The document presents two papers related to philosophy instruction at the high school level. The first paper suggests how to motivate beginning philosophy students by injecting a sense of reality and relevance into class discussions. One recommendation for furthering this sense of reality is to ask questions of current interest such as whether there is justification for the existing high school curriculum. Another way to foster interest is to involve students in shared inquiry of philosophic writing, such as Plato's "Meno" or Socrates'"Lysis." The general tactic recommended for teachers to use is class discussion centered on modern phrasing of basic ideas expressed in the dialogues. For example, students will learn about Platonic insights as they discuss statements in the "Meno" that no one can teach values to another person and that students can only learn when they are motivated. The second paper suggests principles, theories, and learning activities for use by classroom teachers as they develop introductory philosophy courses. A summary of "The Republic" is presented and topics are identified which are of contemporary as well as classical interest. These include justice, self interest, extrinsic and intrinsic good, equal opportunity for women, uses of war, standards of virtue, and immortality of the soul. Students are involved in written and oral analyses of classical and modern social situations, examining Plato's ethical concepts in terms of modern ethical beliefs, and creating pictorial representations of Plato's images. (Author/DB)