Locke: Play-games

Some Thoughts Concerning Education - by John Locke, 1693

§ 130 Play-games. Playthings, I think, children should have, and of all sorts, but still to be in the keeping of their tutors, or somebody else, whereof the child should have in his power but one at once, and should not be suffered to have another; but when he restored that. This teaches them betimes to be careful of not losing or spoiling the things they have; whereas plenty and variety in their own keeping, makes them wanton and careless, and teaches them from the beginning to be squanderers and wasters. These, I confess, are little things, and such as will seem beneath the care of a governor; but nothing that may form children's minds is to be over-looked ad neglected: and whatsoever introduces habits, and settles customs in them, deserves the care and attention of their governors, and is not a small thing in its consequences.

One thing more about children's play-things may be worth their parents care. Though it be agreed they should have of several sorts; yet, I think they should have none bought for them. This will hinder that great variety they are often overcharged with, which serves only to teach the mind to wander after change and superfluity, to be unquiet, and perpetually stretching itself after something more still, though it knows not what, and never to be satisfied with what it has. The court that is made to people of condition in such kind of presents to their children, does the little ones great harm. By it they are taught pride, vanity and covetousness, almost before they can speak: and I have known a young child so distracted with the number and variety of his play-games, that he tired his maid every day to look them over; and was so accustomed to abundance, that he never thought he had enough, but was always asking, what more? What more? What new thing shall I have? A good introduction to moderate desires, and the ready way to make a contented happy man!

How then shall they have the play-games you allow them, if none must be bought for them? I answer, they should make them themselves, or at least endeavour it, and set themselves about it; till then they should have none, and till then they will want none of any great artifice. A smooth pebble, a piece of paper, the mother's bunch of keys, or any thing they cannot hurt themselves with, serves as much to divert little children, as those more chargeable and curious toys from the shops, which are presently out of order and broken. Children are never dull, or out of humour, for want of such play-things, unless they have been used to them: when they are little, whatever occurs serves the turn; and as they grow bigger, if they are not stored by the expensive folly of others, they will make them themselves. Indeed, when they once begin to set themselves to work about any of their inventions, they should be taught and assisted; but should have nothing whilst they lazily sit still, expecting to be furnished from other hands, without employing their own. And if you help them where they are at a stand, it will more endear you to them than any chargeable toys you shall buy for them. Play-things which are above their skill to make, as tops, gigs, battledores, and the like, which are to be used with labour, should indeed be procured them. These 'tis convenient they should have, not for variety, but exercise; but these too should be given them as bare as might be. If they had a top, the scourge-stick and leather-strap should be left to their own making and fitting. If they sit gaping to have such things dropped in their mouths, they should go without them. This will accustom them to seek for what they want, in themselves, and in their own endeavours; whereby they will be taught moderation in their desires, application, industry, thought, contrivance, and good husbandry; qualities that will be useful to them when they are men; and therefore cannot be learned too soon, nor fixed too deep. All the plays and diversions of children should be directed towards good useful habits, or else they will introduce ill ones. Whatever they do, leaves some impression on that tender age, and from thence they receive a tendency to good or evil: and whatever has such an influence, ought not to be neglected.