America, Through the Spectacles of an Oriental Diplomat

by Tingfang Wu

Contents

[Preface]
Chapter 1. [The Importance of Names]
Chapter 2. [American Prosperity]
Chapter 3. [American Government]
Chapter 4. [America and China]
Chapter 5. [American Education]
Chapter 6. [American Business Methods]
Chapter 7. [American Freedom and Equality]
Chapter 8. [American Manners]
Chapter 9. [American Women]
Chapter 10. [American Costumes]
Chapter 11. [American versus Chinese Civilization]
Chapter 12. [American versus Chinese Civilization (Continued)]
Chapter 13. [Dinners, Banquets, Etc.]
Chapter 14. [Theaters]
Chapter 15. [Opera and Musical Entertainments]
Chapter 16. [Conjuring and Circuses]
Chapter 17. [Sports]

AMERICA
Through the Spectacles of an Oriental Diplomat

Chapter 1. The Importance of Names

"What's in a name? That which we call a rose
By any other name would smell as sweet."

Notwithstanding these lines, I maintain that the selection of names is important. They should always be carefully chosen. They are apt to influence friendships or to excite prejudices according to their significance. We Chinese are very particular in this matter. When a son is born the father or the grandfather chooses a name for the infant boy which, according to his horoscope, is likely to insure him success, or a name is selected which indicates the wish of the family for the new-born child. Hence such names as "happiness", "prosperity", "longevity", "success", and others, with like propitious import, are common in China. With regard to girls their names are generally selected from flowers, fruits, or trees. Particular care is taken not to use a name which has a bad meaning. In Washington I once met a man in an elevator whose name was "Coffin". Was I to be blamed for wondering if the elevator would be my coffin? On another occasion I met a man whose name was "Death", and as soon as I heard his name I felt inclined to run away, for I did not wish to die. I am not superstitious. I have frequently taken dinner with thirteen persons at the table, and I do not hesitate to start on a journey on a Friday. I often do things which would not be done by superstitious persons in China. But to meet a man calling himself "Coffin" or "Death" was too much for me, and with all my disbelief in superstition I could not help showing some repugnance to those who bore such names.

Equally important, if not more so, is the selection of a name for a state or a nation. When the several states of America became independent they called themselves the "United States of America"—a very happy idea. The Union was originally composed of thirteen states, covering about 300,000 square miles; it is now composed of forty-eight states and three territories, which in area amount to 3,571,492 square miles, practically as large in extent as China, the oldest nation in the world. It should be noted that the name is most comprehensive: it might comprise the entire continent of North and South America. It is safe to say that the founders of the nation did not choose such a name without consideration, and doubtless the designation "United States of America" conceals a deep motive. I once asked a gentleman who said he was an American whether he had come from South or North America, or whether he was a Mexican, a Peruvian or a native of any of the countries in Central America? He replied with emphasis that he was an American citizen of the United States. I said it might be the United States of Mexico, or Argentina, or other United States, but he answered that when he called himself a citizen it could not mean any other than that of the United States of America. I have asked many other Americans similar questions and they all have given me replies in the same way. We Chinese call our nation "The Middle Kingdom"; it was supposed to be in the center of the earth. I give credit to the founders of the United States for a better knowledge of geography than that possessed by my countrymen of ancient times and do not assume that the newly formed nation was supposed to comprise the whole continent of North and South America, yet the name chosen is so comprehensive as to lead one naturally to suspect that it was intended to include the entire continent. However, from my observation of their national conduct, I believe their purpose was just and humane; it was to set a noble example to the sister nations in the Western Hemisphere, and to knit more closely all the nations on that continent through the bonds of mutual justice, goodwill and friendship. The American nation is, indeed, itself a pleasing and unique example of the principle of democracy. Its government is ideal, with a liberal constitution, which in effect declares that all men are created equal, and that the government is "of the people, for the people, and by the people." Anyone with ordinary intelligence and with open eyes, who should visit any city, town or village in America, could not but be impressed with the orderly and unostentatious way in which it is governed by the local authorities, or help being struck by the plain and democratic character of the people. Even in the elementary schools, democracy is taught and practised. I remember visiting a public school for children in Philadelphia, which I shall never forget. There were about three or four hundred children, boys and girls, between seven and fourteen years of age. They elected one of their students as mayor, another as judge, another as police commissioner, and in fact they elected for the control of their school community almost all the officials who usually govern a city. There were a few Chinese children among the students, and one of them was pointed out to me as the police superintendent. This not only eloquently spoke of his popularity, but showed goodwill and harmony among the several hundred children, and the entire absence of race feeling. The principals and teachers told me that they had no difficulty whatever with the students. If one of them did anything wrong, which was not often, he would be taken by the student policeman before the judge, who would try the case, and decide it on its merits, and punish or discharge his fellow student as justice demanded. I was assured by the school authorities that this system of self-government worked admirably; it not only relieved the teachers of the burden of constantly looking after the several hundred pupils, but each of them felt a moral responsibility to behave well, for the sake of preserving the peace and good name of the school. Thus early imbued with the idea of self-government, and entrusted with the responsibilities of its administration, these children when grown up, take a deep interest in federal and municipal affairs, and, when elected for office, invariably perform their duties efficiently and with credit to themselves.

It cannot be disputed that the United States with its democratic system of government has exercised a great influence over the states and nations in Central and South America. The following data showing the different nations of America, with the dates at which they turned their respective governments from Monarchies into Republics, all subsequent to the independence of the United States, are very significant.

Mexico became a Republic in 1823, Honduras in 1839, Salvador in 1839, Nicaragua in 1821, Costa Rica in 1821, Panama in 1903, Colombia in 1819, Venezuela in 1830, Ecuador in 1810, Brazil in 1889, Peru in 1821, Bolivia in 1825, Paraguay in 1811, Chile in 1810, Argentina in 1824, and Uruguay in 1828.