Nor is it merely that the Poet narrates instead of preaching. What he does, he does with the most consummate art.[201] The story that he tells—the pilgrimage on which he goes—is one which both he and we really share; we become his fellow-pilgrims, his intimates, before whom, without the least touch of self-consciousness, he manifests his joy and his despondency, his courage and his cowardice, his native dignity and his occasional lapses therefrom.... The narrative reads like a truthful and vivid diary of his actual experiences from the night of Maundy Thursday till Easter Wednesday in the Year of Grace One Thousand and Three Hundred. It may be claimed for Dante’s method of teaching in the _Divina Commedia_ that it is in a very real sense a “direct method,” and one in which teacher and pupil co-operate as fellow-learners. The educational quality of the poem is at its highest in the _Purgatorio_, because it is in this realm that the conditions approach most nearly to those of our present life. Like the normal life of a faithful Christian here below, that of the souls in this “Second Realm” is a struggle, but a struggle upwards, inspired and sweetened by the “sure and certain hope.” It is a process of growing transformation into the Divine ideal, of gradual achievement of a perfect union of will with the Will of God, wrought out by means of a providentially ordered discipline eagerly embraced by the penitent. All this may seem a little vague and elusive. Probably the quality claimed for Dante will be brought into higher relief if we concentrate our attention upon one or two definite points. In the attempt to emphasise the “modern” character of Dante’s educational principles we shall be bold enough to confront him with the very latest of educational methods—that of Dr. Montessori, which originated but a few years ago in Dante’s native Italy.