not as yet know the nature. At any rate, will you condescend a little, and
allow the question 'Whether virtue is given by instruction, or in any other
way,' to be argued upon hypothesis? As the geometrician, when he is asked
whether a certain triangle is capable being inscribed in a certain circle
(Or, whether a certain area is capable of being inscribed as a triangle in
a certain circle.), will reply: 'I cannot tell you as yet; but I will
offer a hypothesis which may assist us in forming a conclusion: If the
figure be such that when you have produced a given side of it (Or, when you
apply it to the given line, i.e. the diameter of the circle (autou).), the
given area of the triangle falls short by an area corresponding to the part
produced (Or, similar to the area so applied.), then one consequence
follows, and if this is impossible then some other; and therefore I wish to
assume a hypothesis before I tell you whether this triangle is capable of
being inscribed in the circle':--that is a geometrical hypothesis. And we
too, as we know not the nature and qualities of virtue, must ask, whether
virtue is or is not taught, under a hypothesis: as thus, if virtue is of
such a class of mental goods, will it be taught or not? Let the first
hypothesis be that virtue is or is not knowledge,--in that case will it be
taught or not? or, as we were just now saying, 'remembered'? For there is
no use in disputing about the name. But is virtue taught or not? or
rather, does not every one see that knowledge alone is taught?

MENO: I agree.

SOCRATES: Then if virtue is knowledge, virtue will be taught?

MENO: Certainly.

SOCRATES: Then now we have made a quick end of this question: if virtue
is of such a nature, it will be taught; and if not, not?