Benjamin A. Gorman
For students to understand why toys are important as playthings and to realize that they are universal is only part of the story “toys are us.” Collectively, toys can be studied to complete a picture of the larger society that produced and uses them. Toys are cultural objects that express human beliefs, influences, technology—cultural values. As objects, toys provide us with material for understanding the development of the mind, of imagination, of ritual and innovation.
Period dolls can relate the history of clothes and hair styles; a doll’s house can be a scaleddown model of furnishings and lifestyles. Although teenage dolls first originated in France, it was the
Barbie
that set the trend and cultivated the teenage market. Unlike the earlier passive dolls,
Barbie
met the fantasy of young girls. With her extensive wardrobe and handsome boy friend,
Barbie
allowed girls to play at fashion and deal with the process of growing up. She did not create the sexual revolution, but her anatomically correct doll descendants reflected society’s increasing openness and concerns over sex education. Another example of a toy that mirrored our society’s attention was
G.I. Joe
. In the midsixties, the Action Man series, facial scar included, put dolls in the hands of boys as adult males who were going off to serve in Vietnam; once again, play imitated life.
Similarly, toy vehicles can illustrate the history of transport from sleds and wagons to trains and spacecraft. Lost, however, is the child’s dominance and free use of the early trackless trains. Modern HO, N, and S gauge trains stay on the track and only their environment can be created with the purchase of trees, rocks, and buildings. Playing with toy trains has developed into an expensive adult hobby. From the age of the “ironhorse,” toy trains were popular until the 1950’s when they were replaced with the coming of the space age; today toy trains have become sought after only as collectors’ items.
One symbol in 20th century American culture has become a major characteristic of this society—the automobile. It represents material success, prestige, and status as well as a person’s independence. Cars reflect people on the move, competition, and their boundless energy They have become an extension of the individual and represent aggressiveness and the desire to control. For all ages, cars, trucks, vans, pick ups, two and three wheel varieties of vehicles hold a fascination for society. Among the young,
Tonka
cars, trucks, and the
Matchbox
series are popular. Motorized vehicles, speed, and the accompanying support equipment along with a new language, CB talk, allow children to enter the adults’ romance with the automobile, From
Big
Wheels
and tin cars imported from China, to slot cars, mini bikes and
BMX
, children are learning to be part of the car culture. Our modern rodeo now consists of tractors and trucks pulling weighted sleds through an arena of mud with funny cars and trikes filling the role of clowns.
Since toys reflect life in miniature and the scientific progress that moves us forward, it can be understood why space toys have been common in recent years. The toy world has kept up with the fact and fantasy generated by space exploration. So many spacerelated items are available in stores that adults may have trouble finding the playthings that they once enjoyed. Yet many common toys are sold because they still meet a steady demand. Construction kits, slinkies, and blocks can be found among rocket launchers, satellites and electronic toys. There seems to be room on the store’s shelves, so why not in the child’s room as well? The
Lincoln Logs
of yesterday have made room for computers which are a dominant part of our society. The information revolution has given us games where facts are worth being pursued. The games and toys still help children learn to grow and to cope with the adult world.
Rather than just a presentation of the history of toys, information about the culture can be gained through a careful study of individual toys. Students can observe a toy of their own time and begin to ask questions about its origin, its use, and about the people who produced it.
One approach to the study of material objects has been developed by Dr. Jules Prown. In the Institute seminar, “Time Machines: Artifacts and Culture,” he explained a methodology by which we can analyze objects. It is a process which involves the sequential stages of close observation, deduction, and speculation. Objects can communicate, and if we apply the methodology to them, they can relate cultural values and human beliefs. For a complete description, read “Mind in Matter: An Introduction to Material Culture Theory and Method” by Jules D. Prown in
Winterthur Portfolio
, Vol. 17, No. 1, Spring 1982. For a classroom application, consult “VIEW: Visual Inquiry/ Experience in Writing” by Franco and Gorman in the Teachers Institute publication,
Art, Artifacts and Material Culture
, Vol. II, 1980.
Observe. Two circular wooden disks, measuring a little over two inches in diameter are connected by a 1/4 inch peg between the disks. Attached to the peg is a length of string about three feet long; the disks are separated just enough, so that the string could be wrapped around the peg. Being spool-like in shape, the disks can roll on their edges; lying on its side, it can be pushed or pulled by the extended string.
Deduce. With the string wrapped around the peg, between the disks, this object can be dropped, while holding the string’s unattached end and will fall as gravity intended unraveling the string until it is fully extended. At that point, the disks begin to rotate back up the string towards the hand. With practice, it will spin out and then back into the hand by manipulating the string.
By continued practice, hand and eye coordination is developed; with the imagination, this object can be used to complete a variety of tricks. Simple to construct, it can entertain child or adult, and provides for the satisfaction of accomplishment once mastered, a means of competition, or just plain fun. Thus, it is a toy!
Speculate. By raising a series of questions about this toy, the students might continue the experience of inquiry. Could they make one? What materials and tools might be needed? Could it have been made by a primitive society? Could it have other uses besides that of a toy? How and in what way? In what sort of environment could it be used effectively?
Research would reveal that the yoyo was known in the Far East in ancient times; in the Philippines, it was used as a weapon to strike at the heads of enemies. French missionaries brought the yoyo to Europe where it was criticized as dangerous. However, it was easy and inexpensive to produce, and as a toy, its popularity grew. Although simple in design, it could be used to do many tricks. For novice or expert, the yoyo’s continued existence over the centuries testifies to the fact that toys are fun.
Choosing another item from today’s play world, we could observe that it is small, about 3” x 14” x 1 1/2”. It is lightweight and made of metal, plastic, paper, and rubber. The underside is attached to the top by a screw; the rubber wheels with plastic hubs are held on by metal pins. The decorative paper strips are attached by adhesive. “Made in Macua,” “MC Toy,” a logo, and registration numbers appear on the bottom. Mainly yellow, the object also has black, blue tinted plastic, and red and silver accents. Generally rectangular in shape, it rests horizontally to the ground. The surface is rough due to the indentations and raised elements, with greatest irregularity on the underside.
The bright colors entice the sense of touch and once held or pushed, it can move on its four wheels. Drawn backwards and released, it will move forward by itself propelled by a hidden mechanism. It certainly provides fun as a plaything. It could be one of many such motorized vehicles that might be used by children in creative play. The parts have been molded or casted to fit together precisely, indicating sophisticated manufacturing. Its realistic design makes it a model of a truck. Motorized vehicles are common in our society and while this truck is a miniature, a child could easily become acquainted with them close up, “drive it,” control it, and use it in a variety of play situations. As a toy, the truck can be a good, safe tool for learning about occupational vehicles. In fact, this truck is a model of a dump truck.
However, it doesn’t dump!
Time for a closer look. The dumping section does slide back and the front bumper can be pulled out. Both front wheels, fenders, and gas tanks lift upward and can pivot. The power source with attached rear wheels can slide off from the underside. Then, it can be reinserted under the rear of the dumpster’s tailgate enabling the once truck to stand on end. A robot has been created! When pulled back on the wheels and released, the robot will move into action.
How easily our society is able to convert its television into a home movie theater, its cars into all terrain vehicles, and its toothpaste into stripes. Why shouldn’t our toys reflect our technological abilities? Children, in their wonderful world of pretend, have converted sticks into swords, blocks into buildings, and lawnmowers into gocarts. Certainly toy manufactures shouldn’t be far behind. This imported toy,
TruckRobot
, prepares children for today’s society. Our society has already put robots into the workplace, they exist for the home, and maybe someday, robots will become substitute playmates as well.
