactory and expensive by comparison. It is
+therefore better to get light weight pieces in the smaller standard
+sizes and cut down long wooden handles for greater convenience. The
+one exception to be noted is the boy's shovel supplied by the Peter
+Henderson company. This is in every respect as strong and well made as
+the regulation sizes and a complete series to the same scale and of
+the same standard would meet a decided need in children's equipment
+where light weight is imperative and hard wear unavoidable.
+
+In addition to the garden set of shovel, rake, hoe, trowel and
+wheel-barrow, a small crow-bar is useful about the yard and, in
+winter, a light snow shovel is an advantage.
+
+JEAN LEE HUNT.
+
+[Illustration: Small wooden toy.]*
+
+[Illustration: Small wooden toy.]*
+
+[Illustration: Small wooden toy.]*
+
+A small permanent exhibit of the play equipment described may be seen
+at the Bureau of Educational Experiments, 16 West 8th Street, New
+York, and is occasionally loaned.
+
+
+
+
+SUGGESTED READING
+
+
+For convenience it has seemed well to divide the following list into
+two parts--the first devoted to the discussion of theory, the other
+offering concrete suggestions.
+
+Such a division is arbitrary, of course. No better exposition of
+theory can be found than is contained in some of these references
+dealing with actual laboratory usage and furnishings. On the other
+hand the two books by Dr. Kilpatrick, with their illuminating analysis
+of didactic materials, afford many concrete suggestions, at least on
+the negative side.
+
+
+PART I.
+
+CHAMBERLIN, A. E.
+
+    "The Child: A Study in the Evolution of Man," Scribner, 1917.
+        Chap. I, "The Meaning of the Helplessness of Infancy."
+        Chap. II, "The Meaning of Youth and Play."
+        Chap. IV, "The Periods of Childhood."
+
+DEWEY, JOHN
+
+    "Democracy and Education," Macmillan, 1916.
+        Chap. XV, "Play and Work in the Curriculum."
+    "How We Think," D. C. Heath and Co.
+        Chap. XVII, "Play, Work, and Allied Forms of Activity."
+        Chap. XVI, "Process and Product."
+    "Interest and Effort in Education," Houghton Mifflin Co., 1913.
+        Chap. IV, "The Psychology of Occupations."
+    "The School and Society," University of Chicago Press, 1916.
+        Chap. IV, "The Psychology of Occupations."
+        Chap. VII, "The Development of Attention."
+    "Cyclopedia of Education," Edited by Paul Monroe, Macmillan Co.
+        Articles on "Infancy," "Play."
+
+DOPP, KATHERINE E.
+
+    "The Place of Industries in Elementary Education," University of
+        Chicago Press, 1915.
+
+GROOS, KARL
+
+    "The Play of Man," Appleton, 1916.
+
+HALL, G. STANLEY
+
+    "Educational Problems," Appleton, 1911.
+        Chap. I, "The Pedagogy of the Kindergarten."
+        "Youth: Its Regimen and Hygiene," Appleton, 1916.
+        Chap. VI, "Play, Sports and Games."
+
+KILPATRICK, WILLIAM HEARD
+
+    "The Montessori System Examined," Houghton Mifflin, 1914.
+    "Froebel's Kindergarten Principles Critically Examined,"
+        Macmillan, 1916.
+
+LEE, JOSEPH
+
+    "Play in Education," Macmillan, 1915.
+
+WOOD, WALTER
+
+    "Children's Play and Its Place in Education," Duffield, 1913.
+
+
+PART II.
+
+ARNOLD, DR. E. H.
+
+    "Some Inexpensive Playground Apparatus," Bulletin No. 27, Playground
+        Association of America and Playground Extension
+        Committee of The Russell Sage Foundation.
+
+DEMING, LUCILE P. AND OTHERS
+
+    "Playthings," Bulletin No. I.
+    "The Play School," Bulletin No. III.
+    "The Children's School, The Teachers College Playground, The
+        Gregory School," Bulletin No. IV.
+          Bureau of Educational Experiments publications, 1917.
+
+CHAMBERS, WILL GRANT AND OTHERS
+
+    "Report of the Experimental Work in the School of Childhood,"
+        University of Pittsburgh Bulletin, 1916.
+
+COOK, H. CALDWELL
+
+    "The Play Way," Stokes Co., 1917.
+
+CORBIN, ALICE M.
+
+    "How to Equip a Playroom: the Pittsburgh Plan," Bulletin No. 118,
+        Playground and Recreation Association of America, 1913.
+
+DEWEY, JOHN AND EVELYN
+
+    "Schools of To-morrow," Dutton, 1915.
+        Chap. V, "Play."
+
+HALL, G. STANLEY
+
+    "Aspects of Child Life," Ginn, 1914.
+        "The Story of a Sand Pile."
+
+HETHERINGTON, CLARK W.
+
+    "The Demonstration Play School of 1913," University of California
+        Bulletin, 1914.
+
+HILL, PATTY SMITH AND OTHERS
+
+    "Experimental Studies in Kindergarten Education," Teachers College
+        publications, 1915.
+
+JOHNSON, GEORGE E.
+
+    "Education by Plays and Games," Ginn & Co., 1907.
+
+LEE, JOSEPH
+
+    "Play for Home," Bulletin No. 102, Playground and Recreation
+        Association of America.
+
+READ, MARY L.
+
+    "The Mothercraft Manual," Little, Brown & Co., 1916.
+
+WELLS, H. G.
+
+    "Floor Games," Small, Maynard & Co., 1912.
+    "The New Machiavelli," Duffield Co., 1910.
+        Chap. II, "Bromstead and My Father."
+
+
+
+
+
+End of Project Gutenberg's A Catalogue of Play Equipment, by Jean Lee Hunt
+
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+<pre>
+
+Project Gutenberg's A Catalogue of Play Equipment, by Jean Lee Hunt
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: A Catalogue of Play Equipment
+
+Author: Jean Lee Hunt
+
+Release Date: April 1, 2009 [EBook #28466]
+
+Language: English
+
+Character set encoding: ISO-8859-1
+
+*** START OF THIS PROJECT GUTENBERG EBOOK A CATALOGUE OF PLAY EQUIPMENT ***
+
+
+
+
+Produced by Bryan Ness, Woodie4 and the Online Distributed
+Proofreading Team at https://www.pgdp.net (This file was
+produced from images generously made available by The
+Internet Archive/American Libraries.)
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+</pre>
+
+
+<h5><i>Bulletin Number Eight Price Thirty-five Cents</i></h5>
+
+
+<h2>A CATALOGUE OF PLAY EQUIPMENT</h2>
+
+
+<h4><i>Compiled by</i></h4>
+
+<h3><span class="smcap">Jean Lee Hunt</span></h3>
+
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_001.png" width="400" height="211" alt="Wooden wheel-barrow and cabinet." title="Wooden wheel-barrow and cabinet." />
+</div>
+
+
+<h4><span class="smcap">Bureau</span> <i>of</i> <span class="smcap">Educational Experiments</span></h4>
+<h4><span class="smcap">16 West 8th Street, New York</span></h4>
+<h4>1918</h4>
+
+
+<div class="figcenter" style="width: 285px;">
+<img src="images/fig_002.png" width="285" height="400" alt="Children at play." title="Children at play." />
+</div>
+
+<h2>
+<a href="#INTRODUCTION"><b>INTRODUCTION</b></a><br />
+<a href="#OUT-OF-DOOR_FURNISHINGS"><b>OUT-OF-DOOR FURNISHINGS</b></a><br />
+<a href="#THE_OUTDOOR_LABORATORY"><b>THE OUTDOOR LABORATORY</b></a><br />
+<a href="#INDOOR_EQUIPMENT"><b>INDOOR EQUIPMENT</b></a><br />
+<a href="#THE_INDOOR_LABORATORY"><b>THE INDOOR LABORATORY</b></a><br />
+<a href="#TOYS"><b>TOYS</b></a><br />
+<a href="#SUGGESTED_READING"><b>SUGGESTED READING</b></a><br />
+</h2>
+
+
+<p><span class="pagenum"><a name="Page_3" id="Page_3">[Pg 3]</a></span></p>
+
+<hr style="width: 65%;" />
+<h2><a name="INTRODUCTION" id="INTRODUCTION"></a>INTRODUCTION</h2>
+
+
+<p>What are the requisites of a child's laboratory? What essentials must
+we provide if we would deliberately plan an environment to promote the
+developmental possibilities of play?</p>
+
+<p>These questions are raised with ever-increasing insistence as the true
+nature of children's play and its educational significance come to be
+matters of more general knowledge and the selection of play equipment
+assumes a corresponding importance in the school and at home.</p>
+
+<p>To indicate some fundamental rules for the choice of furnishings and
+toys and to show a variety of materials illustrating the basis of
+selection has been our aim in compiling the following brief catalogue.
+We do not assume the list to be complete, nor has it been the
+intention to recommend any make or pattern as being indispensable or
+as having an exclusive right to the field. On the contrary, it is our
+chief hope that the available number and variety of such materials may
+be increased to meet a corresponding increase of intelligent demand on
+the part of parents and teachers for equipment having real dignity and
+play value.</p>
+
+<p>The materials listed were originally assembled in the Exhibit of Toys
+and School Equipment shown by the Bureau of Educational Experiments in
+the Spring and Summer of 1917, and we wish to make acknowledgment,
+therefore, to the many who contributed to that exhibit and by so doing
+to the substance of the following pages. Chief among them are Teachers
+College, The University of Pittsburgh, The Ethical Culture School, The
+Play School and other experimental schools described in our bulletins,
+numbers 3, 4 and 5.</p>
+
+<p>The cuts have been chosen for the most part from photographs of the
+Play School, where conditions fairly approximate those obtainable in
+the home and thus offer suggestions easily translatable by parents
+into terms of their own home environment.</p>
+
+<p>While this equipment is especially applicable to the needs of children
+four, five and six years old, most of it will be found well adapted to
+the interests of children as old as eight years, and some of it to
+those of younger children as well.</p>
+
+<p>
+<span class="smcap">Bureau of Educational Experiments.</span><br />
+</p>
+
+<p>New York City, June, 1918.</p>
+
+<p><span class="pagenum"><a name="Page_4" id="Page_4">[Pg 4]</a></span></p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_003.png" width="400" height="281" alt="Children at play." title="Children at play." />
+</div>
+
+<hr style="width: 65%;" />
+
+<p><span class="pagenum"><a name="Page_5" id="Page_5">[Pg 5]</a></span></p>
+
+<h2><a name="OUT-OF-DOOR_FURNISHINGS" id="OUT-OF-DOOR_FURNISHINGS"></a>OUT-OF-DOOR FURNISHINGS</h2>
+
+<p>Out-of-door Furnishings should be of a kind to encourage creative play
+as well as to give exercise.</p>
+
+<p>Playground apparatus, therefore, in addition to providing for big
+muscle development should combine the following requisites:</p>
+
+<blockquote><p>Intrinsic value as a toy or plaything. "The play of children on it
+and with it must be spontaneous."<a name="FNanchor_A-1" id="FNanchor_A-1"></a><a href="#Footnote_A-1" class="fnanchor">[A-1]</a></p>
+
+<p>Adaptability to different kinds of play and exercise. "It must
+appeal to the imagination of the child so strongly that new forms of
+use must be constantly found by the child himself in using it."<a name="FNanchor_A-2" id="FNanchor_A-2"></a><a href="#Footnote_A-2" class="fnanchor">[A-2]</a></p>
+<p>Adaptability to individual or group use. It should lend itself to
+solitary play or to use by several players at once.</p></blockquote>
+
+<p>Additional requisites are:</p>
+
+<blockquote><p>Safety. Its use should be attended by a minimum of danger. Suitable
+design, proper proportions, sound materials and careful construction
+are essentials.</p>
+
+<p>Durability. It must be made to withstand hard use and all kinds of
+weather. To demand a minimum of repair means also to afford a
+maximum of security.</p></blockquote>
+
+
+
+
+<p class="footnote"><a name="Footnote_A-1" id="Footnote_A-1"></a><a href="#FNanchor_A-1"><span class="label">[A-1]</span></a>Dr. E. H. Arnold, "Some Inexpensive Playground Apparatus." Bul. 27, Playground Association of America.</p>
+
+<p class="footnote"><a name="Footnote_A-2" id="Footnote_A-2"></a><a href="#FNanchor_A-2"><span class="label">[A-2]</span></a>Dr. E. H. Arnold, "Some Inexpensive Playground Apparatus." Bul. 27, Playground Association of America.<br /></p>
+
+
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_004.png" width="400" height="274" alt="The city yard equipped to give a maximum of exercise
+and creative play" title="The city yard equipped to give a maximum of exercise
+and creative play" />
+<span class="caption">The city yard equipped to give a maximum of exercise
+and creative play</span><br /><br /></div>
+
+<p><span class="pagenum"><a name="Page_6" id="Page_6">[Pg 6]</a></span></p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_005.png" width="400" height="299" alt="An outdoor play area." title="An outdoor play area." />
+</div>
+
+<hr style="width: 65%;" />
+
+<p><span class="pagenum"><a name="Page_7" id="Page_7">[Pg 7]</a></span></p>
+
+<h2><a name="THE_OUTDOOR_LABORATORY" id="THE_OUTDOOR_LABORATORY"></a>THE OUTDOOR LABORATORY</h2>
+
+
+<p>In the country, ready-to-hand resources, trees for climbing, the
+five-barred fence, the pasture gate, the stone wall, the wood-pile,
+Mother Earth to dig in, furnish ideal equipment for the muscle
+development of little people and of their own nature afford the
+essential requisites for creative and dramatic play. To their
+surpassing fitness for "laboratory" purposes each new generation bears
+testimony. If the furnishings of a deliberately planned environment
+are to compare with them at all they must lend themselves to the same
+freedom of treatment.</p>
+
+<p>The apparatus shown here was made by a local carpenter, and could
+easily be constructed by high school pupils with the assistance of the
+manual training teacher.</p>
+
+<p>The ground has been covered With a layer of fine screened gravel, a
+particularly satisfactory treatment for very little children, as it is
+relatively clean and dries quickly after rain. It does not lend itself
+to the requirements of organized games, however, and so will not
+answer for children who have reached that stage of play development.</p>
+
+<p>A number of building bricks, wooden boxes of various sizes, pieces of
+board and such "odd lumber" with a few tools and out-of-door toys
+complete the yard's equipment.</p>
+
+<p><span class="pagenum"><a name="Page_8" id="Page_8">[Pg 8]</a></span></p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_006.png" width="400" height="300" alt="THE SEE-SAW." title="THE SEE-SAW." />
+</div>
+
+<p><span class="pagenum"><a name="Page_9" id="Page_9">[Pg 9]</a></span></p>
+
+<p>THE SEE SAW</p>
+
+<p><span class="smcap">Board</span>--Straight grain lumber, 1-1/8" x 9" x 12'-0".</p>
+
+<blockquote><p>Two cleats 1&frac14;" x 9" bolted to the under side of the board to act
+as a socket on the hip of the horse.</p></blockquote>
+
+<p><span class="smcap">Horse</span>--Height 25". Length 22&frac12;;". Spread of feet at ground 20". Legs
+built of 2" x 3" material. Hip of 2" x 3" material. Brace under hip of
+7/8" material.</p>
+
+<p><span class="smcap">Note</span>--All figures given are for outside measurements. Apparatus except
+see-saw board and sliding board should he painted, especially those
+parts which are to be put into the ground.</p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_007.png" width="400" height="310" alt="THE SEE-SAW." title="THE SEE-SAW." />
+</div>
+
+<p>THE STAND AND SLIDE</p>
+
+<p><span class="smcap">Stand or Platform</span>--26" wide, 30" long, 5'-4" high.</p>
+
+<blockquote><p>Top made of 1-3/8" tongue and groove material.</p>
+
+<p>Uprights or legs of 2" x 3" material.</p>
+
+<p>Cleats nailed to front legs 6&frac14;" apart to form ladder are of
+1-1/8" x 1&frac34;;" material.</p>
+
+<p>Cross bracing of 7/8" x 2&frac14;;" material.</p>
+
+<p>Apron under top made of 7/8" x 5" material nailed about 1-1/8" below
+to act as additional bracing and provide place of attachment for
+iron hooks secured to sliding board.</p>
+
+<p>The stand is fastened to the ground by dogs or pieces of wood buried
+deep enough (about 3') to make it secure.</p></blockquote>
+
+<p><span class="smcap">Slide</span>--Straight grain piece of lumber, 1-1/8" x 12" x 12'-0".</p>
+
+<blockquote><p>Two hooks at upper end of sliding board are of iron, about 3/8" x
+1&frac12;;", set at a proper angle to prevent board from becoming loose.
