they took obvious pride in their academic success and talked about it. At the end of each year there were room prizes given for excellency in each subject, and they were openly after them. There was none of the Roxbury solidarity of pupils versus the master. If anyone reciting made a mistake that the master overlooked, twenty hands shot into the air to bring it to his attention.” 77 In the Soviet Union and the United States, the children of Jewish immigrants were going to school at about the same time and with the same degree of eagerness and excellence. In both places, the dramatic expansion of the educational systems coincided with the Jewish influx and helped accommodate it. And in both places, there arose—eventually—“the Jewish problem” of excessive success. In the Soviet Union, the state responded by expanding enrollments and intensifying affirmative action programs for “workers and peasants” and titular ethnics. As Larin put it, not without some defensiveness, “we cannot do what the tsarist government used to do: pass a law mandating that Jewish workers be accepted by workers’ preparatory departments at a lower percentage rate than the Russian workers, or that Jewish intellectuals and artisans be enrolled in colleges in smaller proportions, relative to their total population, than their Russian counterparts.” In the United States, most top colleges could not do what the tsarist government used to do, either, but they could—and did—use indirect methods, such as regional quotas or “character” tests, to combat the “Jewish invasion.” 78 The most notable thing about Jewish students in the Soviet Union and Jewish students in the United States was the fact that whereas Soviet colleges produced Communists, the American colleges also produced Communists. As Thomas Kessner put it, “The immigrant generation sought security for their children and as they understood it this required American education. In the process they propelled their children away from themselves, producing a generation gap of enormous proportions, resulting in conflicts of fierce intensity often beyond reconciliation. While other groups held their offspring firmly to the old ways, the Eastern Europeans did not pass on the moral norms of their past. Instead they passed their children on to America.” 79 In other words, America was reproducing the familiar European pattern. The Jewish emergence from the ghetto and success in the expanded marketplace were followed by the Jewish Revolution against Jewishness as the “chimerical nationality” of capitalism. Jews were, proportionately, much more Marxist than the international proletariat because they were much more like Marx. In America, they were even more so because America was the promised land of homines rationalistici artificiales , a country of chimerical nationality with no