threatened to become, almost universally, an exercise in the dry
rot of philological terms, in the cataloguing of sources, or the
analyzing of literary forms, the department at Wellesley continued
unswervingly to make use of philology, sources, and even art forms,
as means to an end; that end the interpretation of literary epochs,
the illumination of intellectual and spiritual values in literary
masterpieces, the revelation of the soul of poet, dramatist,
essayist, novelist. No teaching of literature is less sentimental
than the teaching at Wellesley, and no teaching is more quickening
to the imagination. Now that the method of accumulated detail
"about it and about it", is being defeated by its own aridity,
Wellesley's firm insistence upon listening to literature as to
a living voice is justified of her teachers and her students.

Indications of the reputation achieved by Wellesley's methods
of teaching German are found in the increasing numbers of students
who come to the college for the sake of the work in the German
Department, and in the fact that teachers' agencies not infrequently
ask candidates for positions if they are familiar with the Wellesley
methods. In an address before the New Hampshire State Teachers'
Association, in 1913, Professor Muller describes the aims and
ideals of her department as they took shape under the constructive
leadership of her predecessor, Professor Wenckebach, and as they
have been modified and developed in later years to meet the needs
of American students.

"Cinderella became a princess and a ruler over night," says Professor
Muller, "that is, German suddenly took the position in our college
that it has held ever since. Such a result was due not merely to
methods, of course, but first of all to the strong and enthusiastic