+Hooks are about 1&frac14;;" long.</p></blockquote>
+<p><span class="pagenum"><a name="Page_10" id="Page_10">[Pg 10]</a></span></p>
+<div class="figcenter" style="width: 348px;">
+<img src="images/fig_008.png" width="348" height="400" alt="THE SWINGING ROPE." title="THE SWINGING ROPE." />
+</div>
+
+<p>THE SWINGING ROPE</p>
+
+<p><span class="smcap">Upright</span>--3" x 3" x 6'-9".</p>
+
+<p><span class="smcap">Top Piece</span>--3" x 3" x 2'-9".</p>
+
+<blockquote><p>Upright and top piece are mortised or halved and bolted together.</p>
+
+<p>Bracing at top (3" x 3" x 20&frac12;" at long point of mitre cuts) is
+nailed to top piece and upright at an angle of about 45 degrees.</p>
+
+<p>Upright rests on a base measuring 3'-0". This is mortised together
+and braced with 2" x 3" material about 20" long, set at an angle of
+about 60 degrees.</p>
+
+<p>Unless there are facilities for bracing at the top, as shown in the
+cut, the upright should be made longer and buried about 3' in the
+ground.</p>
+
+<p>The swinging rope (&frac34;" dia.) passes through a hole bored in the top
+piece and held in place by a knot. Successive knots tied 8" to 9"
+apart and a big knot at the bottom make swinging easier for little
+folks.</p></blockquote>
+
+<p><span class="pagenum"><a name="Page_11" id="Page_11">[Pg 11]</a></span></p>
+
+<div class="figcenter" style="width: 346px;">
+<img src="images/fig_009.png" width="346" height="400" alt="THE TRAPEZE." title="THE TRAPEZE." />
+</div>
+
+<p>THE TRAPEZE</p>
+
+<p><span class="smcap">Two Uprights</span>--3" x 3" x 6'-10".</p>
+
+<p><span class="smcap">Top Piece</span>--3" x 3" x 2'-10".</p>
+
+<blockquote><p>Ends of top piece secured to uprights by being mortised or halved
+and bolted together.</p>
+
+<p>Uprights rest on bases of 2" x 3" material, 3'-7" long, connected by
+a small platform in the form of an H.</p>
+
+<p>Bases and uprights are bolted to dogs or pieces of wood 2" x 4" x
+5'-8" set in the ground about 3'-0".</p>
+
+<p>Adjustable bar (round) 1-3/8" dia.</p>
+
+<p>3 holes bored in each upright provide for the adjustable bar. The
+first hole is 3'-0" above ground, the second 3'-5", the third
+3'-10".</p>
+
+<p>Swing bar (round), 1-3/8" dia., is 20" long. Should hang about 16"
+below top piece.</p>
+
+<p>2 holes 5/8" dia. bored in the top piece receive a continuous rope
+attached to the swing bar by being knotted after passing through
+holes (5/8" dia.) in each end of the bar.</p></blockquote>
+
+
+<p><span class="pagenum"><a name="Page_12" id="Page_12">[Pg 12]</a></span></p>
+
+
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_010.png" width="400" height="300" alt="THE LADDER AND SUPPORT." title="THE LADDER AND SUPPORT." />
+</div>
+
+<p>THE LADDER AND SUPPORT</p>
+
+<p><span class="smcap">Ladder</span>--14" x 10'-2"</p>
+
+<blockquote><p>Sides of 1&frac12;" x &frac12;" material</p>
+
+<p>Rungs &frac14;" dia. set 10&frac14;" apart</p>
+
+<p>At upper ends of the sides a u-shaped cut acts as a hook for
+attaching the ladder to the cross bar of the support. These ends are
+re-inforced with iron to prevent splitting.</p></blockquote>
+
+<p><span class="smcap">Support</span>--Height 4'-6". Spread of uprights at base 4'-2".</p>
+
+<blockquote><p>Uprights of 1&frac12;" x 2&frac12;" material are secured to a foot (1&frac12;" x
+4" x 20&frac12;") with braces (11&frac12;" x 2&frac12;" x 12") set at an angle
+of about 60°.</p>
+
+<p>Tops of the two uprights are halved and bolted to a cross bar 1-1/8"
+x 2&frac12;" x 10" long.</p>
+
+<p>The uprights are secured with diagonal braces 1-3/8" x 3&frac12;" x
+3'-9" fastened together where they intersect.</p></blockquote>
+
+<p><span class="pagenum"><a name="Page_13" id="Page_13">[Pg 13]</a></span></p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_011.png" width="400" height="276" alt="A pretend airship." title="A pretend airship." />
+<span class="caption">AS DRAMATIC MATERIAL</span>
+</div>
+
+<p>A borrowed step ladder converts this gymnastic apparatus into an
+airship.</p>
+
+<div class="figcenter" style="width: 381px;">
+<img src="images/fig_012.png" width="381" height="400" alt="A borrowed ladder helps the game." title="A borrowed ladder helps the game." />
+<span class="caption">A PRACTICAL ADAPTATION</span>
+</div>
+
+<p>The ladder detached from the support is an invaluable adjunct to
+building and other operations.<br /><br /></p>
+
+<p><span class="pagenum"><a name="Page_14" id="Page_14">[Pg 14]</a></span></p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_013.png" width="400" height="309" alt="The Parallel Bars." title="The Parallel Bars." />
+</div>
+
+<p>THE PARALLEL BARS</p>
+
+<p>The two bars are 2" x 2&frac14;" X 6'-10" and are set 16&frac12;" to 18&frac12;"
+apart. The ends are beveled and the tops rounded.</p>
+
+<p>Each bar is nailed to two uprights (2" X 3" X 5'-0") set 5' apart and
+extending 34" above ground. An overhang of about 6" is allowed at each
+end of the bar.<br /><br /></p>
+
+<p><span class="pagenum"><a name="Page_15" id="Page_15">[Pg 15]</a></span></p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_014.png" width="400" height="295" alt="The sand box." title="The sand box." />
+</div>
+
+<p>THE SAND BOX</p>
+
+<p>The sloping cover to the sand box pictured here has been found to have
+many uses besides its obvious purpose of protection against stray
+animals and dirt. It is a fairly good substitute for the old-time
+cellar door, that most important dramatic property of a play era past
+or rapidly passing.</p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_015.png" width="400" height="197" alt="Sand box with cover closed." title="Sand box with cover closed." /><br /><br />
+</div>
+
+<p><span class="pagenum"><a name="Page_16" id="Page_16">[Pg 16]</a></span><br /><br /></p>
+
+<div class="figcenter" style="width: 240px;">
+<img src="images/fig_016.png" width="240" height="400" alt="Box village." title="Box village." />
+</div>
+
+<p>BOX VILLAGE</p>
+
+<p>The child is to be pitied who has not at some time revelled in a
+packing-box house big enough to get into and furnished by his own
+efforts. But a "village" of such houses offers a greatly enlarged
+field of play opportunity and has been the basis of Miss Mary Rankin's
+experiment on the Teachers College Playground.<a name="FNanchor_B_2" id="FNanchor_B_2"></a><a href="#Footnote_B_2" class="fnanchor">[B]</a></p>
+
+<p>In addition to its more obvious possibilities for constructive and
+manual development, Miss Rankin's experiment offers social features
+of unusual suggestiveness, for the village provides a civic experience
+fairly comprehensive and free from the artificiality that is apt to
+characterize attempts to introduce civic content into school and play
+procedure.</p>
+
+<p class="footnote"><a name="Footnote_B_2" id="Footnote_B_2"></a><a href="#FNanchor_B_2"><span class="label">[B]</span></a> See "Teachers College Playground," Bulletin No. 4, Bureau
+of Educational Experiments.</p>
+
+<p><span class="pagenum"><a name="Page_17" id="Page_17">[Pg 17]</a></span></p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_017.png" width="400" height="279" alt="Of interest to carpenters." title="Of interest to carpenters." />
+<span class="caption">Of interest to carpenters.<br /><br /></span>
+</div>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_018.png" width="400" height="247" alt="A boom in real estate." title="A boom in real estate." />
+<span class="caption">A boom in real estate.</span><br /><br />
+</div>
+
+<p><span class="pagenum"><a name="Page_18" id="Page_18">[Pg 18]</a></span></p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_019.png" width="400" height="263" alt="Boy playing pretend piano." title="Boy playing pretend piano." />
+</div>
+
+
+
+<hr style="width: 65%;" />
+
+<p><span class="pagenum"><a name="Page_19" id="Page_19">[Pg 19]</a></span></p>
+
+<h2><a name="INDOOR_EQUIPMENT" id="INDOOR_EQUIPMENT"></a>INDOOR EQUIPMENT</h2>
+
+
+<p>The requisites for indoor equipment are these:</p>
+
+<blockquote><p>A Suitable Floor--The natural place for a little child to play is
+the floor and it is therefore the sine qua non of the play
+laboratory.</p>
+
+<p>Places to Keep Things--A maximum of convenience to facilitate habits
+of order.</p>
+
+<p>Tables and Chairs--For use as occasion demands, to supplement the
+floor, not to take the place of it.</p>
+
+<p>Blocks and Toys--For initial play material.</p>
+
+<p>The Carpenter's Bench--With tools and lumber for the manufacture of
+supplementary toys.</p>
+
+<p>A supply of Art and Craft materials--For the same purpose.</p></blockquote>
+
+<p><span class="pagenum"><a name="Page_20" id="Page_20">[Pg 20]</a></span></p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_020.png" width="400" height="257" alt="The Indoor Laboratory." title="The Indoor Laboratory." />
+<span class="caption">The Indoor Laboratory.</span>
+</div>
+
+
+
+<hr style="width: 65%;" />
+
+<p><span class="pagenum"><a name="Page_21" id="Page_21">[Pg 21]</a></span></p>
+
+<h2><a name="THE_INDOOR_LABORATORY" id="THE_INDOOR_LABORATORY"></a>THE INDOOR LABORATORY</h2>
+
+<p>The <i>floor</i> should receive first consideration in planning the indoor
+laboratory. It should be as spacious as circumstances will permit and
+safe, that is to say clean and protected from draughts and dampness.</p>
+
+<p>A well-kept hardwood floor is the best that can be provided.
