The foregoing considerations suggest that in any effort to promote laughter we should move cautiously. A man may waste much precious time in trying the experiment on a member of his family. A waggish schoolmaster, too—and to the credit of the profession he is to be found—may, if he experiment in this direction, meet with nothing but disappointment. Perhaps some good “tests of humour” would be helpful here; but the daily papers have not yet succeeded in inventing a satisfactory one, and the psychological laboratories have, wisely perhaps, avoided the problem. Moreover, the business of testing would comprise some examination of the quality of the “humour” expressed, lest the pedagogue should be fostering in a boy a kind of growth which he is much better without. Perhaps, indeed, this testing of quality, were it possible, should be undertaken for more serious purposes: since the saying of Goethe, that the directions taken by a person’s laughter are one of the best clues to his character, may be found to apply, differences being allowed for, to the raw stripling. In undertaking any such investigation of youthful mirth, the investigator would need to note the quality of the expressive sounds themselves; for one may suspect that in these days of early sophistication a young laugh, as pure and clear of tone as it is full and unhindered, is a rarity. For a first attempt at gauging a boy’s humour the schoolmaster might, perhaps, do worse than select the following test, suggested by a remark of one of my most learned and most respected friends, that the situation referred to is the one which, in his case, excites the most hearty merriment: “Supposing you made a call, and having placed your hat on a chair inadvertently proceeded to sit on it; how would you feel?” {427} A more manageable problem for the pedagogue would seem to be to try, now and again, to force back the bolts of discipline and approach the boy with a judicious overture of fun. It is refreshing to find that this has recently been recommended by a highly respectable journal of the profession which writes: “It is no inherent dislike to work or to the teacher, but the absolute necessity of relieving a dull lesson by a bit of fun, that is accountable for many a difficulty in discipline”.[338] Next to this, the aim would be to encourage boys to bear the discipline of others’ laughter, so that they fall not below the moral level of the estimable savage. This part of the schoolmaster’s business is certainly not neglected in our country, and perhaps has even been a little overdone. * * * * *