Socrates and Meno's slave
5526
5525
<
strong
>
Soc
.
strong
>
They
spoke
of
a
glorious
truth
,
as
I
<
a
name
="
507
">
a
>
conceive
.
<
a
name
="
508
">
a
><
br
/><
br
/><
strong
>
Men
.
strong
>
What
was
it
?
and
who
were
they
?
<
a
name
="
509
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
Some
of
them
were
priests
and
priestesses
,
who
had
<
a
name
="
510
">
a
>
studied
how
they
might
be
able
to
give
a
reason
of
their
profession
:
there
,
<
a
name
="
511
">
a
>
have
been
poets
also
,
who
spoke
of
these
things
by
inspiration
,
like
Pindar
,
<
a
name
="
512
">
a
>
and
many
others
who
were
inspired
.
And
they
say
-
mark
,
now
,
and
see
whether
<
a
name
="
513
">
a
>
their
words
are
true
-
they
say
that
the
soul
of
man
is
immortal
,
and
at
<
a
name
="
514
">
a
>
one
time
has
an
end
,
which
is
termed
dying
,
and
at
another
time
is
born
<
a
name
="
515
">
a
>
again
,
but
is
never
destroyed
.
And
the
moral
is
,
that
a
man
ought
to
live
<
a
name
="
516
">
a
>
always
in
perfect
holiness
.
"
For
in
the
ninth
year
Persephone
sends
the
<
a
name
="
517
">
a
>
souls
of
those
from
whom
she
has
received
the
penalty
of
ancient
crime
<
a
name
="
518
">
a
>
back
again
from
beneath
into
the
light
of
the
sun
above
,
and
these
are
<
a
name
="
519
">
a
>
they
who
become
noble
kings
and
mighty
men
and
great
in
wisdom
and
are
<
a
name
="
520
">
a
>
called
saintly
heroes
in
after
ages
."
The
soul
,
then
,
as
being
immortal
,
<
a
name
="
521
">
a
>
and
having
been
born
again
many
times
,
rand
having
seen
all
things
that
<
a
name
="
522
">
a
>
exist
,
whether
in
this
world
or
in
the
world
below
,
has
knowledge
of
them
<
a
name
="
523
">
a
>
all
;
and
it
is
no
wonder
that
she
should
be
able
to
call
to
remembrance
<
a
name
="
524
">
a
>
all
that
she
ever
knew
about
virtue
,
and
about
everything
;
for
as
all
nature
<
a
name
="
525
">
a
>
is
akin
,
and
the
soul
has
learned
all
things
;
there
is
no
difficulty
in
<
a
name
="
526
">
a
>
her
eliciting
or
as
men
say
learning
,
out
of
a
single
recollection
-
all
<
a
name
="
527
">
a
>
the
rest
,
if
a
man
is
strenuous
and
does
not
faint
;
for
all
enquiry
and
<
a
name
="
528
">
a
>
all
learning
is
but
recollection
.
And
therefore
we
ought
not
to
listen
<
a
name
="
529
">
a
>
to
this
sophistical
argument
about
the
impossibility
of
enquiry
:
for
it
<
a
name
="
530
">
a
>
will
make
us
idle
;
and
is
sweet
only
to
the
sluggard
;
but
the
other
saying
<
a
name
="
531
">
a
>
will
make
us
active
and
inquisitive
.
In
that
confiding
,
I
will
gladly
enquire
<
a
name
="
532
">
a
>
with
you
into
the
nature
of
virtue
.
<
a
name
="
533
">
a
><
br
/><
br
/><
strong
>
Men
.
strong
>
Yes
,
Socrates
;
but
what
do
you
mean
by
saying
that
<
a
name
="
534
">
a
>
we
do
not
learn
,
and
that
what
we
call
learning
is
only
a
process
of
recollection
?
<
a
name
="
535
">
a
>
Can
you
teach
me
how
this
is
?
<
a
name
="
536
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
I
told
you
,
Meno
,
just
now
that
you
were
a
rogue
,
and
<
a
name
="
537
">
a
>
now
you
ask
whether
I
can
teach
you
,
when
I
am
saying
that
there
is
no
<
a
name
="
538
">
a
>
teaching
,
but
only
recollection
;
and
thus
you
imagine
that
you
will
involve
<
a
name
="
539
">
a
>
me
in
a
contradiction
.
<
a
name
="
540
">
a
><
br
/><
br
/><
strong
>
Men
.
strong
>
Indeed
,
Socrates
,
I
protest
that
I
had
no
such
intention
.
