Dissatisfied both with lecturing to 125 students three times a week and with the idea of having teaching assistants conduct seminars, the author devised a new method of handling his class. With administration consent, he arranged to lecture to the whole class (by then, 275 students) twice a week and to conduct 11 seminars of 25 students each. These 13 classroom hours a week were his entire teaching load. At first meeting, the class was introduced to its "contract" with the instructor, the course workbook, the immediate-feedback testing method, the seminars, and the grading system. The workbook consisted of open-end questions derived from all segments of the course (lecture, seminar, text, and outside reading) and was the basis of all examination questions. The testing method, intended to give the students immediate feedback, is described in detail, as are the terms of the contract and the grading system. The last was designed to show the students' learning more accurately than the customary curve grading. The instructor added interest to the lectures by use of slides, film strips, etc., and by pre-arranged student illustrations of an idea. He also learned each student's name. Seminars were not necessarily coordinated with the lecture material, but instead encouraged the student to understand and express his feelings toward himself and society. The instructor found he saw more students in his office than in previous years, even those spent counseling. (HH)