Introductory physics courses are typically specialized in that they are designed for a very specific audience; physics majors, premeds, liberal arts students, etc. The categories are numerous. Further, these courses are usually highly structured with homework assignments, laboratories, and lectures establishing the cadence. The majority of students respond by progressing in lock-step fashion through the course. In this course at tne University of Missouri—St. Louis, there is no specialized audience and there is no cadence—more correctly, the cadence is drastically muted. The students supply the rhythm as the learning of physics is made an individual matter. A variety of learning devices are made available, and the student opts those that hold promise for him. No attempt is made to survey the subject of physics; rather, two major topics form the subject content. One of these topics is developed in a quasihistorical fashion to give the student some feel for physics in its verb sense. The conceptual structure of physics is sweepingly potent and alluringly intelligible—this course is designed to convey these facts.