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201promptly resigned. Much later when we were running the course all on our own, we found that if you shouted at the students loud enough it was possible to get them to do as they were told.Instructing in Zimbabwe gave us a real culture shock. In the RAF we carefully briefed each student on what was going to take place in the lesson. He would sit down comfortably in a briefing cubical while we stood and wrote the salient points on a white board, often with diagrams of what would happen. The brief would always start with a clear aim followed by airmanship points. Those points would be relevant to the sortie. For example, we would always remind them to look out and think about the wind strength and direction for landing. Once the brief was complete, we would walk out together to collect our safety equipment and check the aircraft. We generally had a friendly relationship with our students, although they called us Sir. In Zimbabwe on the other hand, the norm was for the student to stand rigidly to attention in the briefing cubical while the instructor verbally briefed him with few if any diagrams. When we landed in the UK, we would walk back together and while the instructor carried out some post flight paperwork, the student would usually make 2 coffees and we would go back into a cubical and he would get a thorough debrief. The instructor would then fil in a form with remarks on what had gone well and what hadn%u2019t. In Zimbabwe the student stood stiffly to attention while the instructor lounged on the wing and debriefed him before walking away. If the student had not done very well, he had to push or carry a Vampire wheel round the airfield. This was several miles. We were not surprised that out of a course of 10 students, only 2 remained.Several other things surprised us. There was usually a party in the mess on Wednesday and Saturday nights. We thought this crazy as we started work early in the morning and the parties could be quite boisterous. When we asked why they did this, the reply was that those were the on-