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whom he feels he is protecting; he not merely turns their Yiddish into good English, but modifies the substance of what they say in order to make them appear presentable, less outlandish and queer. He also shows cleverness in translating for his parents what I say in English. When he finds that I can speak Yiddish and therefore can converse heart to heart with the old people, he is delighted. His face beams, and he expresses in every way that deep pleasure which a person takes in the satisfaction of honored protégés."

The third considerable influence in the life of the Ghetto boy is that of the socialists. I am inclined to think that this is the least important of the three in its effect on his character.

Socialism as it is agitated in the Jewish quarter consists in a wholesale rejection, often founded on a misunderstanding, of both American and Hebraic ideals. The socialists harp monotonously on the relations between capital and labor, the injustice of classes, and on that school of literature, the Russian, at the bottom of which there is a strongly anarchistic and reactionary impulse.

The natural effects on the boy are two: a tendency to look with distrust at the genuinely American life about him, and to reject the old implicit piety.

The ideal situation for this young Jew would be that where he could become an integral part of American life without losing the seriousness of nature developed by Hebraic tradition and education. At present he feels a conflict between these two influences: his youthful ardor and ambition lead him to prefer the progressive, if chaotic and uncentred, American life; but his conscience does not allow him entire peace in a situation which involves a chasm between him and his parents and their ideals. If he could find along the line of his more exciting interests — the American — something that would fill the deeper need of his nature, his problem would receive a happy solution,

At present, however, the powers that make for the desired synthesis of the old and the new are fragmentary and unimportant. They consist largely in more or less charitable institutions such as the University Settlement, the Educational Alliance, and those free Hebrew schools which are carried on with definite reference to the boy as an American citizen. The latter differ from the