The New York experiment is of more recent date, and has shaped itself differently. Its beginnings in the fall of 1908 are due chiefly to the efforts of Mrs. Anna Garlin Spencer, who persuaded the officers of the board of education to introduce a class in salesmanship in the public night schools, and to Miss Diana Hirschler, formerly welfare secretary in Wm. Filene’s Sons Co. of Boston, who conducted the class. The class was intended primarily for saleswomen already at work who wished to equip themselves more thoroughly. The first night there was not a single enrolment, but as news of the course spread, the attendance reached an average of twenty-five. This in itself--this attendance night after night of girls already tired by their work during the day--is evidence of the strong appeal made by the class. Unlike most other kinds of industrial training, salesmanship classes require neither tools nor special equipment. They do require teachers and a text book. While Miss Hirschler was teaching her classes, she began writing a text book and making plans for training other teachers so that the value of the class might be extended to more than could be enrolled for her instruction. The newly-established New York Institute of Mercantile Training engaged Miss Hirschler and adopted her plans. Classes for window trimmers and sign writers were already under way. To them were added offices and staff for a school of salesmanship. It was a moot point for a while whether classes for salespersons should actually be held in these offices, or whether the scope of the work should be extended to reach the present directors of salespersons,--the store superintendents who now in so many cases hold morning classes for sections of their force. This latter course, Miss Hirschler decided, would be the best one to follow. Whereas by the former plan she might make more efficient a handful out of the thousands of salespeople in this one city, by the latter plan she would indirectly be reaching thousands not only in New York, but in as many other American cities as had stores to coöperate with her. The essential thing, she felt, was to train teachers. At present there were few even would-be teachers. While we were waiting for them, we might use the present situation by helping to make more efficient the involuntary teachers, the men at the head of stores who now ineffectually seek to grapple with the difficulties of their selling force.