ABSTRACT
In former centuries, war toys formed an integral part of culture and child education, although they have always been subject to sporadic criticism. After a ban on war toys through the Versailles agreements after World War I, they proved to be a real issue to parents and educators in postwar Western Germany. The Bundestag witnessed debates. Activities and flyers abounded (“Stop the war in children’s rooms!”), as did campaigns promoting the exchange of war toys for “pedagogically sound” toys (WegenerSpöhring, 1995).
