All this is recognised by the best modern theory and practice. “The New Teaching,” says Professor Adams,[239] “does not seek to free the pupils from effort”—we have seen that this is really the case, even in its extremest form of Montessorianism, with its individualistic charter of Child-liberty—“not ... to free the pupils from effort, but to encourage them to strenuous work”; it “does not seek to get rid of drudgery, but to make it tolerable by giving it a meaning, and shewing its relation to the whole learning process in school, and to the whole process of living in the world.” This is exactly Virgil’s attitude towards Dante. He is, first of all, alert to cheer and encourage him in moments of special difficulty. He encourages Dante both by example and by precept to mount the grisly back of the monster Geryon, their sole means of descent into the Abyss[240]; and later, when the flame has to be faced before entering the Earthly Paradise,[241] he reminds him of the success of that past experiment of faith, much in the manner of the noble self-encouragement of that Homeric hero, who, known to Dante only at second-hand, yet captured his imagination. “Be of good cheer, my heart, we have suffered worse things ere this.” τέτλαθι δὴ κραδίη, καὶ κύντερον ἄλλος ποτ’ ἔτλης.[242] Or again, when at the foot of the mountain Dante is dismayed at its steepness, the Master explains: “It is ever easier as you ascend.”[243] When Dante is frightened as the Mountain trembles (_Purg._ xx. 135) Virgil interposes with a call to confidence— Non dubbiar mentr’ io ti guido