It is most encouraging to review the school's short past and to look ahead to its future. In the 11 years which have elapsed since the "experiment" was started a steady line of progress is noticeable. Each new development was the natural and inevitable outcome of all that had gone before, and no change was made, no new feature introduced, until it was determined that the action was in harmony with the essential principles of business and education. The confidence and support of the business men, with the faith and vision of the founder, form the enduring foundation of a movement now national in its scope. Looking toward the future, there is every reason to believe that department-store education has come to stay. It is a movement developed by one who believed that the fortunate few who have felt the quickening power of education should share its benefits with the less privileged and who, seeing a great need, knew how to meet it in a way which would not merely satisfy the technical demands of the industry, but would at the same time bring courage, happiness, and a new ideal into the lives of many workers. Practical in its application, scientific in its methods, and high in its influence, it is believed that this work will make an ever-increasing contribution to the progress and betterment of the world.

APPENDIX.

CONTENTS.-Test questions given to pupils of school of salesmanship at end of course (salesmanship, textiles, color and design, merchandise, hygiene, arithmetic, system)-Demonstration sales (types of customers, kinds of sales, some points of emphasis)—A typical week's program for the school of salesmanship Questionnaire for floor managers-Application blank for saleswomen-Facsimile of statis. tical record card (face)-Facsimile of statistical record card (back)-Efficiency bulletin-Weekly schedule of teachers' training class-List of stores employing educational directors-List of cities employing graduates in the public schools-Boston high schools offering salesmanship-Colleges and normal schools represented by graduates of teachers' training class-States in which graduates hold positions.

SALESMANSHIP.

1. What do you mean by the "talking points" of an article? Select the most expensive piece of merchandise in your department and explain all of its advantages. 2. A mother wishes to buy a dress for her child, who is with her. The child likes one style; the mother prefers another. How will you conduct the sale so as to satisfy both?

3. Discuss in detail the daily care which must be given to your stock to keep it in perfect condition. Explain the importance of well-kept stock to the store, the saleswoman, and the customer.

4. What examples of waste have you noticed in your department? How are you trying to check such losses?

5. The following remarks of salespeople were overheard by a customer. Discuss in full the customer's probable impression of the saleswoman in each case, giving reasons for your opinions.

(1) "You did not ask for white dresses; you asked for colored."

(2) "Look those over and when you find what you want, I'll have them done up for you."

(3) "This is just the thing for you, dearie."

(4) "Don't you like it; why not?"

6. Suppose you have three customers, one after another. (a) One is small, nervous, daintily dressed. She says, "I don't know what I want.' (b) The second walks slowly along the counter. "Only looking," she says. She pauses to examine an article. She is stout, capable looking, and very determined. (c) The third is so tired she can hardly walk to the counter. She has a baby in her arms and is leading another child. Her clothes are shabby, and she looks discouraged. How would you approach each of these customers, and how would you give to each genuine service?

7. Why is the personality of a saleswoman an important factor in selling? Make your answer clear by giving an example from your experience as a customer. 8. Describe an interesting sale which you have made or lost recently. If it was lost, tell why you think you failed.

9. How may a store make a favorable impression on a new customer? Think of yourself as a stranger and suggest any ways in which your store or your department might be made more attractive to customers.

10. What is suggestive selling? Give a successful example from your own experience.

TEXTILES.

NOTE.-Answer Question 11 and nine others.

1. Explain the terms used for the poorer and better qualities of the raw materials of linen, silk, and wool. How would these differences show in the finished product in each case?

2. Name four mercerized materials and give all the advantages of mercerization. 3. Why is serge a better material for every-day wear than broadcloth? (Full explanation.)

4. What material would you select for the following purposes? Give reasons.

Jacquard figures, spun silk, thread silk, natural color, pile fabrics, Sea Island cotton, warp, merino, "pure dye" silk.

6. Give the talking points of—

Irish linen damask.

Anderson gingham.
Mohair.

Russian crash.

Pongee.

For what use is each of these materials appropriate?

7. Give the tests for judging good cotton cloth. How can you tell linen from cotton? 8. What is meant by weighting of silk?

9. Of what textile importance are the following cities or countries?

Lyons.
Belfast.

10. Which do you prefer, and why:

A wool or a cotton puff?

Linen or cotton sheets?

Australia.
Belgium.

A wool or mohair bathing suit?

A linen or a cotton glass towel?

New Orleans.
Egypt.

11. Name the 15 samples in the envelope and tell for what use each piece is appropriate.

12. Tell a customer how to launder

A white flannel petticoat.

A white habutai waist.

COLOR AND DESIGN.

Illustrate by the treatment of your examination paper a well-balanced arrangement, and the value of margins. 1. Describe each of the 5 colors (samples submitted) as to hue, intensity, and value. 2. Illustrate with your crayons a scale of color, marking the tints, shades, and the standards or "full intensity."

3. Describe as fully as you can lines and styles becoming to the following figures: (a) Tall, narrow-chested, slender.

(b) Short and stout.

How should sloping shoulders be treated?

4. What colors are becoming to

(a) A brunette with pale complexion.
(b) A brunette with red cheeks.

(c) A pure blonde with delicate coloring.
(d) A person with red hair.

5. From the standpoint of "fitness to purpose," discuss―

(a) The 2 pincushions.

(b) The 2 inkwells.

(c) The 2 clocks.

6. Discuss the 2 rooms X and Y with reference to

(a) Color harmony.

(b) Arrangement.

(c) Restfulness and comfort.

(d) Care required in dusting.

(e) Suitability.

In which room should you prefer to live, and why?

7. Tell any ways in which the study of color and design has helped you (a) with your customers, (b) at home, and (c) in your own purchases.

8. What did you gain from your visit to the art museum?

MERCHANDISE.

Millinery.

1. What determines the cost of a hat?

2. Give the latest style features in millinery, discussing shapes, materials, trimmings, and color combinations.

3. Explain the following terms found on hat labels:

Lyons velvet.
Knox.

Lanvin reproduction.

4. What must be taken into consideration in selecting a hat for a customer? Notions.

1. What are the best makes of silk, cotton, and linen thread?

2. What kind of thread would you suggest for the following purposes? Give reasons:

(a) To sew on shoe buttons.

(b) To sew feathers on a hat.

(c) To mend a carpet.

(d) To make a blue challie negligee.

(e) To sew lace edging on a baby's dress.

3. Compare the advantages and disadvantages of the snap fastener and the hook