+Individual light rugs or felt mats can be used for the younger
+children to sit on in cold weather if any doubt exists as to the
+adequacy of heating facilities (see cut, p. 32).</p>
+
+<p>Battleship linoleum makes a good substitute for a hardwood finish. It
+comes in solid colors and can be kept immaculate.</p>
+
+<p>Deck canvas stretched over a layer of carpet felt and painted makes a
+warm covering, especially well adapted to the needs of very little
+children, as it has some of the softness of a carpet and yet can be
+scrubbed and mopped.</p>
+
+<p>Second only in importance is the supply of <i>lockers</i>, <i>shelves</i>,
+<i>boxes</i> and <i>drawers</i> for the disposal of the great number and variety
+of small articles that make up the "tools and appliances" of the
+laboratory. The cut on page 24 shows a particularly successful
+arrangement for facilities of this kind.</p>
+
+<p>The <i>chairs</i> shown are the Mosher kindergarten chairs, which come in
+three sizes. The light <i>tables</i> can be folded by the children and put
+away in the biggest cupboard space (p. 24).</p>
+
+<p><i>Block boxes</i> are an essential part of the equipment. Their dimensions
+should be planned in relation to the unit block of the set used. Those
+shown are 13&frac34;;" X 16&frac12;" X 44" (inside measurements) for use with a
+set having a unit 1-3/8" X 2&frac34;" X 5&frac12;". They are on castors and
+can be rolled to any part of the room.</p>
+
+<p>The low <i>blackboards</i> are 5'-5" in height and 2'-0" from the floor.</p>
+
+<p>All the furnishings of the laboratory should lend themselves to use as
+dramatic properties when occasion demands, and a few may be kept for
+such purposes alone. The light screens in the right-hand corner of the
+room are properties of this kind and are put to an endless number of
+uses (see cut, p. 40).</p>
+
+<p><span class="pagenum"><a name="Page_22" id="Page_22">[Pg 22]</a></span></p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_021.png" width="400" height="244" alt="The balcony in a room with high ceiling" title="The balcony in a room with high ceiling" />
+<span class="caption">The balcony in a room with high ceiling.</span><br /><br />
+</div>
+
+<p><span class="pagenum"><a name="Page_23" id="Page_23">[Pg 23]</a></span></p>
+
+<div class="figcenter" style="width: 307px;">
+<img src="images/fig_022.png" width="307" height="400" alt="The balcony and a low ceiling" title="The balcony and a low ceiling" />
+<span class="caption">The balcony and a low ceiling.</span>
+</div>
+
+<p>The <i>balcony</i> is a device to increase floor space that has been used
+successfully in The Play School for several years. It is very popular
+with the children and contributes effectively to many play schemes.
+The tall block construction representing an elevator shaft shown in
+the picture opposite would never have reached its "Singer Tower
+proportions" without the balcony, first to suggest the project and
+then to aid in its execution.</p>
+
+<p><i>Drop shelves</i> like those along the wall of the "gallery" (p. 22) can
+be used for some purposes instead of tables when space is limited.</p>
+
+<p>Materials for storekeeping play fill the shelves next the fireplace,
+and the big crock on the hearth contains modelling clay, the raw
+material of such objets d'art as may be seen decorating the
+mantlepiece in the cut on page 20.</p>
+
+<p><span class="pagenum"><a name="Page_24" id="Page_24">[Pg 24]</a></span></p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_023.png" width="400" height="245" alt="A place for everything." title="A place for everything." />
+<span class="caption">A place for everything.</span><br /><br />
+</div>
+
+<p><span class="pagenum"><a name="Page_25" id="Page_25">[Pg 25]</a></span></p>
+
+<div class="figcenter" style="width: 297px;">
+<img src="images/fig_024.png" width="297" height="400" alt="The indoor sandbox." title="The indoor sandbox." />
+</div>
+
+
+<p>THE INDOOR SAND BOX</p>
+
+<p>The indoor <i>Sand Box</i> pictured here was designed by Mrs. Hutchinson
+for use in the nursery at Stony Ford. A box of this kind is ideal for
+the enclosed porch or terrace and a great resource in rainy weather.</p>
+
+<p>The usual kindergarten sand table cannot provide the same play
+opportunity that is afforded by a floor box, but it presents fewer
+problems to the housekeeper and is always a valuable adjunct to indoor
+equipment.</p>
+
+<p><span class="pagenum"><a name="Page_26" id="Page_26">[Pg 26]</a></span></p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_025.png" width="400" height="271" alt="The Carpenter Bench." title="The Carpenter Bench." />
+</div>
+
+
+<p>THE CARPENTER BENCH</p>
+
+<p>The carpenter equipment must be a "sure-enough business affair," and
+the tools real tools--not toys.</p>
+
+<p>The Sheldon bench shown here is a real bench in every particular
+except size. The tool list is as follows:</p>
+
+    <p style="margin-left: 35%;">Manual training hammer.<br />
+    18 point cross-cut saw.<br />
+    9 point rip saw.<br />
+    Large screw driver, wooden handle.<br />
+    Small screw driver.<br />
+    Nail puller.<br />
+    Stanley smooth-plane, No. 3.<br />
+    Bench hook.<br />
+    Brace and set of twist bits.<br />
+    Manual training rule.<br />
+    Steel rule.<br />
+    Tri square.<br />
+    Utility box--with assorted nails, screws, etc.<br />
+    Combination India oil stone.<br />
+    Oil can.<br />
+    Small hatchet.<br />
+</p>
+
+
+<p><span class="pagenum"><a name="Page_27" id="Page_27">[Pg 27]</a></span></p>
+
+<p>Choice of lumber must be determined partly by the viewpoint of the
+adult concerned, largely by the laboratory budget, and finally by the
+supply locally available. Excellent results have sometimes been
+achieved where only boxes from the grocery and left-over pieces from
+the carpenter shop have been provided. Such rough lumber affords good
+experience in manipulation, and its use may help to establish habits
+of adapting materials as we find them to the purposes we have in hand.
+This is the natural attack of childhood, and it should be fostered,
+for children can lose it and come to feel that specially prepared
+materials are essential, and a consequent limitation to ingenuity and
+initiative can thus be established.</p>
+
+<p>On the other hand, some projects and certain stages of experience are
+best served by a supply of good regulation stock. Boards of soft pine,
+white wood, bass wood, or cypress in thicknesses of &frac14;", 3/8", &frac12;"
+and 7/8" are especially well adapted for children's work, and "stock
+strips" &frac14;" and &frac12;" thick and 2" and 3" wide lend themselves to many
+purposes.</p>
+
+<div class="figcenter" style="width: 302px;">
+<img src="images/fig_026.png" width="302" height="400" alt="Boy painting toy." title="Boy painting toy." />
+</div>
+
+<p><span class="pagenum"><a name="Page_28" id="Page_28">[Pg 28]</a></span></p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_027.png" width="400" height="269" alt="Girl playing with dolls house." title="Girl playing with dolls house." />
+</div>
+
+
+
+<hr style="width: 65%;" />
+
+<p><span class="pagenum"><a name="Page_29" id="Page_29">[Pg 29]</a></span></p>
+
+<h2><a name="TOYS" id="TOYS"></a>TOYS</h2>
+
+
+<p>The proper basis of selection for toys is their efficiency as toys,
+that is:</p>
+
+<blockquote><p>They must be suggestive of play and made for play.</p>
+
+<p>They should be selected in relation to each other.</p>
+
+<p>They should be consistent with the environment of the child who is
+to use them.</p>
+
+<p>They should be constructed simply so that they may serve as models
+for other toys to be constructed by the children.</p>
+
+<p>They should suggest something besides domestic play so that the
+child's interest may be led to activities outside the home life.</p>
+
+<p>They should be durable because they are the realities of a child's
+world and deserve the dignity of good workmanship.</p></blockquote>
+
+<p><span class="pagenum"><a name="Page_30" id="Page_30">[Pg 30]</a></span></p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_028.png" width="400" height="232" alt="Children re-create the world as they see it with the
+equipment they have at hand" title="Children re-create the world as they see it with the
+equipment they have at hand" />
+<span class="caption">Children re-create the world as they see it with the
+equipment they have at hand</span><br /><br />
+</div>
+
+<p><span class="pagenum"><a name="Page_31" id="Page_31">[Pg 31]</a></span></p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_029.png" width="400" height="325" alt="A house of blocks." title="A house of blocks." />
+</div>
+
+
+<p>FLOOR GAMES</p>
+
+<p>"There comes back to me the memory of an enormous room with its
+ceiling going up to heaven.... It is the floor I think of chiefly,
+over the oilcloth of which, assumed to be land, spread towns and
+villages and forts of wooden bricks ... the cracks and spaces of the
+floor and the bare brown "surround" were the water channels and open
+sea of that continent of mine....</p>
+
+<p>"Justice has never been done to bricks and soldiers by those who write
+about toys--my bricks and my soldiers were my perpetual drama. I
+recall an incessant variety of interests. There was the mystery and
+charm of the complicated buildings one could make, with long passages
+and steps and windows through which one could peep into their
+intricacies, and by means of slips of card one could make slanting
+ways in them, and send marbles rolling from top to base and thence out
+into the hold of a waiting ship.... And there was commerce; the shops
+and markets and storerooms full of nasturtium seed, thrift seed, lupin
+beans and such-like provender from the garden; such stuff one stored
+in match boxes and pill boxes or packed in sacks of old glove fingers
+tied up with thread and sent off by wagons along the great military
+road to the beleaguered fortress on the Indian frontier beyond the
+worn places that were dismal swamps....</p>
+
+<p>"I find this empire of the floor much more vivid in my memory now than
+many of the owners of the skirts and legs and boots that went gingerly
+across its territories."</p>
+
+<p>
+<span class="smcap">H. G. Wells</span>, "The New Machiavelli," Chapter 2.<br /><br />
+</p>
+
+<p><span class="pagenum"><a name="Page_32" id="Page_32">[Pg 32]</a></span></p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_030.png" width="400" height="273" alt="The unsocial novice" title="The unsocial novice" />
+<span class="caption">The unsocial novice</span>
+</div>
+
+<p>Nowhere else, perhaps, not even in his "Floor Games" and "Little Wars"
+has Mr. Wells, or any other author succeeded in drawing so convincing
+a picture of the possibilities of constructive play as is to be found
+in those pages, all too brief, in "The New Machiavelli" where the play
+laboratory at Bromstead is described. One can imagine the eager boy
+who played there looking back across the years strong in the
+conviction that it could not have been improved, and yet the picture
+of a child at solitary play is not, after all, the ideal picture. Our
+laboratory, while it must accommodate the unsocial novice and make
+provision for individual enterprise at all ages and stages, must he
+above all the place where the give and take of group play will develop
+along with block villages and other community life in miniature.</p>
+
+
+<p>FLOOR BLOCKS</p>
+
+<p>In his reminiscences of his boyhood play Mr. Wells lays emphasis on
+his great good fortune in possessing a special set of "bricks" made to
+order and therefore sufficient in number for the ambitious floor games
+he describes. Comparatively few adults can look back to the possession
+of similar play material, and so a majority cannot realize how it
+outweighs in value every other type of toy that can be provided.</p>
+
+<p>Where the budget for equipment is limited, floor blocks can be cut by
+the local carpenter or, in a school, by the manual training
+department. The blocks in use at The Play School (see cut, p. 20) are
+of white wood, the unit block being 1-3/8" X 2&frac34;" X 5&frac12;". They
+range in size from half units and diagonals to blocks four times the
+unit in length (22").</p>
+
+<p><span class="pagenum"><a name="Page_33" id="Page_33">[Pg 33]</a></span></p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_031.png" width="400" height="239" alt="The Hill Floor Blocks at the Gregory Avenue School" title="The Hill Floor Blocks at the Gregory Avenue School" />
+<span class="caption">The Hill Floor Blocks at the Gregory Avenue School</span>
+</div>
+
+<p>At present there is but one set of blocks on the market that
+corresponds to the one Mr. Wells describes. These are the "<i>Hill Floor
+Blocks</i>," manufactured and sold by A. Schoenhut &amp; Co., of
+Philadelphia. They are of hard maple and come in seven sizes, from 3"
+squares to oblongs of 24", the unit block being 6" in length. There
+are 680 pieces in a set. Half and quarter sets are also obtainable.
