A BLOCK TEACHING PROJECT BRINGING TOGETHER 100 STUDENTS AND 7 FACULTY MEMBERS, COVERING 6 AREAS OF SUBJECT MATTER FOR A TOTAL OF 12 CREDIT HOURS PER QUARTER FOR 3 QUARTERS, WAS SET UP. THE SUBJECT MATTER WAS MADE UP OF HISTORY OF WESTERN CIVILIZATION (3 CREDIT HOURS PER QUARTER), WORLD LITERATURE (3 CREDIT HOURS PER QUARTER), ENGLISH COMPOSITION (3 CREDIT HOURS PER QUARTER), ART APPRECIATION (1 CREDIT HOUR PER QUARTER), MUSIC HISTORY AND APPRECIATION (1 CREDIT HOUR PER QUARTER), AND SPEECH (1 CREDIT HOUR PER QUARTER). THE SUBJECT MATTER WAS CORRELATED INTO 3 4-HOUR BLOCKS OF INSTRUCTION PER WEEK. THIS INTEGRATED AND CORRELATED BLOCK METHOD WAS USED TO DEMONSTRATE THAT THE ABOVE SUBJECT MATTER COULD BE TAUGHT AS EFFICIENTLY IN 12 SECTIONS AS UNDER THE TRADITIONAL SYSTEM WHICH TOOK 17 SECTIONS PER HUNDRED STUDENTS. THIS APPROACH ELIMINATED FIVE SECTIONS OR THE WORK OF ONE FULL-TIME FACULTY MEMBER. IN A PERIOD OF RISING ENROLLMENTS, RISING COSTS, AND FACULTY SHORTAGES THIS PROJECT WAS OF SPECIAL SIGNIFICANCE, PROMISING MATERIAL AID IN THREE KEY AREAS. THIS PROGRAM ALLOWS FOR COVERAGE OF ALL REQUIRED COURSES WITHOUT UNDUE HARDSHIP. PROGRAM TEST RESULTS POINTED OUT THAT THE TWO GROUPS COMPARED, BLOCK AND CONTROL, WERE COMPARABLE. ON THE BASIS OF COVARIANCE ANALYSIS OF THE ACHIEVEMENT TEST SCORES OF BOTH GROUPS, THE RESEARCHERS CONCLUDED THAT THE USE OF THE BLOCK METHOD DOES NOT RESULT IN EDUCATIONAL LOSS. RESULTS SHOW THAT THERE IS NO SIGNIFICANT DIFFERENCE BETWEEN THESE TWO GROUPS ON THE ACHIEVEMENT TESTS, WITH THE EXCEPTION OF THE MEDIUM GROUP FINE ARTS TEST, IN WHICH THE RESULTS HEAVILY FAVOR THE BLOCK GROUP. INDEED, ALL RESULTS WHICH EVEN BEGIN TO APPROACH SIGNIFICANCE ARE IN THE FAVOR OF THE BLOCK GROUP. IT WAS CONCLUDED THAT SINCE THERE WAS AN ADMINISTRATIVE ADVANTAGE IN THE USE OF THE BLOCK METHOD, IT IS EDUCATIONALLY DEFENSIBLE TO INSTITUTE THAT METHOD. (JH)