Other things are not always equal. The same amount of time and effort will often be more productive toward the final end if directed during school to 'made-up' problems. The keeping of personal financial accounts as a school exercise is usually impracticable, partly because some of the children have no earnings or allowance--no accounts to keep, and partly because the task of supervising work when each child has a different problem is too great for the teacher. The use of real household and shop problems will be easy only when the school program includes the household arts and industrial education, and when these subjects themselves are taught so as to improve the functions used by real life. Very often the most efficient course is to make sure that arithmetical procedures are applied to the real and personally initiated problems which they fit, by having a certain number of such problems arise and be solved; then to make sure that the similarity between these real problems and certain described problems of the textbook or teacher's giving is appreciated; and then to give the needed drill work with described problems. In many cases the school practice is fairly well justified in assuming that solving described problems will prepare the pupil to solve the corresponding real problems actually much better than the same amount of time spent on the real problems themselves. All this is true, yet the general principle remains that, other things being equal, the school should favor real situations, should present issues as life will present them. Where other things make the use of verbally described problems of the ordinary type desirable, these should be chosen so as to give a maximum of preparation for the real applications of arithmetic in life. We should not, for example, carelessly use any problem that comes to mind in applying a certain principle, but should stop to consider just what the situations of life really require and show clearly the application of that principle. For example, contrast these two problems applying cancellation:-- A. A man sold 24 lambs at $18 apiece on each of six days, and bought 8 pounds of metal with the proceeds. How much did he pay per ounce for the metal? B. How tall must a rectangular tank 16" long by 8" wide be to hold as much as a rectangular tank 24" by 18" by 6"? The first problem not only presents a situation that would rarely or never occur, but also takes a way to find the answer that would not, in that situation, be taken since the price set by another would determine the amount.