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
young soul irresistibly to leave its dark jungles of prejudice and
ignorance for the promised land of wisdom and freedom." And her
students testify enthusiastically to her unusual success. One
of them writes: