If the Hebrews are a race certainly one of their traits is _intellectuality_. In Boston the milk station nurse gets far more result from her explanations to Jewish mothers than from her talks to Irish or Italian mothers. The Jewish parent, however grasping, rarely exploits his children, for he appreciates how schooling will add to their earning capacity. The young Jews have the foresight to avoid "blind alley" occupations. Between the years of fourteen and seventeen the Irish and Italian boys earn more than the Jewish lads; but after eighteen the Jewish boys will be earning more, for they have selected occupations in which you can work up. The Jew is the easiest man to sell life insurance to, for he catches the idea sooner than any other immigrant. As philanthropist he is the first to appreciate scientific charity. As voter he is the first to repudiate the political leader and rise to a broad outlook. As exploited worker he is the first to find his way to a theory of his hard lot, viz., capitalism. As employer he is quick to respond to the idea of "welfare work." The Jewish patrons of the libraries welcome guidance in their reading and they want always the best; in fiction, Dickens, Tolstoi, Zola; in philosophy, Darwin, Spencer, Haeckel. No other readers are so ready to tackle the heavy-weights in economics and sociology. From many school principals comes the observation that their Jewish pupils are either very bright or distinctly dull. Among the Russo-Jewish children many fall behind but some distinguish themselves in their studies. The proportion of backward pupils is about the average for school children of non-English-speaking parentage; but the brilliant pupils indicate the presence in Hebrew immigration of a gifted element which scarcely shows itself in other streams of immigration. Teachers report that their Jewish pupils "seem to have hungry minds." They "grasp information as they do everything else, recognizing it as the requisite for success." Says a principal: "Their progress in studies is simply another manifestation of the acquisitiveness of the race." Another thinks their school successes are won more by intense application than by natural superiority, and judges his Irish pupils would do still better if only they would work as many hours.