The Children of the Poor. Jacob August Riis

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      In other class-rooms in the great building, which is devoted entirely to the cause of Americanizing the young Russian immigrants, hundreds of children get daily their first lessons in English and in patriotism in simultaneous doses. The two are inseparable in the beneficent plan of their instructors. Their effort is to lay hold of the children of the new-comers at once; tender years are no barrier. For the toddlers there are kindergarten classes, with play the street has had no chance to soil. And while playing they learn to speak the strange new tongue and to love the pretty flag with the stars that is everywhere in sight. The night school gathers in as many as can be corralled of those who are big enough, if not old enough, to work. The ease and rapidity with which they learn is equalled only by their good behavior and close attention while in school. There is no whispering and no rioting at these desks, no trial of strength with the teacher, as in the Italian ragged schools, where the question who is boss has always to be settled before the business of the school can proceed. These children come to learn. Even from the Christian schools in the district that gather in their share comes the same testimony. All the disturbance they report was made by their elders, outside the school, in the street. In the Hebrew Institute the average of absence for all causes was, during the first year, less than eight per cent. of the registered attendance, and in nearly every case sickness furnished a valid excuse. In a year and a half the principal had only been called upon three times to reprove an obstreperous pupil, in a total of 1,500. While I was visiting one of the day classes a little girl who had come from Moscow only two months before presented herself with her green vaccination card from the steamer. She understood already perfectly the questions put to her and was able to answer most of them in English. Boys of eight and nine years who had come over as many months before, knowing only the jargon of their native village, read to me whole pages from the reader with almost perfect accent, and did sums on the blackboard that would have done credit to the average boy of twelve in our public schools. Figuring is always their strong point. They would not be Jews if it was not.

      In the evening classes the girls of “fourteen” flourished, as everywhere in Jewtown. There were many who were much older, and some who were a long way yet from that safe goal. One sober-faced little girl, who wore a medal for faithful attendance and who could not have been much over ten, if as old as that, said that she “went out dressmaking” and so helped her mother. Another, who was even smaller and had been here just three weeks, yet understood what was said to her, explained in broken German that she was learning to work at “Blumen” in a Grand Street shop, and would soon be able to earn wages that would help support the family of four children, of whom she was the oldest. The girl who sat in the seat with her was from a Hester Street tenement. Her clothes showed that she was very poor. She read very fluently on demand a story about a big dog that tried to run away, or something, “when he had a chance.” When she came to translate what she had read into German, which many of the Russian children understand, she got along until she reached the word “chance.” There she stopped, bewildered. It was the one idea of which her brief life had no embodiment, the thing it had altogether missed.

      The Declaration of Independence half the children knew by heart before they had gone over it twice. To help them along it is printed in the school-books with a Hebrew translation and another in Jargon, a “Jewish-German,” in parallel columns and the explanatory notes in Hebrew. The Constitution of the United States is treated in the same manner, but it is too hard, or too wearisome, for the children. They “hate” it, says the teacher, while the Declaration of Independence takes their fancy at sight. They understand it in their own practical way, and the spirit of the immortal document suffers no loss from the annotations of Ludlow Street, if its dignity is sometimes slightly rumpled.

      “When,” said the teacher to one of the pupils, a little working-girl from an Essex Street sweater’s shop, “the Americans could no longer put up with the abuse of the English who governed the colonies, what occurred then?”

      “A strike!” responded the girl, promptly. She had found it here on coming and evidently thought it a national institution upon which the whole scheme of our government was founded.

      It was curious to find the low voices of the children, particularly the girls, an impediment to instruction in this school. They could sometimes hardly be heard for the noise in the street, when the heat made it necessary to have the windows open. But shrillness is not characteristic even of the Pig-market when it is noisiest and most crowded. Some of the children had sweet singing voices. One especially, a boy with straight red hair and a freckled face, chanted in a plaintive minor key the One Hundred and Thirtieth Psalm, “Out of the depths” etc., and the harsh gutturals of the Hebrew became sweet harmony until the sad strain brought tears to our eyes.

      The dirt of Ludlow Street is all-pervading and the children do not escape it. Rather, it seems to have a special affinity for them, or they for the dirt. The duty of imparting the fundamental lesson of cleanliness devolves upon a special school officer, a matron, who makes the round of the classes every morning with her alphabet: a cake of soap, a sponge, and a pitcher of water, and picks out those who need to be washed. One little fellow expressed his disapproval of this programme in the first English composition he wrote, as follows:

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