ABSTRACT
It is often forgotten that in a number of academic occupations the main work load lies in the preparation. How many hours and days might a conscientious preacher grapple with the words of the lectionary, whereas less than an hour is available for the sermon itself! The most typical example in this group of professionals is, however, the teacher. The primary school teacher must be as well versed in the art of preparation as the university teacher. But can anyone be said to have mastered this art? It often promises so much and yields so little. At times it leads its practitioners to despair; at other times it richly rewards them. In short, it is a difficult quantity to calculate. This is due to its focus on a future event. It seeks to predict. Mastering the art of preparation in effect means no less than knowing in advance what will stimulate the intellect. Can preparation achieve this? Are there hard and fast rules for the right kind of preparation?
