BRINGING SCIENCE TO FARMERS 115 



came from their ghettos whether in the cities of the 

 old world or New York or Philadelphia. 



It may be interesting to mention here, as an example 

 of my husband's care for the individual students as 

 well as the general welfare of all collectively, the case 

 of two young boys, the sons of Woodbine farmers. 

 They were unusually bright and intelligent and he 

 realized that all they needed was a chance. He saw 

 in them good teachers and future farm-inspectors, who 

 would be all the more useful because they spoke the 

 language of the Jewish farmers. He did not purpose 

 to keep them waiting until the Agricultural School 

 should grow up to their needs. He devised, therefore, 

 a plan for their training and the Fund gave him per- 

 mission to carry it out. 



Shortly after peace had been made with the farmers, 

 he called the two boys in one day, and asked them 

 whether they would like to go to college. It was, in 

 effect, the same as asking them whether they would 

 like to live in bright sunshine or deep darkness! It 

 was, of course, the dream of their young lives 1 But, 

 they explained, they could not become a burden to their 

 families, whom they were trying to support. My hus- 

 band then revealed his plan. They should work two 

 or three hours each day clearing bushes and stumps 

 from Farm No. 60, earning pay enough to maintain 

 themselves, and the rest of the day they might study 

 to prepare themselves for college. The two boys were 

 given lessons in English, with a few others, and once 



