sluggard ; but the other saying will make us active and inquisitive. In that confiding, I will gladly enquire with you into the nature of virtue.

Men. Yes, Socrates ; but what do you mean by saying that we do not learn, and that what we call learning is only a process of recollection ? Can you teach me how this is ?

Soc. I told you, Mcno, just now that you were a rogue, and now you ask whether I can teach you, when I am saying that ⁸² there is no teaching, but only recollection ; and thus you imagine that you will involve me in a contradiction.

Men. Indeed, Socrates, I protest that I had no such intention. I only asked the question from habit ; but if you can prove to me that what you say is true, I wish that you would.

A Greek slave is introduced from whom certain mathematical conclusions which he has never learned are elicited by Socrates. Soc. It will be no easy matter, but I will try to please you to the utmost of my power. Suppose that you call one of your numerous attendants, that I may demonstrate on him.

Men. Certamly. Come hither, boy.

Soc. He is Greek, and speaks Greek, does he not?

Men. Yes, indeed ; he was born in the house.

Soc. Attend now to the questions which I ask him, and observe whether he learns of me or only remembers.

Men. I will.

Soc. Tell me, boy, do you know that a figure like this is a square ?

Boy. I do.

Soc. And you know that a square figure has these four lines equal ?

Boy. Certainly.

Soc. And these lines which I have drawn through the middle of the square are also equal ?

Boy. Yes.

Soc. A square may be of any size ?

Boy. Certainly.

Soc. And if one side of the figure be of two feet, and the other side be of two feet, how much will the whole be ? Let me explain : if in one direction the space was of two feet, and in the other direction of one foot, the whole would be of two feet taken once ?