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