Believing that these arguments are valid, we require that all students in the business administration curriculum take a two-semester physics course in their sophomore year. The course must be handled properly in order to justify its existence as well as to benefit students who have a limited background of science education, whose aptitudes and interests are not in science and who see little relevance of physics to the education of a non-scientist. We are in the process of building such a course, the primary objective of which is the learning and understanding of the more important concepts of physics by studying the evolution of these concepts. It is not a course in the history of physics ; rather it uses an historical approach to study the same concepts that are included in any college physics textbook that is designed for non-science majors. There are a number of secondary outcomes that should follow from the nature of the course, such as: get some feeling for the method of experiment in physics, get an understanding of the relationship between science and society, and increase analytical ability. The course was first tried during the academic year 1968-69. The operation of the course involved the use of several paperback books instead of a single text book. The paperbacks included one on the evolution of physical science and this was used as a basic text. To supplement this, I used other paperbacks for certain phases of the course such as: one on the life and work of Galileo and another about Newton for the mechanics part of the course, one about Count Rumford for heat, etc. Admittedly, dispensing with a single textbook, which is faithfully followed topic by topic, weakens the struc ture of the course and this is undoubtedly a disadvantage for some students, but this can be corrected by supplying a list of references from standard physics textbooks found in our library. I emphasize that these should be used only when absolutely necessary because the lack of structure forces the student to give the course more of his own thought; not the thought of the author of a textbook.