ABSTRACT
As textbooks roll off printing presses and as educators grow increasingly convinced of the necessity for the active exercise of the learner’s mind, the lecture as a teaching method is looked upon with mounting disfavor. Teachers of casework have had particular aversion to the lecture as a teaching means. The lecture with the purpose of organizing learning may take several forms. Suffice it to say, then, that, when for various reasons class size cannot be controlled, die teacher's responsibility increases for organizing and interpreting by way of the lecture. The lecture in the casework class as it has been considered is an adjunct and supplement to teaching and learning by discussion. Problems of student passivity, inattention, mistaken or distorted perceptions for which the lecture may carry blame, are dealt with largely in discussion sessions where lecture content is used, tested and perhaps reworked.