<
a
name
="
541
">
a
>
I
only
asked
the
question
from
habit
;
but
if
you
can
prove
to
me
that
what
<
a
name
="
542
">
a
>
you
say
is
true
,
I
wish
that
you
would
.
<
a
name
="
543
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
It
will
be
no
easy
matter
,
but
I
will
try
to
please
<
a
name
="
544
">
a
>
you
to
the
utmost
of
my
power
.
Suppose
that
you
call
one
of
your
numerous
<
a
name
="
545
">
a
>
attendants
,
that
I
may
demonstrate
on
him
.
<
a
name
="
546
">
a
><
br
/><
br
/><
strong
>
Men
.
strong
>
Certainly
.
Come
hither
,
boy
.
<
a
name
="
547
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
He
is
Greek
,
and
speaks
Greek
,
does
he
<
a
name
="
548
">
a
>
not
?
<
a
name
="
549
">
a
><
br
/><
br
/><
strong
>
Men
.
strong
>
Yes
,
indeed
;
he
was
born
in
the
<
a
name
="
550
">
a
>
house
.
<
a
name
="
551
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
Attend
now
to
the
questions
which
I
ask
him
,
and
observe
<
a
name
="
552
">
a
>
whether
he
learns
of
me
or
only
remembers
.
<
a
name
="
553
">
a
><
br
/><
br
/><
strong
>
Men
.
strong
>
I
will
.
<
a
name
="
554
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
Tell
me
,
boy
,
do
you
know
that
a
figure
like
this
is
<
a
name
="
555
">
a
>
a
square
?
<
a
name
="
556
">
a
><
br
/><
br
/><
strong
>
Boy
.
strong
>
I
do
.
<
a
name
="
557
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
And
you
know
that
a
square
figure
has
these
four
lines
<
a
name
="
558
">
a
>
equal
?
<
a
name
="
559
">
a
><
br
/><
br
/><
strong
>
Boy
.
strong
>
Certainly
.
<
a
name
="
560
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
And
these
lines
which
I
have
drawn
through
the
middle
<
a
name
="
561
">
a
>
of
the
square
are
also
equal
?
<
a
name
="
562
">
a
><
br
/><
br
/><
strong
>
Boy
.
strong
>
Yes
.
<
a
name
="
563
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
A
square
may
be
of
any
size
?
<
a
name
="
564
">
a
><
br
/><
br
/><
strong
>
Boy
.
strong
>
Certainly
.
<
a
name
="
565
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
And
if
one
side
of
the
figure
be
of
two
feet
,
and
the
<
a
name
="
566
">
a
>
other
side
be
of
two
feet
,
how
much
will
the
whole
be
?
Let
me
explain
:
<
a
name
="
567
">
a
>
if
in
one
direction
the
space
was
of
two
feet
,
and
in
other
direction
of
<
a
name
="
568
">
a
>
one
foot
,
the
whole
would
be
of
two
feet
taken
once
?
<
a
name
="
569
">
a
><
br
/><
br
/><
strong
>
Boy
.
strong
>
Yes
.
<
a
name
="
570
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
But
since
this
side
is
also
of
two
feet
,
there
are
<
a
name
="
571
">
a
>
twice
two
feet
?
<
a
name
="
572
">
a
><
br
/><
br
/><
strong
>
Boy
.
strong
>
There
are
.
<
a
name
="
573
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
Then
the
square
is
of
twice
two
<
a
name
="
574
">
a
>
feet
?
<
a
name
="
575
">
a
><
br
/><
br
/><
strong
>
Boy
.
strong
>
Yes
.
<
a
name
="
576
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
And
how
many
are
twice
two
feet
?
count
and
tell
<
a
name
="
577
">
a
>
me
.
<
a
name
="
578
">
a
><
br
/><
br
/><
strong
>
Boy
.
strong
>
Four
,
Socrates
.
<
a
name
="
579
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
And
might
there
not
be
another
square
twice
as
large
<
a
name
="
580
">
a
>
as
this
,
and
having
like
this
the
lines
equal
?
<
a
name
="
581
">
a
><
br
/><
br
/><
strong
>
Boy
.
strong
>
Yes
.
<
a
name
="
582
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
And
of
how
many
feet
will
that
be
?
<
a
name
="
583
">
a
><
br
/><
br
/><
strong
>
Boy
.
strong
>
Of
eight
feet
.
