[3] The form of Test 6 quoted here is that given by Courtis ['11-'12, p. 20]. This differs a little from the other series of Test 6, shown on pages 43 and 44. 1. The children of a school gave a sleigh-ride party. There were 9 sleighs, and each sleigh held 30 children. How many children were there in the party? REVISION. _If one sleigh holds 30 children, 9 sleighs hold .... children._ 2. Two school-girls played a number-game. The score of the girl that lost was 57 points and she was beaten by 16 points. What was the score of the girl that won? REVISION. _Mary and Nell played a game. Mary had a score of 57. Nell beat Mary by 16. Nell had a score of ...._ 3. A girl counted the automobiles that passed a school. The total was 60 in two hours. If the girl saw 27 pass the first hour how many did she see the second? REVISION. _In two hours a girl saw 60 automobiles. She saw 27 the first hour. She saw .... the second hour._ 4. On a playground there were five equal groups of children each playing a different game. If there were 75 children all together, how many were there in each group? REVISION. _75 pounds of salt just filled five boxes. The boxes were exactly alike. There were .... pounds in a box._ 5. A teacher weighed all the children in a certain grade. One girl weighed 70 pounds. Her older sister was 49 pounds heavier. How many pounds did the sister weigh? REVISION. _Mary weighs 70 lb. Jane weighs 49 pounds more than Mary. Jane weighs .... pounds._ The distinction between a problem described as clearly and simply as possible and the same problem put awkwardly or in ill-known words or willfully obscured should be regarded; and as a rule measurements of ability to apply arithmetic should eschew all needless obscurity or purely linguistic difficulty. For example, _A boy bought a two-cent stamp. He gave the man in the store 10 cents. The right change was .... cents._ is better as a test than _If a boy, purchasing a two-cent stamp, gave a ten-cent stamp in payment, what change should he be expected to receive in return?_ The distinction between the description of a _bona fide_ problem that a human being might be called on to solve out of school and the description of imaginary possibilities or puzzles should also be considered. Nos. 3 and 9 of Stone are bad because to frame the problems one must first know the answers, so that in reality there could never be any point in solving them. It is probably safe to say that nobody in the world ever did or ever will or ever should find the number of apples in a box by the task of No. 4 of the Courtis Test 8.