work, etc., whereupon the president informed me that she would
attend my class the next day."

The ordeal was successfully passed, and the position of "head
teacher in the German Department at Wellesley" was immediately
offered her. "Now you think, I suppose, that I fell round the
necks of those angels of joy! I didn't though!" she blithely
writes. But she agreed to visit Wellesley, and her description
of this visit gives us old College Hall in a new light.

"The place in itself is so beautiful that we could hardly realize
its being merely a school. The Royal Palace in Berlin is small
compared to the main building, which in length and stateliness
of appearance surpasses even the great Winter Palace in St. Petersburg.
The entrance hall is decorated with magnificent palms, with
valuable paintings, and choice statuary. The walls in all the
corridors are covered with fine engravings; there are carpets
everywhere and elegant pieces of furniture; there is gas, steam
heat, and a big elevator; everything, down to the bathrooms,
is princely."

Professor Muller adds, "Of course, she was 'kind enough' to accept
the position offered, although it was not especially lucrative.
'But what is a high salary,' she exclaims, 'in comparison to the
ease and enthusiasm with which I can here plow a new field of work!
That, and the honor attached to the position, are worth more to
me than thousands of dollars. I am to be a regular grosses Tier
now myself,--what fun, after having been a beast of burden so long!'"

From the first, Wellesley recognized her quality, and wisely gave
it freedom. In addition to her work in German, we owe to her the
beginnings of the Department of Education, through her lectures
on Pedagogy.

Speaking of her power, Professor Muller says: "Truly, as a teacher,
especially a teacher of youth, Fraulein Wenckebach was unexcelled.
There was that relieving and inspiring, that broadening and yet
deepening quality in her work, that ease and grace and joy, that
mark the work of the elect only,--of those rare souls among us
who are 'near the shaping hand of the Creator.'" And Fraulein
Wenckebach herself said of her profession: "Every teacher, every
educator, should above all be a guide. Not one of those who, like
signposts, stretch their wooden arms with pedantic insistence in
a given direction, but one, rather, who, after the manner of the
heavenly bodies, diffusing warmth and light and cheer, draws the
youn