In "The Rules of the Game" Mr. Lambertson gives a book that every leader of boy and girl clubs and organizations will be glad to have. Here are thirty-two story lessons—some Bible stories told with imaginary additions—all true to the times and circumstances. Every story is the kind that will hold the attention of boy or girl, yet it is vitally connected with some moral truth, usually biblical. It will be found a valuable textbook for daily vacation Bible schools. The "Teacher's Manual" has a chapter for each lesson, rich with suggestions and showing a studious knowledge of the psychology and pedagogy needed for the religious instruction of children. The illustrations in the text are commendably chosen.
The chief problem of early education is to help the child to find God everywhere present as the great Father, and to find Jesus as a friend of little children. Miss Baker had this in mind when she planned the forty-four lessons in "The Beginner's Book in Religion." She selected them from the child's own experiences in nature, home, neighborhood and kindergarten, and also included some Bible stories. Given a teacher who understands the characteristics and needs of the children in her charge, this book will aid materially in developing the moral and religious attitudes and habits, for "the child," says Dr. Coe, "has more than a passive capacity for spiritual things."
The child at 6 is now ready for the church, school teaching, supplementing that of the public schools. His deeper reasoning powers are not ready yet, but this is the time for most effective habit-forming, not only physical but personal, for the habits formed in these early years will help to bear the storm and stress of later experiences. On these fundamental facts of child psychology. Miss Colson has built "A First Primary Book in Religion." planning for two lessons a week for eight months. The "lessons" consist of stories, games, prayers, poems, hymns, handwork and list of materials needed. The programs are simple, and are meant to stimulate the teacher in studying the individual child; the dominant note of the work is to "teach the child and not the lesson."
–The Interior, Vol. 52 [1921]
