=The Court School at Mantua.=--Vittorino undertook this school at forty-five, when he had received the best possible education of the times in Latin, Greek, and mathematics, and had greatly distinguished himself as a teacher and a man of piety. He received into the school not only the royal princes and the scions of the leading Mantuan families, but, by special permission, the sons of his personal friends and promising boys of every degree. He dwelt with his pupils, and was most strict in his selection of masters and of attendants, that the morals of his pupils might be of the highest. Likewise, ‘the father of his pupils,’ as Vittorino held himself to be, looked out for their food, clothing, and health, and shared in their games, interests, and pleasures. It was his intention to secure for his pupils that harmonious development of mind, body, and morals that the old Greeks had known as a ‘liberal education,’ but he emphasized the practical and social side of the individual’s efficiency, and wished to prepare his pupils for a life of activity and service rather than to create mere rhetoricians and pedants. [Sidenote: Course and methods.] [Sidenote: Classics and mathematical subjects.] [Sidenote: Physical and moral and religious training.] This he felt could be accomplished largely through a grammatical and literary study of the Greek and Roman writers. The pupils learned from the first to converse in Latin, and there were games with letters for the youngest and simple exercises to train them in clear articulation and proper accent and emphasis. Before they were ten, they were also drilled in memorizing and reciting with intelligence the easier portions of the classic authors. This elocutionary work, which was increased in length and difficulty as the boys grew older, gave them an excellent grasp of vocabulary, rhythm, and style. As they advanced, the pupils read a variety of Latin writers, and soon took up a study of the Greek authors and of the Church Fathers. The mathematical subjects were also taught with an enlarged scope, especially in their applications to drawing, mensuration, and surveying. Because of the lack of books, the teaching was carried on largely by dictation. Vittorino, however, carefully studied the ability, interests, and future career of his pupils, and selected the subjects and methods best suited to each intelligence. He thus inaugurated a thoroughly elastic course for the school. Physical and moral education were likewise insisted upon quite as fully as intellectual. Vittorino introduced especially fencing, wrestling, dancing, ball-playing, running, and leaping, in all of which he was himself an expert, but the purpose of these was to aid and stimulate the mental powers. He also by both precept and example inculcated piety, reverence, and religious observances. He believed, moreover, that truth and moral beauty could be derived not only from the Christian authors, but also, by means of expurgation, from the