does it?" I asked, perplexed

"It's the fingers of the other hand, those that are jumping around."

"Is it?"

I did not understand, but I was deeply impressed all the same. The question bothered me all that evening. Finally I submitted it to my mother: "Mamma, Naphtali says when you play on a fiddle it is not the bow that makes the tune, but the fingers that are jumping around. Is it true?"

She told me not to bother her with foolish questions, but the retired soldier, who had overheard my query, volunteered to answer it.

"Of course it is not the bow," he said

"But if you did not work the bow the strings would not play, would they?" I urged.

"You could play a tune by pinching them," he answered. "But if you just kept passing the bow up and down there would be no tune at all."

I plied him with further questions and he answered them all, patiently and fondly, illustrating his explanations with a thread for a violin string, my mother looking from him to me beamingly

When we were through she questioned him: "Do you think he understands it all?" "He certainly does. He has a good head," he answered, with a wink. And she flushed with happiness

CHAPTER III

THE tuition fee at a school for religious instruction or cheder was from eight to ten rubles (five dollars) for a term of six months. My mother could not afford it. On the other hand, she would not hear of sending me to the free cheder of our town, because of its reputation for poor instruction. So she importuned and harassed two distant relatives of ours until they agreed to raise part of the sum between them. The payments were made with anything but promptness, the result being that I was often turned out of school.

Mother, however, would lose no time in bringing me back. She would implore the schoolmaster to take pity on the poor, helpless woman that she was, assuring him, with some weird oaths, that she would pay him every penny. If that failed she would burst into a flood of threats and imprecations, daring him to let a fatherless boy grow up in ignorance of the Word of God. This was followed by similar scenes at the houses of my cousins, until finally I was allowed to resume my studies, sometimes at the same cheder, sometimes at some other one. There were scores of such private schools in our town, and before I got through my elementary religious education I had become acquainted with a considerable number of them

Sometimes when a teacher or his wife tried to oust me, I would clutch at the table and struggle sullenly until they yielded

I may explain that instruction in these cheders was confined to the Hebrew Old Testament and rudiments of the Talmud, the exercises lasting practically all day and part of the evening. The class-room was at the same time the bedroom, living-room, and kitchen of the teacher's family. His wife and children were always around. These cheder teachers were usually a haggard-looking lot with full beards and voices hoarse with incessant shouting.

A special man generally came for an hour to teach the boys to write. As he was to be paid separately, I was not included. The feeling of envy, abasement, and self-pity with which I used to watch the other boys ply their quills is among the most painful memories of my childhood

During the penmanship lesson I was generally kept busy in other directions.

The teacher's wife would make me help her with her housework, go her errands, or mind the baby (in one instance I became so attached to the baby that when I was expelled I missed it keenly)

I seized every opportunity to watch the boys write and would practise the art, with chalk, on my mother's table or bed, on the door of our basement room, on many a gate or fence. Sometimes a boy would let me write a line or two in his copy-book. Sometimes, too, I would come to school before the schoolmaster had returned from the morning service at the synagogue, and practise with pen and ink, following the copy of some of my classmates. One of my teachers once caught me in the act. He held me up as an ink-thief and forbade me come to school before the beginning of exercises

Otherwise my teachers scarcely ever complained of my behavior. As to the progress I was making in my studies, they admitted, some even with enthusiasm, that mine was a "good head." Nevertheless, to be beaten by them was an every-day experience with me

Overworked, underfed, and goaded by the tongue-lashings of their wives, these enervated drudges were usually out of sorts. Bursts of ill temper, in the form of invective, hair-pulling, ear-pulling, pinching, caning, "nape-cracking," or "chin-smashing," were part of the routine, and very often I was the scapegoat for the sins of other boys. When a pupil deserved punishment and the schoolmaster could not afford to inflict it because the culprit happened to be the pet of a well-to-do family, the teacher's anger was almost sure to be vented on me. If I happened to be somewhat absent-minded (the only offense I was ever guilty of), or was not quick enough to turn over a leaf, or there was the slightest halt in my singsong, I received a violent "nudge" or a pull by the ear.

"Lively, lively, carcass you!" I can almost hear one of my teachers shout these words as he digs his elbow into my side. "The millions one gets from your mother!"

This man would beat and abuse me even by way of expressing approval

"A bright fellow, curse him!" he would say, punching me with an air of admiration. Or, "Where did you get those brains of yours, you wild beast?" with a violent pull at my forelock

During the winter months, when the exercises went on until 9 in the evening, the candle or kerosene was paid for by the boys, in rotation. When it was my turn to furnish the light it often happened that my mother was unable to procure the required two copecks (one cent). Then the teacher or his wife, or both, would curse me for a sponge and a robber, and ask me why I did not go to the charity school

Almost every teacher in town was known among us boys by some nickname, which was usually borrowed from some trade. If he had a predilection for pulling a boy's hair we would call him "wig-maker" or "brush-maker"; if he preferred to slap or "calcimine" the culprit's face we would speak of him as a mason.

A "coachman" was a teacher who did not spare the rod or the whip; a "carpenter," one who used his finger as a gimlet, boring a pupil's side or cheek; a "locksmith," one who had a weakness for "turning the screw," or pinching

The greatest "locksmith" in town was a man named Shmerl. But then he was more often called simply Shmerl the Pincher. He was one of my schoolmasters.

He seemed to prefer the flesh of plump, well-fed boys, but as these were usually the sons of prosperous parents, he often had to forego the pleasure and to gratify his appetite on me. There was something morbid in his cruel passion for young flesh something perversely related to sex, perhaps. He was a young man with a wide, sneering mouth

He would pinch me black and blue till my heart contracted with pain. Yet I never uttered a murmur. I was too profoundly aware of the fact that I was kept on sufferance to risk the slightest demonstration. I had developed a singular faculty for bearing pain, which I would parade before the other boys. Also, I had developed a relish for flaunting my martyrdom, for being an object of pity

Oh, how I did hate this man, especially his sneering mouth! In my helplessness I would seek comfort in