Excepting only the infant when playing with his fingers and toes, the child must play with some _person_ or with some _thing_. The selection of suitable toys becomes a more serious problem than is commonly realized, when we once recognize the great influence of play upon the child.
Stepping into the toy shop, we are confronted by a multitude of objects, the variety and quantity of which are distracting. Everything that the ingenuity of man could devise is here presented to our astonished eyes, and children gaze upon the great spectacle and are delighted. If we go to the store just to be amused or to buy _something_, a very indefinite something for a child of a certain age, we are quickly satisfied. But if we have in our mind some idea as to what is really good for the child who is to receive the gift, it is just as hard to find the right thing to-day in the immense, up-to-date toy store as in the little general store that "also keeps toys." The manufacture of toys has grown to a tremendous industry, but with no ideal behind it, no guiding educational principle. Toys are made to sell,--having fulfilled that function the manufacturer is not further concerned. Consequently, toys are made to attract the eye; durability, use, and need from the child's point of view are rarely considered.
In selecting toys we must not consider what would amuse or entertain its, but solely the child's need, and this need will differ at the various stages in his development.
[Illustration: Don't forget how to play with the children.]
For the little child who has no skill, we want to get toys that exercise the large muscles; he should have blocks that are large. It is a common mistake to suppose small toys are suitable for small children; within certain limits just the opposite is true.
Young children can also use toys that merely need to be manipulated without having much significance. Things that can be taken apart and put together are enjoyed and are very instructive.
A child should get from his toys a bare suggestion of the object, and not a lifelike representation that will be of interest to the critical adult. Refinement of finish and realistic representation are entirely wasted on the child. A massive wooden dog or bird is better than a furry or feathery one. It is enough of a dog or bird, so far as the child is concerned, and if it can stand rough handling, so much the better. For the little boy or girl an animal that can stand up or be drawn about by a string is quite satisfactory; but before the age of three years is reached the animal must have movable parts, so that it may be put into various positions, be made "to do things."