<
a
name
="
584
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
And
now
try
and
tell
me
the
length
of
the
line
which
<
a
name
="
585
">
a
>
forms
the
side
of
that
double
square
:
this
is
two
feet
-
what
will
that
<
a
name
="
586
">
a
>
be
?
<
a
name
="
587
">
a
><
br
/><
br
/><
strong
>
Boy
.
strong
>
Clearly
,
Socrates
,
it
will
be
double
.
<
a
name
="
588
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
Do
you
observe
,
Meno
,
that
I
am
not
teaching
the
boy
<
a
name
="
589
">
a
>
anything
,
but
only
asking
him
questions
;
and
now
he
fancies
that
he
knows
<
a
name
="
590
">
a
>
how
long
a
line
is
necessary
in
order
to
produce
a
figure
of
eight
square
<
a
name
="
591
">
a
>
feet
;
does
he
not
?
<
a
name
="
592
">
a
><
br
/><
br
/><
strong
>
Men
.
strong
>
Yes
.
<
a
name
="
593
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
And
does
he
really
know
?
<
a
name
="
594
">
a
><
br
/><
br
/><
strong
>
Men
.
strong
>
Certainly
not
.
<
a
name
="
595
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
He
only
guesses
that
because
the
square
is
double
,
<
a
name
="
596
">
a
>
the
line
is
double
.
<
a
name
="
597
">
a
><
br
/><
br
/><
strong
>
Men
.
strong
>
True
.
<
a
name
="
598
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
Observe
him
while
he
recalls
the
steps
in
regular
order
.
<
a
name
="
599
">
a
>(
To
the
Boy
.)
Tell
me
,
boy
,
do
you
assert
that
a
double
space
comes
from
<
a
name
="
600
">
a
>
a
double
line
?
Remember
that
I
am
not
speaking
of
an
oblong
,
but
of
a
figure
<
a
name
="
601
">
a
>
equal
every
way
,
and
twice
the
size
of
this
-
that
is
to
say
of
eight
feet
;
<
a
name
="
602
">
a
>
and
I
want
to
know
whether
you
still
say
that
a
double
square
comes
from
<
a
name
="
603
">
a
>
double
line
?
<
a
name
="
604
">
a
><
br
/><
br
/><
strong
>
Boy
.
strong
>
Yes
.
<
a
name
="
605
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
But
does
not
this
line
become
doubled
if
we
add
another
<
a
name
="
606
">
a
>
such
line
here
?
<
a
name
="
607
">
a
><
br
/><
br
/><
strong
>
Boy
.
strong
>
Certainly
.
<
a
name
="
608
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
And
four
such
lines
will
make
a
space
containing
eight
<
a
name
="
609
">
a
>
feet
?
<
a
name
="
610
">
a
><
br
/><
br
/><
strong
>
Boy
.
strong
>
Yes
.
<
a
name
="
611
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
Let
us
describe
such
a
figure
:
Would
you
not
say
that
<
a
name
="
612
">
a
>
this
is
the
figure
of
eight
feet
?
<
a
name
="
613
">
a
><
br
/><
br
/><
strong
>
Boy
.
strong
>
Yes
.
<
a
name
="
614
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
And
are
there
not
these
four
divisions
in
the
figure
,
<
a
name
="
615
">
a
>
each
of
which
is
equal
to
the
figure
of
four
feet
?
<
a
name
="
616
">
a
><
br
/><
br
/><
strong
>
Boy
.
strong
>
True
.
<
a
name
="
617
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
And
is
not
that
four
times
four
?
<
a
name
="
618
">
a
><
br
/><
br
/><
strong
>
Boy
.
strong
>
Certainly
.
<
a
name
="
619
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
And
four
times
is
not
double
?
<
a
name
="
620
">
a
><
br
/><
br
/><
strong
>
Boy
.
strong
>
No
,
indeed
.
<
a
name
="
621
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
But
how
much
?
<
a
name
="
622
">
a
><
br
/><
br
/><
strong
>
Boy
.
strong
>
Four
times
as
much
.
<
a
name
="
623
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
Therefore
the
double
line
,
boy
,
has
given
a
space
,
<
a
name
="
624
">
a
>
not
twice
,
but
four
times
as
much
.
<
a
name
="
625
">
a
><
br
/><
br
/><
strong
>
Boy
.
strong
>
True
.
<
a
name
="
626
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
Four
times
four
are
sixteen
-
are
they
<
a
name
="
627
">
a
>
not
?
<
a
name
="
628
">
a
><
br
/><
br
/><
strong
>
Boy
.
strong
>
Yes
.
