Dialogue

 1 Intro|   mannered and laboured: for example, the turn of words with
 2 Intro|     slow in learning—as, for example, the passing remark, that ‘
 3 Intro|   our fable, we must have an example; for our example we will
 4 Intro|     have an example; for our example we will select the art of
 5 Intro|     be made clear without an example; every man seems to know
 6 Intro|     awake. And the nature of example can only be illustrated
 7 Intro|    only be illustrated by an example. Children are taught to
 8 Intro|     in all its combinations. Example comes into use when we identify
 9 Intro| facts. Let us, then, take an example, which will illustrate the
10 Intro|     illustrate the nature of example, and will also assist us
11 Intro|    rivals.~I will select the example of weaving, or, more precisely,
12 Intro|      and transfer to him the example of weaving. The royal art
13 Intro|  science by the light of our example. We may compare the state
14 Intro|    separation, we require an example. The higher ideas, of which
15 Intro|  first of all, the nature of example is explained by an example.
16 Intro|   example is explained by an example. The child is taught to
17 State|   STRANGER: Why, because my ‘example’ requires the assistance
18 State|    the assistance of another example.~YOUNG SOCRATES: Proceed;
19 State|  trying to see the nature of example in general in a small and
20 State|     I was saying, a model or example of this process has first
21 State|     that if we have no other example at hand, we choose weaving,
22 State|    Clearly, as in the former example, the purpose is general.~
23 State|    to his case the aforesaid example of weaving.~YOUNG SOCRATES:
24 State| STRANGER: What we did in the example of weaving—all those arts
25 State|    under one of these—as for example, coins, seals and stamps,