+They are the invention of Professor Patty Smith Hill of Teachers
+College, Columbia University, and are used in The Teachers College
+Kindergarten and in many other schools.</p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_032.png" width="400" height="235" alt="Useful alike to builders and cabinet makers" title="Useful alike to builders and cabinet makers" />
+<span class="caption">Useful alike to builders and cabinet makers</span>
+</div>
+
+<p><span class="pagenum"><a name="Page_34" id="Page_34">[Pg 34]</a></span></p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_033.png" width="400" height="233" alt="Advanced research in Peg-Lock construction" title="Advanced research in Peg-Lock construction" />
+<span class="caption">Advanced research in Peg-Lock construction</span>
+</div>
+
+<p>The School of Childhood at the University of Pittsburgh makes use of
+several varieties of blocks, some of commercial manufacture, others
+cut to order. The list given is as follows:<a name="FNanchor_C_3" id="FNanchor_C_3"></a><a href="#Footnote_C_3" class="fnanchor">[C]</a></p>
+
+<p>
+A. Nest of blocks.<br />
+<br />
+B. Large blocks made to order of hard maple in five sizes:<br />
+<span style="margin-left: 3em;">Cubes, 5" X 5".</span><br />
+<span style="margin-left: 3em;">Oblongs, 2&frac12;" X 5" X 10".</span><br />
+<span style="margin-left: 3em;">Triangular prisms made by cutting cube diagonally into two and</span><br />
+<span style="margin-left: 4em;">four parts.</span><br />
+<span style="margin-left: 3em;">Pillars made by cutting oblongs into two parts.</span><br />
+<span style="margin-left: 3em;">Plinths made by cutting oblongs into two parts.</span><br />
+<span style="margin-left: 3em;">Light weight 12" boards, 3'-0" to 7'-0" long.</span><br />
+<br />
+C. Froebel's enlarged fifth and sixth gifts.<br />
+<br />
+D. Stone Anchor blocks.<br />
+<br />
+E. Architectural blocks for flat forms.<br />
+<br />
+F. Peg-Lock blocks.<br />
+</p>
+
+<p>As children become more dexterous and more ambitious in their block
+construction, the <i>Peg-Lock Blocks</i> will be found increasingly
+valuable. These are a type of block unknown to Mr. Wells, but how he
+would have revelled in the possession of a set! They are manufactured
+by the Peg-Lock Block Co. of New York. Cut on a smaller scale than the
+other blocks described, they are equipped with holes and pegs, by
+which they may be securely joined. This admits of a type of
+construction entirely outside the possibilities of other blocks. They
+come in sets of varying sizes and in a great variety of shapes. The
+School of Childhood uses them extensively, as does The Play School.</p>
+
+<div class="footnote"><p><a name="Footnote_C_3" id="Footnote_C_3"></a><a href="#FNanchor_C_3"><span class="label">[C]</span></a> See University of Pittsburgh Bulletin, "Report of the
+Experimental Work in the School of Childhood."</p></div>
+
+<p><span class="pagenum"><a name="Page_35" id="Page_35">[Pg 35]</a></span></p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_034.png" width="400" height="213" alt="Small wooden toy." title="Small wooden toy." />
+</div>
+
+
+<p>FLOOR TOYS</p>
+
+<p>The "Do-with Toys" shown in the accompanying cuts were designed by
+Miss Caroline Pratt some years ago to meet the need generally felt by
+devotees of the play laboratory of a consistent series of toys to be
+used with floor blocks. For if the market of the present day can offer
+something more adequate in the way of blocks than was generally
+available in Mr. Wells' boyhood, the same is not true when it comes to
+facilities for peopling and stocking the resulting farms and
+communities that develop.</p>
+
+<p>Mr. Wells tells us that for his floor games he used tin soldiers and
+such animals as he could get--we know the kind, the lion smaller than
+the lamb, and barnyard fowl doubtless overtopping the commanding
+officer. Such combinations have been known to children of all
+generations and play of the kind Mr. Wells describes goes on in spite
+of the inconsistency of the materials supplied.</p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_035.png" width="400" height="174" alt="Small wooden toy." title="Small wooden toy." />
+</div>
+
+<p>But when we consider fostering such play, and developing its
+possibilities for educational ends, the question arises whether this
+is the best provision that can be made, or if the traditional
+material could be improved, just as the traditions concerning blocks
+are being improved.</p>
+
+<p><span class="pagenum"><a name="Page_36" id="Page_36">[Pg 36]</a></span></p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_036.png" width="400" height="327" alt="Small wooden toy." title="Small wooden toy." />
+</div>
+
+<p>A few pioneers have been experimenting in this field for some years
+past. No one of them is ready with final conclusions but among them
+opinion is unanimous that constructive play is stimulated by an
+initial supply of consistent play material calculated to suggest
+supplementary play material of a kind children can manufacture for
+themselves.</p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_037.png" width="400" height="394" alt="Small wooden toy." title="Small wooden toy." />
+</div>
+
+<p>Blocks are of course the most important type of initial material to be
+provided; beyond this the generally accepted hypothesis is embodied in
+the "Do-with" series which provides, first a doll family of
+proportions suited to block houses, then a set of farm animals and
+carts, then a set of wild animals, all designed on the same size
+scale, of construction simple enough to be copied at the bench, and
+suggesting, each set after its kind, a host of supplementary toys,
+limited in variety and in numbers only by the experience of the child
+concerned and by his ability to construct them.</p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_038.png" width="400" height="288" alt="Small wooden toy." title="Small wooden toy." />
+</div>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_039.png" width="400" height="310" alt="Small wooden toy." title="Small wooden toy." />
+</div>
+
+<p><span class="pagenum"><a name="Page_37" id="Page_37">[Pg 37]</a></span></p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_040.png" width="400" height="227" alt="Small wooden toy." title="Small wooden toy." />
+</div>
+
+<p>This working hypothesis for the selection of toys is as yet but little
+understood either by those who buy or those who sell play materials.
+The commercial dealer declares with truth that there is too little
+demand to justify placing such a series on the market. Not only does
+he refuse to make "Do-withs" but he provides no adequate substitutes.
+His wooden toys are merely wooden ornaments without relation to any
+series and without playability, immobile, reasonless, for the
+philosophy of the play laboratory is quite unknown to the makers of
+play materials, while those who buy are guided almost entirely by
+convention and have no better standard by which to estimate what
+constitutes their money's worth.</p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_041.png" width="400" height="313" alt="Small wooden toy." title="Small wooden toy." />
+</div>
+
+<p>On the other hand enthusiasts raise the question, why supply any toys?
+Is it not better for children to make all their toys? And as Miss
+Pratt says, "getting ready for play is mistaken for play itself."</p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_042.png" width="400" height="308" alt="Small wooden toy." title="Small wooden toy." />
+</div>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_043.png" width="400" height="252" alt="Small wooden toy." title="Small wooden toy." />
+</div>
+
+<p>Too much "getting ready" kills real play, and if our purpose is to
+foster and enrich the actual activity, we must understand the subtle
+value of initial play materials, of having at hand ready for the
+promptings of play impulse the necessary foundation stones on which a
+superstructure of improvisation can be reared.</p>
+
+<p><span class="pagenum"><a name="Page_38" id="Page_38">[Pg 38]</a></span></p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_044.png" width="400" height="240" alt="Transportation Toys" title="Transportation Toys" />
+<span class="caption">Transportation Toys</span>
+</div>
+
+<p><span class="pagenum"><a name="Page_39" id="Page_39">[Pg 39]</a></span></p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_045.png" width="400" height="232" alt="A trunk line" title="A trunk line" />
+<span class="caption">A trunk line</span>
+</div>
+
+<p>When by hook or crook the devotees of floor games have secured a
+population and live stock for their block communities, then, as Mr.
+Wells reminds us, comes commerce and in her wake transportation
+problems to tax the inventive genius of the laboratory.</p>
+
+<p>Simple transportation toys are the next need, and suitable ones can
+generally, though not always, be obtained in the shops. A few
+well-chosen pieces for initial material will soon be supplemented by
+"Peg-lock" or bench-made contrivances.</p>
+
+<p>For railroad tracks the block supply offers possibilities better
+adapted to the ages we are considering than any of the elaborate rail
+systems that are sold with the high-priced mechanical toys so
+fascinating to adult minds. Additional curved blocks corresponding to
+the unit block in width and thickness are a great boon to engineers,
+for what is a railroad without curves!</p>
+
+<p>Transportation toys can be perfectly satisfactory when not made
+strictly to scale. Indeed, the exigencies of the situation generally
+demand that realists be satisfied with rather wide departures from the
+general rule. Train service, however, should accommodate at least one
+passenger to a car.</p>
+
+<p><span class="pagenum"><a name="Page_40" id="Page_40">[Pg 40]</a></span></p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_046.png" width="400" height="308" alt="Play area." title="Play area." />
+</div>
+
+
+<p>LARGE AND SMALL SCALE TOYS</p>
+
+<p>The floor scheme pictured here is a good illustration of our
+principles of selection applied to toys of larger scale. The dolls,
+the tea set, the chairs are from the toy shop. The little table in the
+foreground, and the bed are bench made. The bedding is of home
+manufacture, the jardiniere too, is of modelling clay, gaily painted
+with water colors. The tea table and stove are improvised from blocks
+as is the bath room, through the door of which a block "tub" may be
+seen. The screen used as a partition at the back is one of the Play
+School "properties" with large sheets of paper as panels. (See cut p.
+20.)</p>
+
+<p>There are some important differences, however, between the content of
+a play scheme like this and one of the kind we have been considering
+(see cut page 30). These result from the size and character of the
+initial play material, for dolls like these invite an entirely
+different type of treatment. One cannot build villages, or provide
+extensive railroad facilities for them, nor does one regard them in
+the impersonal way that the "Do-with" family, or Mr. Wells' soldiers,
+are regarded, as incidentals in a general scheme of things.</p>
+
+<p>These beings hold the centre of their little stage. They call for
+affection and solicitude, and the kind of play into which they fit is
+more limited in scope, less stirring to the imagination, but more
+usual in the experience of children, because play material of this
+type is more plentifully provided than is any other and, centering
+attention as it does on the furnishings and utensils of the home,
+requires less contact with or information about, the world outside and
+its activities to provide the mental content for interesting play.</p>
+
+<p><span class="pagenum"><a name="Page_41" id="Page_41">[Pg 41]</a></span></p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_047.png" width="400" height="281" alt="A 'Furnished Apartment' at the Ethical Culture School" title="A 'Furnished Apartment' at the Ethical Culture School" />
+<span class="caption">A 'Furnished Apartment' at the Ethical Culture School</span>
+</div>
+
+<p>In the epochs of play development interest in these larger scale toys
+precedes that in more complicated schemes with smaller ones. Mr.
