IT is not the purpose of the author of this series to offer, or even suggest, any rules for its use. If anything is established in education, it is the fact that aside from certain underlying principles and general directions, each teacher must be a rule unto herself. The methods which the author and her colleagues have found successful might be entirely out of harmony with an equally good system in some other city. It is to be presumed, however, that if this series of nature-stories should be so fortunate as to be received with favor by the educational public, it will occasionally find its way into the hands of some teachers who are not familiar with nature-work as developed in large cities and well-organized school systems. To these it may be interesting and helpful to know just "how it has been done" in the schools out of which these stories grew, and in which they have been used. Indeed, by way of comparison and suggestion, it may also be of assistance to those who have passed through the experimental stage and have wrought out a system of their own.
It has been the custom in the St. Paul public schools to pursue the following plan: