THE Meno takes up the question which the Protagoras left waiting for an answer—Can virtue be taught? This dialogue proceeds in the direct dramatic form, without descriptive introduction or connecting narrative, and in a series of five scenes we are shown the various resources of Socratic method in a determined attempt to solve that important problem. Thus (1) (70 A–80 D) we find that the first requisite for progress in the search is a definition of, virtue; (2) (80 D–86 C)