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Soul Murder in the Schools 225
ditions. The rest give other impressions, but
even so they become no more harmless than
arsenic wall-paper covered by fresh undyed
layers. As to the humour of children, it can
be easily tested. We can tell them the most
comic psychological children’s stories; ninety-
nine out of a hundred they will declare to be
terribly stupid, while a simple history pre-
senting a funny situation doubles them up
with laughter.
Children do not feel drawn to abstract
things; this is an old truth, whose correctness
is established best by story-telling. All vir-
tues and qualities, no matter how well con-
cealed they may be, are very quickly
pronounced stupid by children. For fables,
children have seldom any taste, least of all for
essays. The introduction of a fox or a bear
into the story or in a real adventure makes
the story-teller the dearest friend of children.
But the most lively and childish essay on the
bear or the fox leaves them cold, unless it is
made real by some personal experience in the
country or by a visit to a zoological garden.
This truth is so recognised and proved from
so many points of view, that I will simply say
here that experience in story-telling gives ad-
ditional evidence of it. Children show, in
IS
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