This convention was proclaimed in December, 1894. According to its provisions, it was to remain in force only for a period of ten years, but that if six months before the end of that period neither Power should give notice of denunciation it should be extended for a similar period. Such notice was, however, given by China to the United States and accordingly the convention expired in December, 1904, and is now no longer in force. No serious attempt has since been made by the United States Government to negotiate a new treaty regarding Chinese laborers, so the customs and immigration officials continue to prohibit Chinese laborers from coming to America by virtue of the law passed by Congress. It will be seen that by the treaty of 1868, known as the "Burlingame Treaty", the United States Government formally agreed that Chinese subjects, visiting or residing in the United States, should enjoy the same privileges and immunities as were enjoyed by the citizens or subjects of the most favored nation; that being so, and as the convention of 1894 has expired, according to the legal opinion of Mr. John W. Foster, and other eminent lawyers, the continuation of the exclusion of Chinese laborers and the restrictions placed upon Chinese merchants and others seeking admission to the United States are not only without international authority but in violation of treaty stipulations.
The enforcement of the exclusion laws against Chinese in the Hawaiian and Philippine Islands is still more inexcusable. The complaint in America against the immigration of Chinese laborers was that such immigration was detrimental to white labor, but in those Islands there has been no such complaint; on the contrary the enforcement of the law against the Chinese in Hawaii has been, and is, contrary to the unanimous wish of the local Government and the people. Free intercourse and immigration between those Islands and China have been maintained for centuries. What is most objectionable and unfair is that the Chinese should be singled out for discrimination, while all other Asiatics such as Japanese, Siamese, and Malays are allowed to enter America and her colonies without restraint. It is my belief that the gross injustice that has been inflicted upon the Chinese people by the harsh working of the exclusion law is not known to the large majority of the American people, for I am sure they would not allow the continuation of such hardships to be suffered by those who are their sincere friends. China does not wish special treatment, she only asks that her people shall be treated in the same way as the citizens or subjects of other countries. Will the great American nation still refuse to consent to this?
To solve the problem of immigration in a manner that would be satisfactory to all parties is not an easy task, as so many conflicting interests are involved. But it is not impossible. If persons interested in this question be really desirous of seeing it settled and are willing to listen to reasonable proposals, I believe that a way may be found for its solution. There is good reason for my optimistic opinion. Even the Labor Unions, unless I am mistaken, would welcome an amicable settlement of this complicated question. In 1902, while at Washington, I was agreeably surprised to receive a deputation of the leaders of the Central Labor Union of Binghamton, New York, inviting me to pay a visit there and to deliver an address. As I did not wish to disappoint them I accepted their invitation. During my short stay there, I was very cordially and warmly received, and most kindly treated not only by the local authorities and inhabitants, but by the members of the Labor Union and the working men also. I found that the Union leaders and the working men were most reasonable, their platform being, as far as I could learn, to have no cheap labor competition but not necessarily discrimination against any race. If the United States Government would appoint a commission composed of members representing the Labor Unions, manufacturers and merchants, to treat with a similar commission nominated by the Chinese Government, the whole question in all its bearings could be discussed, and I feel certain that after free and candid exchange of views, the joint Commissioners would be able to arrive at a scheme which would put at rest once for all the conflicting claims, and settle the matter satisfactorily to both China and the United States.
When this disagreeable difference has been removed, the friendly relations between the two Republics, cordial even while one was yet an Empire, will leave nothing to be desired and cannot but help to largely affect the trade between the two countries and to contribute to the peace of the Far East.
[1] I need hardly say that our students are also well treated in England, France, Germany, Japan, and other countries in Europe, but I am dealing in this chapter with America.
Chapter 5. American Education
Out of a total population of 91,972,266 in the United States there were, in 1910, 17,506,175 pupils enrolled. Few nations can show such a high percentage of school students. The total number of teachers was 506,040. Educational efficiency on such a scale can be maintained only by a large expenditure of money, and from the statistics of education I find that the sum received from tuition fees was $14,687,192 gold, from productive funds $11,592,113 gold, and from the United States Government $4,607,298 gold, making a total of $70,667,865 gold.[1] I question whether any other nation can produce such an excellent example in the cause of education.
In every state there are very many schools, both public and private. There are public schools in every town, and even the smallest village has its school, while in some agricultural states, such as Wyoming, where the population is very scattered, teachers are provided by the government to teach in the farmers' homes wherever three or four children can be gathered together. The public schools are free and open to all, but in some towns in the Southern States special schools are provided for the colored people. Having such facilities for gaining knowledge, it naturally follows that the Americans, as a whole, are an educated people. By this I mean the native American, not the recent immigrants and negroes, but even as regards the latter a reservation should be made, for some of the negroes, such as Booker T. Washington and others, have become eminent through their learning and educational work.
The distinguishing feature of the school system is that it is cheap and comprehensive. In the primary and high schools the boys and girls, whether they come from the wealthy or aristocratic families, or from more straitened homes, are all studying together in the same class-room, and it is known that a President sent his son to study in a public school. There is, therefore, no excuse for even the poorest man in America being an illiterate. If he wishes he can obtain a degree in a university without difficulty. Many of the state universities admit the children of citizens of the state free, while their tuition fees for outsiders are exceptionally low, so that it is within the power of the man of the most moderate means to give his son a university education. Many of the college or university students, in order to enable them to go through their courses of study, do outside jobs after their lecture hours, and perform manual, or even menial work, during the vacations. I frequently met such students in summer resorts acting as hotel waiters and found them clean, attentive, and reliable. During a visit to Harvard University, President Eliot took me to see the dining-hall. Many students were taking their lunch at the time. I noticed that the waiters were an unusually clean set of young men, and upon inquiry was informed that they were students of the University, and that when a waiter was wanted many students applied, as the poorer students were glad to avail themselves of the opportunity to earn some money.