+Wells' stress on the desirability of a toy soldier population really
+reflects an adult view. For play on the toy soldier and paper doll
+scale develops latest of all, and because of the opportunities it
+affords for schemes of correspondingly greater mental content makes
+special appeal to the adult imagination.</p>
+
+<p>Play material smaller than the "Do-with" models and better adapted to
+this latest period than are either soldiers or paper dolls remains one
+of the unexplored possibilities for the toy trade of the future.</p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_048.png" width="400" height="150" alt="Supplementary" title="Supplementary" />
+<span class="caption">Supplementary</span>
+</div>
+
+<p><span class="pagenum"><a name="Page_42" id="Page_42">[Pg 42]</a></span></p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_049.png" width="400" height="297" alt="A play laundry." title="A play laundry." />
+</div>
+
+<p>HOUSEKEEPING PLAY</p>
+
+<p>Materials for housekeeping play are of two general kinds, according to
+size--those intended for the convenience of dolls, and those of larger
+scale for children's use. The larger kind should be strong enough and
+well enough made to permit of actual processes.</p>
+
+<p>Plentiful as such materials are in the shops, it is difficult to
+assemble anything approaching a complete outfit on the same size
+scale. One may spend days in the attempt to get together one as
+satisfactory as that pictured here. The reason seems to be that for
+considerations of trade such toys are made and sold in sets of a few
+pieces each. If dealers would go a step further and plan their sets in
+series, made to scale and supplementing each other, they would better
+serve the requirements of play, and, it would seem, their own
+interests as well.</p>
+
+
+<p>STOREKEEPING PLAY</p>
+
+<p>From housekeeping play to storekeeping play is a logical step and one
+abounding in possibilities for leading interest beyond the horizon
+line of home environment.</p>
+
+<p>Better than any toy equipment and within reach of every household
+budget is a "store" like the one pictured here where real cartons,
+boxes, tins and jars are used.</p>
+
+<p><span class="pagenum"><a name="Page_43" id="Page_43">[Pg 43]</a></span></p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_050.png" width="400" height="375" alt="A 'Grocery Store' at the Ethical Culture School" title="A 'Grocery Store' at the Ethical Culture School" />
+<span class="caption">A 'Grocery Store' at the Ethical Culture School</span>
+</div>
+
+<p>Schools can often obtain new unfilled cartons from manufacturers. The
+Fels-Naphtha and National Biscuit companies are especially cordial to
+requests of this kind, and cartons from the latter firm are good for
+beginners, as prices are plainly marked and involve only dime and
+nickel computation. The magazine "Educational Foundations" maintains a
+department which collects such equipment and furnishes it to public
+schools on their subscribers' list.</p>
+
+<p>Sample packages add to interest and a small supply of actual staples
+in bulk, or of sand, sawdust, chaff, etc., for weighing and measuring
+should be provided as well as paper, string, and paper bags of
+assorted sizes.</p>
+
+<p>Small scales, and inexpensive sets of standard measures, dry and
+liquid, can be obtained of Milton Bradley and other school supply
+houses. A toy telephone and toy money will add "content," and for
+older children a "price and sign marker" (Milton Bradley) is a
+valuable addition.</p>
+
+<p><span class="pagenum"><a name="Page_44" id="Page_44">[Pg 44]</a></span></p>
+
+<p>The School of Childhood (Pittsburgh) list includes the following
+miscellaneous articles for house and store play:<br /><br /></p>
+
+<p style="margin-left: 35%;">spoons<br />
+various sized boxes<br />
+stones<br />
+pebbles<br />
+buttons<br />
+shells<br />
+spools<br />
+bells<br />
+enlarged sticks of the kindergarten<br />
+ribbon bolts filled with sand<br />
+rice<br />
+shot<br />
+bottles, etc.<br /><br />
+</p>
+
+<p>CRAFT AND COLOR MATERIALS</p>
+
+<p>Materials of this kind are a valuable part of any play equipment. Of
+the large assortment carried by kindergarten and school supply houses
+the following are best adapted to the needs of the play laboratory:</p>
+
+
+<p><i>Modelling Materials</i>--Modelling clay and plasticine, far from being
+the same, are supplementary materials, each adapted to uses for which
+the other is unsuited.</p>
+
+<p><i>Weaving Materials</i>--Raphia, basketry reed, colored worsteds, cotton
+roving, jute and macramé cord can be used for many purposes.</p>
+
+<p><i>Material for Paper Work</i>--Heavy oak tag, manila, and bogus papers for
+cutting and construction come in sheets of different sizes. Colored
+papers, both coated (colored on one side) and engine colored (colored
+on both sides) are better adapted to "laboratory purposes" when
+obtainable in large sheets instead of the regulation kindergarten
+squares. Colored tissue papers, scissors and library paste are always
+in demand.</p>
+
+<p><i>Color Materials</i>--Crayons, water color paints, chalks (for blackboard
+use) are best adapted to the needs of play when supplied in a variety
+of colors and shades. For drawing and painting coarse paper should be
+furnished in quantity and in sheets of differing sizes.</p>
+
+
+<p>"<i>If children are let alone with paper and crayons they will quickly
+learn to use these toys quite as effectively as they do blocks and
+dolls.</i>"</p>
+
+<p><span class="pagenum"><a name="Page_45" id="Page_45">[Pg 45]</a></span></p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_051.png" width="400" height="276" alt="Children playing with wagon." title="Children playing with wagon." />
+</div>
+
+<p>TOYS FOR ACTIVE PLAY AND OUTDOOR TOOLS</p>
+
+<p>Among the many desirable <i>toys for active play</i> the following deserve
+"honorable mention":</p>
+
+
+
+<p style="margin-left: 35%;">Express wagon<br />
+Sled<br />
+Horse reins<br />
+"Coaster" or "Scooter"<br />
+Velocipede (and other adaptations of the bicycle for beginners)<br />
+Football (small size Association ball)<br />
+Indoor baseball<br />
+Rubber balls (various sizes)<br />
+Bean bags<br />
+Steamer quoits<br />
+</p>
+
+
+<p>As in the case of the carpenter's bench it is poor economy to supply
+any but good <i>tools</i> for the yard and garden. Even the best garden
+sets for children are so far inferior to those made for adults as to
+render them unsatisfactory and expensive by comparison. It is
+therefore better to get light weight pieces in the smaller standard
+sizes and cut down long wooden handles for greater convenience. The
+one exception to be noted is the boy's shovel supplied by the Peter
+Henderson company. This is in every respect as strong and well made as
+the regulation sizes and a complete series to the same scale and of
+the same standard would meet a decided need in children's equipment
+where light weight is imperative and hard wear unavoidable.</p>
+
+<p>In addition to the garden set of shovel, rake, hoe, trowel and
+wheel-barrow, a small crow-bar is useful about the yard and, in
+winter, a light snow shovel is an advantage.</p>
+
+<p>
+<span class="smcap">Jean Lee Hunt.</span><br />
+</p>
+
+<p><span class="pagenum"><a name="Page_46" id="Page_46">[Pg 46]</a></span></p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_052.png" width="400" height="234" alt="Small wooden toy." title="Small wooden toy." />
+</div>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_053.png" width="400" height="228" alt="Small wooden toy." title="Small wooden toy." />
+</div>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/fig_054.png" width="400" height="220" alt="Small wooden toy." title="Small wooden toy." />
+</div>
+
+<p>A small permanent exhibit of the play equipment described may be seen
+at the Bureau of Educational Experiments, 16 West 8th Street, New
+York, and is occasionally loaned.</p>
+
+
+
+<hr style="width: 65%;" />
+
+<p><span class="pagenum"><a name="Page_47" id="Page_47">[Pg 47]</a></span></p>
+
+<h2><a name="SUGGESTED_READING" id="SUGGESTED_READING"></a>SUGGESTED READING</h2>
+
+
+<p>For convenience it has seemed well to divide the following list into
+two parts--the first devoted to the discussion of theory, the other
+offering concrete suggestions.</p>
+
+<p>Such a division is arbitrary, of course. No better exposition of
+theory can be found than is contained in some of these references
+dealing with actual laboratory usage and furnishings. On the other
+hand the two books by Dr. Kilpatrick, with their illuminating analysis
+of didactic materials, afford many concrete suggestions, at least on
+the negative side.</p>
+
+
+<p>PART I.</p>
+
+
+<p><span class="smcap">Chamberlin, A. E.</span></p>
+
+<p>
+<span style="margin-left: 2em;">"The Child: A Study in the Evolution of Man," Scribner, 1917.</span><br />
+<span style="margin-left: 4em;">Chap. I, "The Meaning of the Helplessness of Infancy."</span><br />
+<span style="margin-left: 4em;">Chap. II, "The Meaning of Youth and Play."</span><br />
+<span style="margin-left: 4em;">Chap. IV, "The Periods of Childhood."</span><br />
+</p>
+
+<p><span class="smcap">Dewey, John</span></p>
+
+<p>
+<span style="margin-left: 2em;">"Democracy and Education," Macmillan, 1916.</span><br />
+<span style="margin-left: 4em;">Chap. XV, "Play and Work in the Curriculum."</span><br />
+<span style="margin-left: 2em;">"How We Think," D. C. Heath and Co.</span><br />
+<span style="margin-left: 4em;">Chap. XVII, "Play, Work, and Allied Forms of Activity."</span><br />
+<span style="margin-left: 4em;">Chap. XVI, "Process and Product."</span><br />
+<span style="margin-left: 2em;">"Interest and Effort in Education," Houghton Mifflin Co., 1913.</span><br />
+<span style="margin-left: 4em;">Chap. IV, "The Psychology of Occupations."</span><br />
+<span style="margin-left: 2em;">"The School and Society," University of Chicago Press, 1916.</span><br />
+<span style="margin-left: 4em;">Chap. IV, "The Psychology of Occupations."</span><br />
+<span style="margin-left: 4em;">Chap. VII, "The Development of Attention."</span><br />
+<span style="margin-left: 2em;">"Cyclopedia of Education," Edited by Paul Monroe, Macmillan Co.</span><br />
+<span style="margin-left: 4em;">Articles on "Infancy," "Play."</span><br />
+</p>
+
+<p><span class="smcap">Dopp, Katherine E.</span></p>
+
+<p>
+<span style="margin-left: 2em;">"The Place of Industries in Elementary Education," University of</span><br />
+<span style="margin-left: 4em;">Chicago Press, 1915.</span><br />
+</p>
+
+<p><span class="smcap">Groos, Karl</span></p>
+
+<p>
+<span style="margin-left: 2em;">"The Play of Man," Appleton, 1916.</span><br />
+</p>
+
+<p><span class="smcap">Hall, G. Stanley</span></p>
+
+<p>
+<span style="margin-left: 2em;">"Educational Problems," Appleton, 1911.</span><br />
+<span style="margin-left: 4em;">Chap. I, "The Pedagogy of the Kindergarten."</span><br />
+<span style="margin-left: 4em;">"Youth: Its Regimen and Hygiene," Appleton, 1916.</span><br />
+<span style="margin-left: 4em;">Chap. VI, "Play, Sports and Games."</span><br />
+</p>
+
+<p><span class="smcap">Kilpatrick, William Heard</span></p>
+
+<p>
+<span style="margin-left: 2em;">"The Montessori System Examined," Houghton Mifflin, 1914.</span><br />
+<span style="margin-left: 2em;">"Froebel's Kindergarten Principles Critically Examined,"</span><br />
+<span style="margin-left: 4em;">Macmillan, 1916.</span><br />
+</p>
+
+<p><span class="pagenum"><a name="Page_48" id="Page_48">[Pg 48]</a></span></p>
+
+<p><span class="smcap">Lee, Joseph</span></p>
+
+<p>
+<span style="margin-left: 2em;">"Play in Education," Macmillan, 1915.</span><br />
+</p>
+
+<p><span class="smcap">Wood, Walter</span></p>
+
+<p>
+<span style="margin-left: 2em;">"Children's Play and Its Place in Education," Duffield, 1913.</span><br /><br />
+</p>
+
+<p>PART II.</p>
+
+<p><span class="smcap">Arnold, Dr. E. H.</span></p>
+
+<p>
+<span style="margin-left: 2em;">"Some Inexpensive Playground Apparatus," Bulletin No. 27, Playground</span><br />
+<span style="margin-left: 4em;">Association of America and Playground Extension</span><br />
+<span style="margin-left: 4em;">Committee of The Russell Sage Foundation.</span><br />
+</p>
+
+<p><span class="smcap">Deming, Lucile P. and others</span></p>
+
+<p>
+<span style="margin-left: 2em;">"Playthings," Bulletin No. I.</span><br />
+<span style="margin-left: 2em;">"The Play School," Bulletin No. III.</span><br />
+<span style="margin-left: 2em;">"The Children's School, The Teachers College Playground, The</span><br />
+<span style="margin-left: 4em;">Gregory School," Bulletin No. IV.</span><br />
+<span style="margin-left: 5em;">Bureau of Educational Experiments publications, 1917.</span><br />
+</p>
+
+<p><span class="smcap">Chambers, Will Grant and others</span></p>
+
+<p>
+<span style="margin-left: 2em;">"Report of the Experimental Work in the School of Childhood,"</span><br />
+<span style="margin-left: 4em;">University of Pittsburgh Bulletin, 1916.</span><br />
+</p>
+
+<p><span class="smcap">Cook, H. Caldwell</span></p>
+
+<p>
+<span style="margin-left: 2em;">"The Play Way," Stokes Co., 1917.</span><br />
+</p>
+
+<p><span class="smcap">Corbin, Alice M.</span></p>
+
+<p>
+<span style="margin-left: 2em;">"How to Equip a Playroom: the Pittsburgh Plan," Bulletin No. 118,</span><br />
+<span style="margin-left: 4em;">Playground and Recreation Association of America, 1913.</span><br />
+</p>
+
+<p><span class="smcap">Dewey, John and Evelyn</span></p>
+
+<p>
+<span style="margin-left: 2em;">"Schools of To-morrow," Dutton, 1915.</span><br />
+<span style="margin-left: 4em;">Chap. V, "Play."</span><br />
+</p>
+
+<p><span class="smcap">Hall, G. Stanley</span></p>
+
+<p>
+<span style="margin-left: 2em;">"Aspects of Child Life," Ginn, 1914.</span><br />
+<span style="margin-left: 4em;">"The Story of a Sand Pile."</span><br />
+</p>
+
+<p><span class="smcap">Hetherington, Clark W.</span></p>
+
+<p>
+<span style="margin-left: 2em;">"The Demonstration Play School of 1913," University of California</span><br />
+<span style="margin-left: 4em;">Bulletin, 1914.</span><br />
+</p>
+
+<p><span class="smcap">Hill, Patty Smith and others</span></p>
+
+<p>
+<span style="margin-left: 2em;">"Experimental Studies in Kindergarten Education," Teachers College</span><br />
+<span style="margin-left: 4em;">publications, 1915.</span><br />
+</p>
+
+<p><span class="smcap">Johnson, George E.</span></p>
+
+<p>
+<span style="margin-left: 2em;">"Education by Plays and Games," Ginn &amp; Co., 1907.</span><br />
+</p>
+
+<p><span class="smcap">Lee, Joseph</span></p>
+
+<p>
+<span style="margin-left: 2em;">"Play for Home," Bulletin No. 102, Playground and Recreation</span><br />
+<span style="margin-left: 4em;">Association of America.</span><br />
+</p>
+
+<p><span class="smcap">Read, Mary L.</span></p>
+
+<p>
+<span style="margin-left: 2em;">"The Mothercraft Manual," Little, Brown &amp; Co., 1916.</span><br />
+</p>
+
+<p><span class="smcap">Wells, H. G.</span></p>
+
+<p>
+<span style="margin-left: 2em;">"Floor Games," Small, Maynard &amp; Co., 1912.</span><br />
+<span style="margin-left: 2em;">"The New Machiavelli," Duffield Co., 1910.</span><br />
+<span style="margin-left: 4em;">Chap. II, "Bromstead and My Father."</span><br />
+</p>
+
+
+
+
+
+
+
+
+<pre>
+
+
+
+
+
+End of Project Gutenberg's A Catalogue of Play Equipment, by Jean Lee Hunt
+
+*** END OF THIS PROJECT GUTENBERG EBOOK A CATALOGUE OF PLAY EQUIPMENT ***
+
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+</body>
+</html>
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+Project Gutenberg's A Catalogue of Play Equipment, by Jean Lee Hunt
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: A Catalogue of Play Equipment
+
+Author: Jean Lee Hunt
+
+Release Date: April 1, 2009 [EBook #28466]
+
+Language: English
+
+Character set encoding: ASCII
+
+*** START OF THIS PROJECT GUTENBERG EBOOK A CATALOGUE OF PLAY EQUIPMENT ***
+
+
+
+
+Produced by Bryan Ness, Woodie4 and the Online Distributed
+Proofreading Team at https://www.pgdp.net (This file was
+produced from images generously made available by The
+Internet Archive/American Libraries.)
