necessity for small classes and individual instruction is found in the
fact that there is a constant shift of employees in the industry as
well as frequent accessions from the outside.

It readily can be seen that this is not a problem of the regular
school and that it cannot be met by ordinary classroom methods. Part
time or continuation classes, such as have already proved feasible for
other kinds of trade instruction, are the most practicable methods of
doing this work.

Classes for the instruction of employees are already maintained in the
majority of large stores. The extension of this plan of separate
responsibility is one way of meeting the problem. But this method has
certain obvious faults. The unequal opportunity which it affords to
department store employees as a body is a conspicuous drawback. The
value of the instruction so given, moreover, will always depend to a
large extent on the comprehension of the problem by the firm
maintaining the classes. The method involves much duplication of
effort, which is particularly wasteful when the instruction of small
groups is involved.

Another possible method would be for the several department stores to
get together and coöperate in providing instruction. There would seem
to be no reason why stores should not unite for this purpose as well
as for any other. The advantages of this method are economy of
maintenance and administration, the ability to command expert service,
and the possibility of securing and sharing the results of a great
variety of such experiences as does not consist of exclusive trade
secrets.