civics 321 



writing a letter to its being sent out of the city; and vice 

 versa, from mail coming into the city to its delivery at the 

 house by the postman. The police and the fire department 

 are explained in a simple manner. General knowledge is 

 thus gained and classified in an elementary way, observation 

 is stimulated, personal interest is aroused, and the child feels 

 himself more distinctly a part of the surrounding life. 



In the third and fourth grades, in connection with local 

 history studies, some of the institutions of the city, and possi- 

 bly of the state may be studied. As in the 

 Third and ^ Tsi two g ra( j es ^g o bj e ct is not to accu- 



Fourtn Grades 



mulate a great amount of detailed knowl- 

 edge, but to develop and rationalize the institutional side of 

 character. 



In the third grade study of early Stockton and the growth 

 into a city, there is opportunity to show the need of a mayor, 

 a city government, protection from fire, at- 

 Conditions tention to streets and sidewalks, an organ- 



ized police force, a city jail. This founding 

 and developing of a town combined with the growth of its 

 government is a correlation of history and civics that is 

 always valuable to a student. The fourth grade, dealing 

 with Stockton as it is today, studies the modern city in a 

 simple manner. Attention is called to the division of the 

 city into wards, the city council, the school board, the city 

 parks and their care, and many other matters of interest to 

 children that may suggest themselves to the teacher. The 

 children talk about their immediate surroundings, the need 

 of good sidewalks and streets, the pleasure derived from 

 well kept parks and shady trees. They learn who is the 

 member of the city council from their own ward, how large 



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