+
+
+
+
+
+
+Transcriber's note:
+For the benefit of certain readers, explanatory names have been added to
+some illustration tags and these have been identified with an asterisk.
+
+
+
+_Bulletin Number Eight Price Thirty-five Cents_
+
+
+A CATALOGUE OF PLAY EQUIPMENT
+
+
+_Compiled by_
+
+JEAN LEE HUNT
+
+BUREAU _of_ EDUCATIONAL EXPERIMENTS 16 WEST 8TH STREET, NEW YORK 1918
+
+
+[Illustration: Wooden wheel-barrow and cabinet.]*
+
+
+[Illustration: Children at play.]*
+
+
+
+
+INTRODUCTION
+
+
+What are the requisites of a child's laboratory? What essentials must
+we provide if we would deliberately plan an environment to promote the
+developmental possibilities of play?
+
+These questions are raised with ever-increasing insistence as the true
+nature of children's play and its educational significance come to be
+matters of more general knowledge and the selection of play equipment
+assumes a corresponding importance in the school and at home.
+
+To indicate some fundamental rules for the choice of furnishings and
+toys and to show a variety of materials illustrating the basis of
+selection has been our aim in compiling the following brief catalogue.
+We do not assume the list to be complete, nor has it been the
+intention to recommend any make or pattern as being indispensable or
+as having an exclusive right to the field. On the contrary, it is our
+chief hope that the available number and variety of such materials may
+be increased to meet a corresponding increase of intelligent demand on
+the part of parents and teachers for equipment having real dignity and
+play value.
+
+The materials listed were originally assembled in the Exhibit of Toys
+and School Equipment shown by the Bureau of Educational Experiments in
+the Spring and Summer of 1917, and we wish to make acknowledgment,
+therefore, to the many who contributed to that exhibit and by so doing
+to the substance of the following pages. Chief among them are Teachers
+College, The University of Pittsburgh, The Ethical Culture School, The
+Play School and other experimental schools described in our bulletins,
+numbers 3, 4 and 5.
+
+The cuts have been chosen for the most part from photographs of the
+Play School, where conditions fairly approximate those obtainable in
+the home and thus offer suggestions easily translatable by parents
+into terms of their own home environment.
+
+While this equipment is especially applicable to the needs of children
+four, five and six years old, most of it will be found well adapted to
+the interests of children as old as eight years, and some of it to
+those of younger children as well.
+
+BUREAU OF EDUCATIONAL EXPERIMENTS.
+
+New York City, June, 1918.
+
+[Illustration: Children at play.]*
+
+
+
+
+OUT-OF-DOOR FURNISHINGS
+
+
+Out-of-door Furnishings should be of a kind to encourage creative play
+as well as to give exercise.
+
+Playground apparatus, therefore, in addition to providing for big
+muscle development should combine the following requisites:
+
+  Intrinsic value as a toy or plaything. "The play of children on it
+  and with it must be spontaneous."[A]
+
+  Adaptability to different kinds of play and exercise. "It must
+  appeal to the imagination of the child so strongly that new forms of
+  use must be constantly found by the child himself in using it."[A]
+
+  Adaptability to individual or group use. It should lend itself to
+  solitary play or to use by several players at once.
+
+Additional requisites are:
+
+  Safety. Its use should be attended by a minimum of danger. Suitable
+  design, proper proportions, sound materials and careful construction
+  are essentials.
+
+  Durability. It must be made to withstand hard use and all kinds of
+  weather. To demand a minimum of repair means also to afford a
+  maximum of security.
+
+[Footnote A: Dr. E. H. Arnold, "Some Inexpensive Playground
+Apparatus." Bul. 27, Playground Association of America.]
+
+[Illustration: The city yard equipped to give a maximum of exercise
+and creative play]
+
+[Illustration: An outdoor play area.]*
+
+
+
+
+THE OUTDOOR LABORATORY
+
+
+In the country, ready-to-hand resources, trees for climbing, the
+five-barred fence, the pasture gate, the stone wall, the wood-pile,
+Mother Earth to dig in, furnish ideal equipment for the muscle
+development of little people and of their own nature afford the
+essential requisites for creative and dramatic play. To their
+surpassing fitness for "laboratory" purposes each new generation bears
+testimony. If the furnishings of a deliberately planned environment
+are to compare with them at all they must lend themselves to the same
+freedom of treatment.
+
+The apparatus shown here was made by a local carpenter, and could
+easily be constructed by high school pupils with the assistance of the
+manual training teacher.
+
+The ground has been covered With a layer of fine screened gravel, a
+particularly satisfactory treatment for very little children, as it is
+relatively clean and dries quickly after rain. It does not lend itself
+to the requirements of organized games, however, and so will not
+answer for children who have reached that stage of play development.
+
+A number of building bricks, wooden boxes of various sizes, pieces of
+board and such "odd lumber" with a few tools and out-of-door toys
+complete the yard's equipment.
+
+[Illustration: THE SEE-SAW.]*
+
+
+THE SEE SAW
+
+BOARD--Straight grain lumber, 1-1/8" x 9" x 12'-0".
+
+  Two cleats 1-1/4" x 9" bolted to the under side of the board to act
+  as a socket on the hip of the horse.
+
+HORSE--Height 25". Length 22-1/2". Spread of feet at ground 20". Legs
+built of 2" x 3" material. Hip of 2" x 3" material. Brace under hip of
+7/8" material.
+
+NOTE--All figures given are for outside measurements. Apparatus except
+see-saw board and sliding board should be painted, especially those
+parts which are to be put into the ground.
+
+[Illustration: THE STAND AND SLIDE.]*
+
+
+THE STAND AND SLIDE
+
+STAND OR PLATFORM--26" wide, 30" long, 5'-4" high.
+
+  Top made of 1-3/8" tongue and groove material.
+
+  Uprights or legs of 2" x 3" material.
+
+  Cleats nailed to front legs 6-1/4" apart to form ladder are of
+  1-1/8" x 1-3/4" material.
+
+  Cross bracing of 7/8" x 2-1/4" material.
+
+  Apron under top made of 7/8" x 5" material nailed about 1-1/8" below
+  to act as additional bracing and provide place of attachment for
+  iron hooks secured to sliding board.
+
+  The stand is fastened to the ground by dogs or pieces of wood buried
+  deep enough (about 3') to make it secure.
+
+SLIDE--Straight grain piece of lumber, 1-1/8" x 12" x 12'-0".
+
+  Two hooks at upper end of sliding board are of iron, about 3/8" x
+  1-1/2", set at a proper angle to prevent board from becoming loose.
+  Hooks are about 1-1/4" long.
+
+[Illustration: THE SWINGING ROPE.]*
+
+
+THE SWINGING ROPE
+
+UPRIGHT--3" x 3" x 6'-9".
+
+TOP PIECE--3" x 3" x 2'-9".
+
+  Upright and top piece are mortised or halved and bolted together.
+
+  Bracing at top (3" x 3" x 20-1/2" at long point of mitre cuts) is
+  nailed to top piece and upright at an angle of about 45 degrees.
+
+  Upright rests on a base measuring 3'-0". This is mortised together
+  and braced with 2" x 3" material about 20" long, set at an angle of
+  about 60 degrees.
+
+  Unless there are facilities for bracing at the top, as shown in the
+  cut, the upright should be made longer and buried about 3' in the
+  ground.
+
+  The swinging rope (3/4" dia.) passes through a hole bored in the top
+  piece and held in place by a knot. Successive knots tied 8" to 9"
+  apart and a big knot at the bottom make swinging easier for little
+  folks.
+
+[Illustration: THE TRAPEZE.]*
+
+
+THE TRAPEZE
+
+TWO UPRIGHTS--3" x 3" x 6'-10".
+
+TOP PIECE--3" x 3" x 2'-10".
+
+  Ends of top piece secured to uprights by being mortised or halved
+  and bolted together.
+
+  Uprights rest on bases of 2" x 3" material, 3'-7" long, connected by
+  a small platform in the form of an H.
+
+  Bases and uprights are bolted to dogs or pieces of wood 2" x 4" x
+  5'-8" set in the ground about 3'-0".
+
+  Adjustable bar (round) 1-3/8" dia.
+
+  3 holes bored in each upright provide for the adjustable bar. The
+  first hole is 3'-0" above ground, the second 3'-5", the third
+  3'-10".
+
+  Swing bar (round), 1-3/8" dia., is 20" long. Should hang about 16"
+  below top piece.
+
+  2 holes 5/8" dia. bored in the top piece receive a continuous rope
+  attached to the swing bar by being knotted after passing through
+  holes (5/8" dia.) in each end of the bar.
+
+[Illustration: THE LADDER AND SUPPORT.]*
+
+
+THE LADDER AND SUPPORT
+
+LADDER--14" x 10'-2"
+
+  Sides of 1-1/2" x 1/2" material
+
+  Rungs 1/4" dia. set 10-1/4" apart
+
+  At upper ends of the sides a u-shaped cut acts as a hook for
+  attaching the ladder to the cross bar of the support. These ends are
+  re-inforced with iron to prevent splitting.
+
+SUPPORT--Height 4'-6". Spread of uprights at base 4'-2".
+
+  Uprights of 1-1/2" x 2-1/2" material are secured to a foot (1-1/2" x
+  4" x 20-1/2") with braces (11-1/2" x 2-1/2" x 12") set at an angle
+  of about 60 deg..
+
+  Tops of the two uprights are halved and bolted to a cross bar 1-1/8"
+  x 2-1/2" x 10" long.
+
+  The uprights are secured with diagonal braces 1-3/8" x 3-1/2" x
+  3'-9" fastened together where they intersect.
+
+[Illustration: A pretend airship.]*
+
+A borrowed step ladder converts this gymnastic apparatus into an
+airship.
+
+[Illustration: A borrowed ladder helps the game.]*
+
+The ladder detached from the support is an invaluable adjunct to
+building and other operations.
+
+[Illustration: The Parallel Bars.]*
+
+
+THE PARALLEL BARS
+
+The two bars are 2" x 2-1/4" X 6'-10" and are set 16-1/2" to 18-1/2"
+apart. The ends are beveled and the tops rounded.
+
+Each bar is nailed to two uprights (2" X 3" X 5'-0") set 5' apart and
+extending 34" above ground. An overhang of about 6" is allowed at each
+end of the bar.
+
+[Illustration: The sand box.]*
+
+
+THE SAND BOX
+
+The sloping cover to the sand box pictured here has been found to have
+many uses besides its obvious purpose of protection against stray
+animals and dirt. It is a fairly good substitute for the old-time
+cellar door, that most important dramatic property of a play era past
+or rapidly passing.
+
+[Illustration: Sand box with cover closed.]*
+
+[Illustration: Box village.]*
+
+
+BOX VILLAGE
+
+The child is to be pitied who has not at some time revelled in a
+packing-box house big enough to get into and furnished by his own
+efforts. But a "village" of such houses offers a greatly enlarged
+field of play opportunity and has been the basis of Miss Mary Rankin's
+experiment on the Teachers College Playground.[B]
+
+In addition to its more obvious possibilities for constructive and
+manual development, Miss Rankin's experiment offers social features
+of unusual suggestiveness, for the village provides a civic experience
+fairly comprehensive and free from the artificiality that is apt to
+characterize attempts to introduce civic content into school and play
+procedure.
+
+[Footnote B: See "Teachers College Playground," Bulletin No. 4, Bureau
+of Educational Experiments.]
+
+[Illustration: Of interest to carpenters.]
+
+[Illustration: A boom in real estate.]
+
+[Illustration: Boy playing pretend piano.]*
+
+
+
+
+INDOOR EQUIPMENT
+
+
+The requisites for indoor equipment are these:
+
+  A Suitable Floor--The natural place for a little child to play is
+  the floor and it is therefore the sine qua non of the play
+  laboratory.
+
+  Places to Keep Things--A maximum of convenience to facilitate habits
+  of order.
+
+  Tables and Chairs--For use as occasion demands, to supplement the
+  floor, not to take the place of it.
+
+  Blocks and Toys--For initial play material.
+
+  The Carpenter's Bench--With tools and lumber for the manufacture of
+  supplementary toys.
+
+  A supply of Art and Craft materials--For the same purpose.
+
+[Illustration: The Indoor Laboratory.]
+
+
+
+
+THE INDOOR LABORATORY
+
+
+The _floor_ should receive first consideration in planning the indoor
+laboratory. It should be as spacious as circumstances will permit and
+safe, that is to say clean and protected from draughts and dampness.
+
+A well-kept hardwood floor is the best that can be provided.
+Individual light rugs or felt mats can be used for the younger
+children to sit on in cold weather if any doubt exists as to the
+adequacy of heating facilities (see cut, p. 32).
