This document is a summary report on a three-year project (1968-71) to determine the feasibility of high school philosophy courses. Two high schools in the Chicago inner city and eight in the suburbs were selected to participate. Representatives of the schools participated in the selection of project teachers. The staff aimed to discover what philosophical literature students could read profitably, whether they could pursue philosophical questions, how much they could improve in philosophical critical thinking, and how they would respond to various teaching methods. Different course patterns developed, however, "dialectic discussion" came to be the basic procedural element in the instructional process. The teacher functioned as guide, resource, counselor, and model. All project teachers had preparation beyond the Masters degree, with majors in philosophy. Project evaluations included student responses, independent analyses, administrator and staff appraisals. Some conclusions: 1) feasibility of teaching philosophy in high school has been demonstrated; 2) benefits to students are various, highly personal, and difficult to measure; and, 3) teacher qualifications are particularly important. Certain recommendations are made based on these conclusions. (SO 002 723 is related.) (Author/JLB)