As with the dialogue, so with the slave-boy episode within it, two questions are handled, one of them substantive, the other a question of method. The substantive question is how to double the square of a side of 2 units; the procedural question is how, if at all, can an answer be found by one who does not know it. It develops that the answer must be sought exclusively among opinions which the boy already holds, by means of questioning. What (...) I want to argue is that the boy's lesson is not an unqualified success any more than is Meno's. I shall maintain that, exactly parallel to the main discussion, Plato means to cast suspicion on the substantive answer which Socrates and the boy arrive at, and for an exactly parallel reason: the inquiry has been conducted improperly. On the other hand the lesson is far from an unqualified failure, since despite its lack of substantive result, it contains an important message about method. Just as it becomes clear in the discussion with Meno that any disciplined inquiry into virtue must refrain from asking what virtue is like until it has settled the more fundamental question of what virtue itself is, so in the slave-boy passage it is learned that we must refrain from asking what the solution to our problem is like until we have settled on what the solution itself is. (shrink)