<
a
name
="
629
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
What
line
would
give
you
a
space
of
right
feet
,
as
<
a
name
="
630
">
a
>
this
gives
one
of
sixteen
feet
;-
do
you
see
?
<
a
name
="
631
">
a
><
br
/><
br
/><
strong
>
Boy
.
strong
>
Yes
.
<
a
name
="
632
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
And
the
space
of
four
feet
is
made
from
this
half
<
a
name
="
633
">
a
>
line
?
<
a
name
="
634
">
a
><
br
/><
br
/><
strong
>
Boy
.
strong
>
Yes
.
<
a
name
="
635
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
Good
;
and
is
not
a
space
of
eight
feet
twice
the
size
<
a
name
="
636
">
a
>
of
this
,
and
half
the
size
of
the
other
?
<
a
name
="
637
">
a
><
br
/><
br
/><
strong
>
Boy
.
strong
>
Certainly
.
<
a
name
="
638
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
Such
a
space
,
then
,
will
be
made
out
of
a
line
greater
<
a
name
="
639
">
a
>
than
this
one
,
and
less
than
that
one
?
<
a
name
="
640
">
a
><
br
/><
br
/><
strong
>
Boy
.
strong
>
Yes
;
I
think
so
.
<
a
name
="
641
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
Very
good
;
I
like
to
hear
you
say
what
you
think
.
And
<
a
name
="
642
">
a
>
now
tell
me
,
is
not
this
a
line
of
two
feet
and
that
of
<
a
name
="
643
">
a
>
four
?
<
a
name
="
644
">
a
><
br
/><
br
/><
strong
>
Boy
.
strong
>
Yes
.
<
a
name
="
645
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
Then
the
line
which
forms
the
side
of
eight
feet
ought
<
a
name
="
646
">
a
>
to
be
more
than
this
line
of
two
feet
,
and
less
than
the
other
of
four
<
a
name
="
647
">
a
>
feet
?
<
a
name
="
648
">
a
><
br
/><
br
/><
strong
>
Boy
.
strong
>
It
ought
.
<
a
name
="
649
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
Try
and
see
if
you
can
tell
me
how
much
it
will
<
a
name
="
650
">
a
>
be
.
<
a
name
="
651
">
a
><
br
/><
br
/><
strong
>
Boy
.
strong
>
Three
feet
.
<
a
name
="
652
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
Then
if
we
add
a
half
to
this
line
of
two
,
that
will
<
a
name
="
653
">
a
>
be
the
line
of
three
.
Here
are
two
and
there
is
one
;
and
on
the
other
side
,
<
a
name
="
654
">
a
>
here
are
two
also
and
there
is
one
:
and
that
makes
the
figure
of
which
<
a
name
="
655
">
a
>
you
speak
?
<
a
name
="
656
">
a
><
br
/><
br
/><
strong
>
Boy
.
strong
>
Yes
.
<
a
name
="
657
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
But
if
there
are
three
feet
this
way
and
three
feet
<
a
name
="
658
">
a
>
that
way
,
the
whole
space
will
be
three
times
three
<
a
name
="
659
">
a
>
feet
?
<
a
name
="
660
">
a
><
br
/><
br
/><
strong
>
Boy
.
strong
>
That
is
evident
.
<
a
name
="
661
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
And
how
much
are
three
times
three
<
a
name
="
662
">
a
>
feet
?
<
a
name
="
663
">
a
><
br
/><
br
/><
strong
>
Boy
.
strong
>
Nine
.
<
a
name
="
664
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
And
how
much
is
the
double
of
four
?
<
a
name
="
665
">
a
><
br
/><
br
/><
strong
>
Boy
.
strong
>
Eight
.
<
a
name
="
666
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
Then
the
figure
of
eight
is
not
made
out
of
a
of
<
a
name
="
667
">
a
>
three
?
<
a
name
="
668
">
a
><
br
/><
br
/><
strong
>
Boy
.
strong
>
No
.
<
a
name
="
669
">
a
><
br
/><
br
/><
strong
>
Soc
.
strong
>
But
from
what
line
?-
tell
me
exactly
;
and
if
you
would
<
a
name
="
670
">
a
>
rather
not
reckon
,
try
and
show
me
the
line
.
<
a
name
="
671
">
a
><
br
/><
br
/><
strong
>
Boy
.
strong
>
Indeed
,
Socrates
,
I
do
not
know
.
<
a
name
="
672