Physics, like all of science, is not merely analytic. Its power of analysis is best demonstrated in its synthetic successes, the design of new questions, new experiments, even new devices. For the students whom we do not now really reach, including a large fraction of all elementary teachers, a very large proportion of women, indeed, the bulk of the college population, we need a new emphasis. It is valuable to vary the style and mood, to break with the Euclidean model at least sometimes, to employ humor, playfulness, invention; above all, to go beyond mere verbal and formula-learning. It is to be expected that the visual and graphic arts, broadly viewed, might make a merger with laboratory science at an introductory level which would genuinely change the audience we can hope to involve. The free use of simple construction materials, accompanied by some analysis of a mechanical and geometrical kind, might begin a course of rich variety which would present circuits and probability, group theory and astronomy, optics, mechanics, radioactivity, even biochemistry, as lab experience and initial analysis. Aesthetic participation and wide context appear more valuable than the necessarily didactic route to the full modern world view of the physicist. Less may be more. Some topics are more fully sketched.