Our preoccupation with the serious side of schooling has led us away from the role that humour plays in classroom life. That pupils are able to tolerate and even enjoy primary and secondary education may be related as much to the laughter they can find in the classroom as to the sense of their own self-actualisation and self-expression. They certainly consider it important for, in the later grades, they compare their teachers on this dimension, just as they do on such dimensions as fairness, leniency, and strictness. 1