+
+Battleship linoleum makes a good substitute for a hardwood finish. It
+comes in solid colors and can be kept immaculate.
+
+Deck canvas stretched over a layer of carpet felt and painted makes a
+warm covering, especially well adapted to the needs of very little
+children, as it has some of the softness of a carpet and yet can be
+scrubbed and mopped.
+
+Second only in importance is the supply of _lockers_, _shelves_,
+_boxes_ and _drawers_ for the disposal of the great number and variety
+of small articles that make up the "tools and appliances" of the
+laboratory. The cut on page 24 shows a particularly successful
+arrangement for facilities of this kind.
+
+The _chairs_ shown are the Mosher kindergarten chairs, which come in
+three sizes. The light _tables_ can be folded by the children and put
+away in the biggest cupboard space (p. 24).
+
+_Block boxes_ are an essential part of the equipment. Their dimensions
+should be planned in relation to the unit block of the set used. Those
+shown are 13-3/4" X 16-1/2" X 44" (inside measurements) for use with a
+set having a unit 1-3/8" X 2-3/4" X 5-1/2". They are on castors and
+can be rolled to any part of the room.
+
+The low _blackboards_ are 5'-5" in height and 2'-0" from the floor.
+
+All the furnishings of the laboratory should lend themselves to use as
+dramatic properties when occasion demands, and a few may be kept for
+such purposes alone. The light screens in the right-hand corner of the
+room are properties of this kind and are put to an endless number of
+uses (see cut, p. 40).
+
+[Illustration: The balcony in a room with high ceiling.]
+
+[Illustration: The balcony and a low ceiling.]
+
+The _balcony_ is a device to increase floor space that has been used
+successfully in The Play School for several years. It is very popular
+with the children and contributes effectively to many play schemes.
+The tall block construction representing an elevator shaft shown in
+the picture opposite would never have reached its "Singer Tower
+proportions" without the balcony, first to suggest the project and
+then to aid in its execution.
+
+_Drop shelves_ like those along the wall of the "gallery" (p. 22) can
+be used for some purposes instead of tables when space is limited.
+
+Materials for storekeeping play fill the shelves next the fireplace,
+and the big crock on the hearth contains modelling clay, the raw
+material of such objets d'art as may be seen decorating the
+mantlepiece in the cut on page 20.
+
+[Illustration: A place for everything]
+
+[Illustration: The indoor sandbox.]*
+
+
+THE INDOOR SAND BOX
+
+The indoor _Sand Box_ pictured here was designed by Mrs. Hutchinson
+for use in the nursery at Stony Ford. A box of this kind is ideal for
+the enclosed porch or terrace and a great resource in rainy weather.
+
+The usual kindergarten sand table cannot provide the same play
+opportunity that is afforded by a floor box, but it presents fewer
+problems to the housekeeper and is always a valuable adjunct to indoor
+equipment.
+
+[Illustration: The Carpenter Bench.]*
+
+
+THE CARPENTER BENCH
+
+The carpenter equipment must be a "sure-enough business affair," and
+the tools real tools--not toys.
+
+The Sheldon bench shown here is a real bench in every particular
+except size. The tool list is as follows:
+
+    Manual training hammer.
+    18 point cross-cut saw.
+    9 point rip saw.
+    Large screw driver, wooden handle.
+    Small screw driver.
+    Nail puller.
+    Stanley smooth-plane, No. 3.
+    Bench hook.
+    Brace and set of twist bits.
+    Manual training rule.
+    Steel rule.
+    Tri square.
+    Utility box--with assorted nails, screws, etc.
+    Combination India oil stone.
+    Oil can.
+    Small hatchet.
+
+Choice of lumber must be determined partly by the viewpoint of the
+adult concerned, largely by the laboratory budget, and finally by the
+supply locally available. Excellent results have sometimes been
+achieved where only boxes from the grocery and left-over pieces from
+the carpenter shop have been provided. Such rough lumber affords good
+experience in manipulation, and its use may help to establish habits
+of adapting materials as we find them to the purposes we have in hand.
+This is the natural attack of childhood, and it should be fostered,
+for children can lose it and come to feel that specially prepared
+materials are essential, and a consequent limitation to ingenuity and
+initiative can thus be established.
+
+On the other hand, some projects and certain stages of experience are
+best served by a supply of good regulation stock. Boards of soft pine,
+white wood, bass wood, or cypress in thicknesses of 1/4", 3/8", 1/2"
+and 7/8" are especially well adapted for children's work, and "stock
+strips" 1/4" and 1/2" thick and 2" and 3" wide lend themselves to many
+purposes.
+
+[Illustration: Boy painting toy.]*
+
+[Illustration: Girl playing with dolls house.]*
+
+
+
+
+TOYS
+
+
+The proper basis of selection for toys is their efficiency as toys,
+that is:
+
+  They must be suggestive of play and made for play.
+
+  They should be selected in relation to each other.
+
+  They should be consistent with the environment of the child who is
+  to use them.
+
+  They should be constructed simply so that they may serve as models
+  for other toys to be constructed by the children.
+
+  They should suggest something besides domestic play so that the
+  child's interest may be led to activities outside the home life.
+
+  They should be durable because they are the realities of a child's
+  world and deserve the dignity of good workmanship.
+
+[Illustration: Children re-create the world as they see it with the
+equipment they have at hand]
+
+[Illustration: A house of blocks.]*
+
+
+FLOOR GAMES
+
+"There comes back to me the memory of an enormous room with its
+ceiling going up to heaven.... It is the floor I think of chiefly,
+over the oilcloth of which, assumed to be land, spread towns and
+villages and forts of wooden bricks...the cracks and spaces of the
+floor and the bare brown "surround" were the water channels and open
+sea of that continent of mine....
+
+"Justice has never been done to bricks and soldiers by those who write
+about toys--my bricks and my soldiers were my perpetual drama. I
+recall an incessant variety of interests. There was the mystery and
+charm of the complicated buildings one could make, with long passages
+and steps and windows through which one could peep into their
+intricacies, and by means of slips of card one could make slanting
+ways in them, and send marbles rolling from top to base and thence out
+into the hold of a waiting ship.... And there was commerce; the shops
+and markets and storerooms full of nasturtium seed, thrift seed, lupin
+beans and such-like provender from the garden; such stuff one stored
+in match boxes and pill boxes or packed in sacks of old glove fingers
+tied up with thread and sent off by wagons along the great military
+road to the beleaguered fortress on the Indian frontier beyond the
+worn places that were dismal swamps....
+
+"I find this empire of the floor much more vivid in my memory now than
+many of the owners of the skirts and legs and boots that went gingerly
+across its territories."
+
+H. G. WELLS, "The New Machiavelli," Chapter 2.
+
+[Illustration: The unsocial novice]
+
+Nowhere else, perhaps, not even in his "Floor Games" and "Little Wars"
+has Mr. Wells, or any other author succeeded in drawing so convincing
+a picture of the possibilities of constructive play as is to be found
+in those pages, all too brief, in "The New Machiavelli" where the play
+laboratory at Bromstead is described. One can imagine the eager boy
+who played there looking back across the years strong in the
+conviction that it could not have been improved, and yet the picture
+of a child at solitary play is not, after all, the ideal picture. Our
+laboratory, while it must accommodate the unsocial novice and make
+provision for individual enterprise at all ages and stages, must be
+above all the place where the give and take of group play will develop
+along with block villages and other community life in miniature.
+
+
+FLOOR BLOCKS
+
+In his reminiscences of his boyhood play Mr. Wells lays emphasis on
+his great good fortune in possessing a special set of "bricks" made to
+order and therefore sufficient in number for the ambitious floor games
+he describes. Comparatively few adults can look back to the possession
+of similar play material, and so a majority cannot realize how it
+outweighs in value every other type of toy that can be provided.
+
+Where the budget for equipment is limited, floor blocks can be cut by
+the local carpenter or, in a school, by the manual training
+department. The blocks in use at The Play School (see cut, p. 20) are
+of white wood, the unit block being 1-3/8" X 2-3/4" X 5-1/2". They
+range in size from half units and diagonals to blocks four times the
+unit in length (22").
+
+[Illustration: The Hill Floor Blocks at the Gregory Avenue School]
+
+At present there is but one set of blocks on the market that
+corresponds to the one Mr. Wells describes. These are the "_Hill Floor
+Blocks_," manufactured and sold by A. Schoenhut & Co., of
+Philadelphia. They are of hard maple and come in seven sizes, from 3"
+squares to oblongs of 24", the unit block being 6" in length. There
+are 680 pieces in a set. Half and quarter sets are also obtainable.
+They are the invention of Professor Patty Smith Hill of Teachers
+College, Columbia University, and are used in The Teachers College
+Kindergarten and in many other schools.
+
+[Illustration: Useful alike to builders and cabinet makers]
+
+[Illustration: Advanced research in Peg-Lock construction]
+
+The School of Childhood at the University of Pittsburgh makes use of
+several varieties of blocks, some of commercial manufacture, others
+cut to order. The list given is as follows:[C]
+
+A. Nest of blocks.
+
+B. Large blocks made to order of hard maple in five sizes:
+      Cubes, 5" X 5".
+      Oblongs, 2-1/2" X 5" X 10".
+      Triangular prisms made by cutting cube diagonally into two and
+        four parts.
+      Pillars made by cutting oblongs into two parts.
+      Plinths made by cutting oblongs into two parts.
+      Light weight 12" boards, 3'-0" to 7'-0" long.
+
+C. Froebel's enlarged fifth and sixth gifts.
+
+D. Stone Anchor blocks.
+
+E. Architectural blocks for flat forms.
+
+F. Peg-Lock blocks.
+
+As children become more dexterous and more ambitious in their block
+construction, the _Peg-Lock Blocks_ will be found increasingly
+valuable. These are a type of block unknown to Mr. Wells, but how he
+would have revelled in the possession of a set! They are manufactured
+by the Peg-Lock Block Co. of New York. Cut on a smaller scale than the
+other blocks described, they are equipped with holes and pegs, by
+which they may be securely joined. This admits of a type of
+construction entirely outside the possibilities of other blocks. They
+come in sets of varying sizes and in a great variety of shapes. The
+School of Childhood uses them extensively, as does The Play School.
+
+[Footnote C: See University of Pittsburgh Bulletin, "Report of the
+Experimental Work in the School of Childhood."]
+
+[Illustration: Small wooden toy.]*
+
+
+FLOOR TOYS
+
+The "Do-with Toys" shown in the accompanying cuts were designed by
+Miss Caroline Pratt some years ago to meet the need generally felt by
+devotees of the play laboratory of a consistent series of toys to be
+used with floor blocks. For if the market of the present day can offer
+something more adequate in the way of blocks than was generally
+available in Mr. Wells' boyhood, the same is not true when it comes to
+facilities for peopling and stocking the resulting farms and
+communities that develop.
+
+Mr. Wells tells us that for his floor games he used tin soldiers and
+such animals as he could get--we know the kind, the lion smaller than
+the lamb, and barnyard fowl doubtless overtopping the commanding
+officer. Such combinations have been known to children of all
+generations and play of the kind Mr. Wells describes goes on in spite
+of the inconsistency of the materials supplied.
+
+[Illustration: Small wooden toy.]*
+
+But when we consider fostering such play, and developing its
+possibilities for educational ends, the question arises whether this
+is the best provision that can be made, or if the traditional
+material could be improved, just as the traditions concerning blocks
+are being improved.
+
+[Illustration: Small wooden toy.]*
+
+A few pioneers have been experimenting in this field for some years
+past. No one of them is ready with final conclusions but among them
+opinion is unanimous that constructive play is stimulated by an
+initial supply of consistent play material calculated to suggest
+supplementary play material of a kind children can manufacture for
+themselves.
+
+[Illustration: Small wooden toy.]*
+
+Blocks are of course the most important type of initial material to be
+provided; beyond this the generally accepted hypothesis is embodied in
+the "Do-with" series which provides, first a doll family of
+proportions suited to block houses, then a set of farm animals and
+carts, then a set of wild animals, all designed on the same size
+scale, of construction simple enough to be copied at the bench, and
+suggesting, each set after its kind, a host of supplementary toys,
+limited in variety and in numbers only by the experience of the child
+concerned and by his ability to construct them.
+
+[Illustration: Small wooden toy.]*
+
+[Illustration: Small wooden toy.]*
+
+[Illustration: Small wooden toy.]*
+
+This working hypothesis for the selection of toys is as yet but little
+understood either by those who buy or those who sell play materials.
+The commercial dealer declares with truth that there is too little
+demand to justify placing such a series on the market. Not only does
+he refuse to make "Do-withs" but he provides no adequate substitutes.
+His wooden toys are merely wooden ornaments without relation to any
+series and without playability, immobile, reasonless, for the
+philosophy of the play laboratory is quite unknown to the makers of
+play materials, while those who buy are guided almost entirely by
+convention and have no better standard by which to estimate what
+constitutes their money's worth.
+
+[Illustration: Small wooden toy.]*
+
+On the other hand enthusiasts raise the question, why supply any toys?
+Is it not better for children to make all their toys? And as Miss
+Pratt says, "getting ready for play is mistaken for play itself."
