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diff --git a/28466.txt b/28466.txt new file mode 100644 index 0000000..2fe4ed1 --- /dev/null +++ b/28466.txt @@ -0,0 +1,1499 @@ +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 + +*** END OF THIS PROJECT GUTENBERG EBOOK A CATALOGUE OF PLAY EQUIPMENT *** + +***** This file should be named 28466.txt or 28466.zip ***** +This and all associated files of various formats will be found in: + https://www.gutenberg.org/2/8/4/6/28466/ + +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.) + + +Updated editions will replace the previous one--the old editions +will be renamed. + +Creating the works from public domain print editions means that no +one owns a United States copyright in these works, so the Foundation +(and you!) can copy and distribute it in the United States without +permission and without paying copyright royalties. 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