"Dante's love for the stars was largely scientific; he knew thoroughly the Ptolemaic system of astronomy, which forms the framework of the whole structure of the Paradiso. We find constant and accurate allusions to the constellations, their various shapes and positions in the heavens; while the hour of the day and the season of the year are often referred to in terms of astronomical science, frequently interwoven with mythology. But besides this scientific interest, he was deeply touched by the beauty, the mystery and the tranquilizing power of the celestial orbs. There is hardly a phase of them that he has not touched upon; many of his descriptions and allusions have a truth and vividness unsurpassed even in this present day of nature worship. Here, as elsewhere in the Divina Commedia, science and learning and poetry go hand in hand. We have no mere dry catalogue of facts, but the wonderful mechanism of the starry heavens is brought before our eyes, rolling its spheres in celestial harmony, radiant with light and splendour, while the innumerable company of angels and the 'spirits of just men made perfect' raise the chorus of praise to the Alto Fattore." We cannot but add the reflection that, as our own poets of the nineteenth century indulged themselves in figures drawn from science not only because of their own interest in the subject, but because they realized the interest of the men of their time in matters scientific and appreciated that figures drawn from them would add to the significance of their own thoughts, so Dante would not have used figures drawn from science only {354} that, closely in touch as he was with the educated men of his time in many cities and countries, he felt that he would thus not only be adding to the interest of his work, but would be making his own meaning clearer by a wealth of allusion from things scientific. This is indeed the side of this study of Dante that deserves the most thorough consideration by educators in our time, if they would understand what the real spirit of the teaching of science in the medieval universities was, and what the attitude of educated people of the time toward nature study, which has been so egregiously misrepresented by those who know nothing at all about it, must be considered to have been. All this we must judge, however, from contemporary sources, and not from subsequent supercilious misrepresentations.