Will each of you select from these magazines an advertisement in which your attention was immediately attracted to the article for sale? Be ready to tell the class why you were attracted to this piece of merchandise. The third and final type is the _creative problem_, which makes use of the truth or principle discovered in the inductive problems, so that the pupil is encouraged to do some creative thinking by using the principle as the basis for determining procedure to follow in a new situation. Since everyday living is full of opportunities for making choices and combinations, it is essential that both judgment and creative problems be included in practical art training. For example, to teach the use of the creative problem in the study of emphasis the instructor may say to a pupil: Choose a partner with whom to work. From the materials I am providing make an attractive table arrangement for a living room, and then choose a large piece of wallpaper or a textile that would make a good background for it. Lamps, candles, candlesticks, flowers, pottery, and books will be provided for this activity, as well as the textiles and the wallpaper. Professor Lancelot[23] sets up five standards for determining what are good problems. They must, he says, be-- 1. Based on true-to-life situations. 2. Interesting or connected with things of interest. 3. Clearly and definitely stated. 4. Neither too difficult nor too easy. 5. Call for thinking of superior ability. In addition, there are four other factors to be considered in the planning of a successful problem series; 1. Each problem should score high according to the above standards. 2. The usual sequence is in the order already given--inductive, judgment, and creative. Since the creative problems call for the highest type of thinking and are the most difficult, the natural place for them is at the end of the problem series. At that point the pupils should have sufficient information and judgment ability to enable them to solve the most difficult problem quite readily. Introducing the difficult problem too soon may discourage the pupil and lessen interest in the course as a whole. Some creative problems involve fewer art principles than others. For example, the spacing of a name on a place card is much simpler than the hanging of a picture in a given space. In art it is desirable to use simple creative problems as they fit naturally into the problem series. (See pp. 38-39.)