are numerous in-depth studies of student learning processes but, let me confess it, I found these singularly unhelpful while nervously waiting to take the plunge. Consequently, my own advice is, frankly, downright earthyl Notwithstanding educational theorists (who are all-too frequently arts men), I take it as axiomatic that the existing pattern of lectures, tutorials, practicals, etc. , common throughout higher scientific education, will persist for some time to come. A special word of thanks is due to Pearline Daniels, not only for translating my scrawl into typescript, but for the many helpful noises made at appropriate times. Peter Hor robin also made many helpful comments. My thanks go to him and, indeed, to all those colleagues who had their say. Alan J. 'Walton April 1970 Contents v PREFACE 1 1 What they expect 2 Course planning 5 13 3 Lecture writing 4 The world premiere 21 5 On stage 31 6 The blackboard 41 7 Screened 49 8 Demonstrations 61 9 Tutorials 73 10 Seminars, colloquia, symposia, and such-like 83 11 Conferences 90 12 Facing the music 98 Bibliography 104 to all those who provoked me into taking up my pen CHAPTER I What they expect Come this September it will be nine years since we forsook the world. Three years squandered on a B. Se. , three years devoted to a Ph. D. , and three years honoured with a Fellow ship which is about to be terminated.
