fixed upon the best order in which to present them.

After his introduction giving the striking results of the school in a
summary lead, it seemed logical to explain the firm's purpose in
undertaking this unusual enterprise. He accordingly jotted down for his
second topic, "Purpose in establishing the school," with the two
sub-topics, "Firm's statement on program" and "Head of firm's statement
in interview."

The methods of-instruction by which the remarkable success was attained,
impressed him as the next important point. His readers, having learned
the results and the purpose of the school, would naturally want to know
by what methods these girls had been transformed in so short a time. As
his third topic, therefore, he put down, "Methods of instruction."

For his fourth division he had to choose between (1) the results as
shown by the pupils' written work, (2) the cost of the school, and (3)
the schoolroom and its equipment. From the point of view of logical
order either the results or the schoolroom might have been taken up
next, but, as all the explanations of the methods of instruction were
quoted directly in the words of the teacher, and as the pupils'
exercises were to be given _verbatim_, he thought it best to place his
own description of the schoolroom between these two quoted parts.
Greater variety, he foresaw, would result from such an arrangement. "The
schoolroom," then, became the fourth topic.

Since the pupils' work which he planned to reproduce had been exhibited
on the walls of the schoolroom, the transition from the description of
the room to the exhibits on the walls was an easy and logical one.