+
+[Illustration: Small wooden toy.]*
+
+[Illustration: Small wooden toy.]*
+
+Too much "getting ready" kills real play, and if our purpose is to
+foster and enrich the actual activity, we must understand the subtle
+value of initial play materials, of having at hand ready for the
+promptings of play impulse the necessary foundation stones on which a
+superstructure of improvisation can be reared.
+
+[Illustration: Transportation Toys]
+
+[Illustration: A trunk line]
+
+When by hook or crook the devotees of floor games have secured a
+population and live stock for their block communities, then, as Mr.
+Wells reminds us, comes commerce and in her wake transportation
+problems to tax the inventive genius of the laboratory.
+
+Simple transportation toys are the next need, and suitable ones can
+generally, though not always, be obtained in the shops. A few
+well-chosen pieces for initial material will soon be supplemented by
+"Peg-lock" or bench-made contrivances.
+
+For railroad tracks the block supply offers possibilities better
+adapted to the ages we are considering than any of the elaborate rail
+systems that are sold with the high-priced mechanical toys so
+fascinating to adult minds. Additional curved blocks corresponding to
+the unit block in width and thickness are a great boon to engineers,
+for what is a railroad without curves!
+
+Transportation toys can be perfectly satisfactory when not made
+strictly to scale. Indeed, the exigencies of the situation generally
+demand that realists be satisfied with rather wide departures from the
+general rule. Train service, however, should accommodate at least one
+passenger to a car.
+
+[Illustration: Play area.]*
+
+
+LARGE AND SMALL SCALE TOYS
+
+The floor scheme pictured here is a good illustration of our
+principles of selection applied to toys of larger scale. The dolls,
+the tea set, the chairs are from the toy shop. The little table in the
+foreground, and the bed are bench made. The bedding is of home
+manufacture, the jardiniere too, is of modelling clay, gaily painted
+with water colors. The tea table and stove are improvised from blocks
+as is the bath room, through the door of which a block "tub" may be
+seen. The screen used as a partition at the back is one of the Play
+School "properties" with large sheets of paper as panels. (See cut p.
+20.)
+
+There are some important differences, however, between the content of
+a play scheme like this and one of the kind we have been considering
+(see cut page 30). These result from the size and character of the
+initial play material, for dolls like these invite an entirely
+different type of treatment. One cannot build villages, or provide
+extensive railroad facilities for them, nor does one regard them in
+the impersonal way that the "Do-with" family, or Mr. Wells' soldiers,
+are regarded, as incidentals in a general scheme of things.
+
+These beings hold the centre of their little stage. They call for
+affection and solicitude, and the kind of play into which they fit is
+more limited in scope, less stirring to the imagination, but more
+usual in the experience of children, because play material of this
+type is more plentifully provided than is any other and, centering
+attention as it does on the furnishings and utensils of the home,
+requires less contact with or information about, the world outside and
+its activities to provide the mental content for interesting play.
+
+[Illustration: A "Furnished Apartment" at the Ethical Culture School]
+
+In the epochs of play development interest in these larger scale toys
+precedes that in more complicated schemes with smaller ones. Mr.
+Wells' stress on the desirability of a toy soldier population really
+reflects an adult view. For play on the toy soldier and paper doll
+scale develops latest of all, and because of the opportunities it
+affords for schemes of correspondingly greater mental content makes
+special appeal to the adult imagination.
+
+Play material smaller than the "Do-with" models and better adapted to
+this latest period than are either soldiers or paper dolls remains one
+of the unexplored possibilities for the toy trade of the future.
+
+[Illustration: Supplementary (A small toy train.)]
+
+[Illustration: A play laundry.]*
+
+
+HOUSEKEEPING PLAY
+
+Materials for housekeeping play are of two general kinds, according to
+size--those intended for the convenience of dolls, and those of larger
+scale for children's use. The larger kind should be strong enough and
+well enough made to permit of actual processes.
+
+Plentiful as such materials are in the shops, it is difficult to
+assemble anything approaching a complete outfit on the same size
+scale. One may spend days in the attempt to get together one as
+satisfactory as that pictured here. The reason seems to be that for
+considerations of trade such toys are made and sold in sets of a few
+pieces each. If dealers would go a step further and plan their sets in
+series, made to scale and supplementing each other, they would better
+serve the requirements of play, and, it would seem, their own
+interests as well.
+
+
+STOREKEEPING PLAY
+
+From housekeeping play to storekeeping play is a logical step and one
+abounding in possibilities for leading interest beyond the horizon
+line of home environment.
+
+Better than any toy equipment and within reach of every household
+budget is a "store" like the one pictured here where real cartons,
+boxes, tins and jars are used.
+
+[Illustration: A "Grocery Store" at the Ethical Culture School]
+
+Schools can often obtain new unfilled cartons from manufacturers. The
+Fels-Naphtha and National Biscuit companies are especially cordial to
+requests of this kind, and cartons from the latter firm are good for
+beginners, as prices are plainly marked and involve only dime and
+nickel computation. The magazine "Educational Foundations" maintains a
+department which collects such equipment and furnishes it to public
+schools on their subscribers' list.
+
+Sample packages add to interest and a small supply of actual staples
+in bulk, or of sand, sawdust, chaff, etc., for weighing and measuring
+should be provided as well as paper, string, and paper bags of
+assorted sizes.
+
+Small scales, and inexpensive sets of standard measures, dry and
+liquid, can be obtained of Milton Bradley and other school supply
+houses. A toy telephone and toy money will add "content," and for
+older children a "price and sign marker" (Milton Bradley) is a
+valuable addition.
+
+The School of Childhood (Pittsburgh) list includes the following
+miscellaneous articles for house and store play:
+
+    spoons
+    various sized boxes
+    stones
+    pebbles
+    buttons
+    shells
+    spools
+    bells
+    enlarged sticks of the kindergarten
+    ribbon bolts filled with sand
+    rice
+    shot
+    bottles, etc.
+
+
+CRAFT AND COLOR MATERIALS
+
+Materials of this kind are a valuable part of any play equipment. Of
+the large assortment carried by kindergarten and school supply houses
+the following are best adapted to the needs of the play laboratory:
+
+
+_Modelling Materials_--Modelling clay and plasticine, far from being
+the same, are supplementary materials, each adapted to uses for which
+the other is unsuited.
+
+_Weaving Materials_--Raphia, basketry reed, colored worsteds, cotton
+roving, jute and macrame cord can be used for many purposes.
+
+_Material for Paper Work_--Heavy oak tag, manila, and bogus papers for
+cutting and construction come in sheets of different sizes. Colored
+papers, both coated (colored on one side) and engine colored (colored
+on both sides) are better adapted to "laboratory purposes" when
+obtainable in large sheets instead of the regulation kindergarten
+squares. Colored tissue papers, scissors and library paste are always
+in demand.
+
+_Color Materials_--Crayons, water color paints, chalks (for blackboard
+use) are best adapted to the needs of play when supplied in a variety
+of colors and shades. For drawing and painting coarse paper should be
+furnished in quantity and in sheets of differing sizes.
+
+"_If children are let alone with paper and crayons they will quickly
+learn to use these toys quite as effectively as they do blocks and
+dolls._"
+
+[Illustration: Children playing with wagon.]*
+
+
+TOYS FOR ACTIVE PLAY AND OUTDOOR TOOLS
+
+Among the many desirable _toys for active play_ the following deserve
+"honorable mention":
+
+    Express wagon
+    Sled
+    Horse reins
+    "Coaster" or "Scooter"
+    Velocipede (and other adaptations of the bicycle for beginners)
+    Football (small size Association ball)
+    Indoor baseball
+    Rubber balls (various sizes)
+    Bean bags
+    Steamer quoits
+
+As in the case of the carpenter's bench it is poor economy to supply
+any but good _tools_ for the yard and garden. Even the best garden
+sets for children are so far inferior to those made for adults as to
+render them unsatisfactory and expensive by comparison. It is
+therefore better to get light weight pieces in the smaller standard
+sizes and cut down long wooden handles for greater convenience. The
+one exception to be noted is the boy's shovel supplied by the Peter
+Henderson company. This is in every respect as strong and well made as
+the regulation sizes and a complete series to the same scale and of
+the same standard would meet a decided need in children's equipment
+where light weight is imperative and hard wear unavoidable.
+
+In addition to the garden set of shovel, rake, hoe, trowel and
+wheel-barrow, a small crow-bar is useful about the yard and, in
+winter, a light snow shovel is an advantage.
+
+JEAN LEE HUNT.
+
+[Illustration: Small wooden toy.]*
+
+[Illustration: Small wooden toy.]*
+
+[Illustration: Small wooden toy.]*
+
+A small permanent exhibit of the play equipment described may be seen
+at the Bureau of Educational Experiments, 16 West 8th Street, New
+York, and is occasionally loaned.
+
+
+
+
+SUGGESTED READING
+
+
+For convenience it has seemed well to divide the following list into
+two parts--the first devoted to the discussion of theory, the other
+offering concrete suggestions.
+
+Such a division is arbitrary, of course. No better exposition of
+theory can be found than is contained in some of these references
+dealing with actual laboratory usage and furnishings. On the other
+hand the two books by Dr. Kilpatrick, with their illuminating analysis
+of didactic materials, afford many concrete suggestions, at least on
+the negative side.
+
+
+PART I.
+
+CHAMBERLIN, A. E.
+
+    "The Child: A Study in the Evolution of Man," Scribner, 1917.
+        Chap. I, "The Meaning of the Helplessness of Infancy."
+        Chap. II, "The Meaning of Youth and Play."
+        Chap. IV, "The Periods of Childhood."
+
+DEWEY, JOHN
+
+    "Democracy and Education," Macmillan, 1916.
+        Chap. XV, "Play and Work in the Curriculum."
+    "How We Think," D. C. Heath and Co.
+        Chap. XVII, "Play, Work, and Allied Forms of Activity."
+        Chap. XVI, "Process and Product."
+    "Interest and Effort in Education," Houghton Mifflin Co., 1913.
+        Chap. IV, "The Psychology of Occupations."
+    "The School and Society," University of Chicago Press, 1916.
+        Chap. IV, "The Psychology of Occupations."
+        Chap. VII, "The Development of Attention."
+    "Cyclopedia of Education," Edited by Paul Monroe, Macmillan Co.
+        Articles on "Infancy," "Play."
+
+DOPP, KATHERINE E.
+
+    "The Place of Industries in Elementary Education," University of
+        Chicago Press, 1915.
+
+GROOS, KARL
+
+    "The Play of Man," Appleton, 1916.
+
+HALL, G. STANLEY
+
+    "Educational Problems," Appleton, 1911.
+        Chap. I, "The Pedagogy of the Kindergarten."
+        "Youth: Its Regimen and Hygiene," Appleton, 1916.
+        Chap. VI, "Play, Sports and Games."
+
+KILPATRICK, WILLIAM HEARD
+
+    "The Montessori System Examined," Houghton Mifflin, 1914.
+    "Froebel's Kindergarten Principles Critically Examined,"
+        Macmillan, 1916.
+
+LEE, JOSEPH
+
+    "Play in Education," Macmillan, 1915.
+
+WOOD, WALTER
+
+    "Children's Play and Its Place in Education," Duffield, 1913.
+
+
+PART II.
+
+ARNOLD, DR. E. H.
+
+    "Some Inexpensive Playground Apparatus," Bulletin No. 27, Playground
+        Association of America and Playground Extension
+        Committee of The Russell Sage Foundation.
+
+DEMING, LUCILE P. AND OTHERS
+
+    "Playthings," Bulletin No. I.
+    "The Play School," Bulletin No. III.
+    "The Children's School, The Teachers College Playground, The
+        Gregory School," Bulletin No. IV.
+          Bureau of Educational Experiments publications, 1917.
+
+CHAMBERS, WILL GRANT AND OTHERS
+
+    "Report of the Experimental Work in the School of Childhood,"
+        University of Pittsburgh Bulletin, 1916.
+
+COOK, H. CALDWELL
+
+    "The Play Way," Stokes Co., 1917.
+
+CORBIN, ALICE M.
+
+    "How to Equip a Playroom: the Pittsburgh Plan," Bulletin No. 118,
+        Playground and Recreation Association of America, 1913.
+
+DEWEY, JOHN AND EVELYN
+
+    "Schools of To-morrow," Dutton, 1915.
+        Chap. V, "Play."
+
+HALL, G. STANLEY
+
+    "Aspects of Child Life," Ginn, 1914.
+        "The Story of a Sand Pile."
+
+HETHERINGTON, CLARK W.
+
+    "The Demonstration Play School of 1913," University of California
+        Bulletin, 1914.
+
+HILL, PATTY SMITH AND OTHERS
+
+    "Experimental Studies in Kindergarten Education," Teachers College
+        publications, 1915.
+
+JOHNSON, GEORGE E.
+
+    "Education by Plays and Games," Ginn & Co., 1907.
+
+LEE, JOSEPH
+
+    "Play for Home," Bulletin No. 102, Playground and Recreation
+        Association of America.
+
+READ, MARY L.
+
+    "The Mothercraft Manual," Little, Brown & Co., 1916.
+
+WELLS, H. G.
+
+    "Floor Games," Small, Maynard & Co., 1912.
+    "The New Machiavelli," Duffield Co., 1910.
+        Chap. II, "Bromstead and My Father."
+
+
+
+
+
+End of Project Gutenberg's A Catalogue of Play Equipment, by Jean Lee Hunt
+
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