In after years, when I passed as an American among Americans, if I was suddenly made aware of the past that lay forgotten,--if a letter from Russia, or a paragraph in the newspaper, or a conversation overheard in the street-car, suddenly reminded me of what I might have been,--I thought it miracle enough that I, Mashke, the granddaughter of Raphael the Russian, born to a humble destiny, should be at home in an American metropolis, be free to fashion my own life, and should dream my dreams in English phrases. But in the beginning my admiration was spent on more concrete embodiments of the splendors of America; such as fine houses, gay shops, electric engines and apparatus, public buildings, illuminations, and parades. My early letters to my Russian friends were filled with boastful descriptions of these glories of my new country. No native citizen of Chelsea took such pride and delight in its institutions as I did. It required no fife and drum corps, no Fourth of July procession, to set me tingling with patriotism. Even the common agents and instruments of municipal life, such as the letter carrier and the fire engines, I regarded with a measure of respect. I know what I thought of people who said that Chelsea was a very small, dull, unaspiring town, with no discernible excuse for a separate name or existence. The apex of my civic pride and personal contentment was reached on the bright September morning when I entered the public school. That day I must always remember, even if I live to be so old that I cannot tell my name. To most people their first day at school is a memorable occasion. In my case the importance of the day was a hundred times magnified, on account of the years I had waited, the road I had come, and the conscious ambitions I entertained. I am wearily aware that I am speaking in extreme figures, in superlatives. I wish I knew some other way to render the mental life of the immigrant child of reasoning age. I may have been ever so much an exception in acuteness of observation, powers of comparison, and abnormal self-consciousness; none the less were my thoughts and conduct typical of the attitude of the intelligent immigrant child toward American institutions. And what the child thinks and feels is a reflection of the hopes, desires, purposes of the parent who brought him overseas, no matter how precocious and independent the child may be. Your immigrant inspectors will tell you what poverty the foreigner brings in his baggage, what want in his pockets. Let the overgrown boy of twelve, reverently drawing his letters in the baby class, testify to the noble dreams and high ideals that may be hidden beneath the greasy caftan of the immigrant. Speaking for the Jews, at least, I know I am safe in inviting such an investigation.