【正文】 nces of culture, deepen each other’s misunderstanding, exacerbate the rejection to Chinese. 11 Chapter 4 The target of the Chinese Exclusion Act of 1882 What is the target under the Chinese Exclusion Act of 1882? there are two views in the domestic academia generally: one view holds the aiming at Chinese labors。 another view vaguely thinks the Chinese Exclusion Act is not only for Chinese labors, but also related to the businessmen, teachers, students, etc. Analysis of the Act According to the Chinese exclusion Act of 1882, it seems that only Chinese labor had been banned into the United States, while others were entitled to enter. However, it also gives the officials of the . immigration bureau and customs inspection the freedom to practice their individual will which tended to bee the passport. Under the influence of enthusiastic exclusion, the officials of the . immigration and customs inspection went out of their way to make things difficult for Chinese, and prevent them from entering the United States. So many examples can be set up, such as, they used excuse of lacking English words in the entry passport not to allow the merchants, forcing them to return to China. Customs examination officials also arbitrarily defined the meaning and scope of the termChinese labor. The United States set a more strict limitation to overseas students. Often under the pretence of less study and life experience in the United States, trying to settle down after the pletion of their studies, no understanding English, too young to enter the university, etc. They would refuse the visa. What is more ridiculous, once upon a time, a Chinese teacher did some editing and translation work in a newspaper office, and had been prohibited from entering, on the ground of editing was a labor. Examples of the Act The former often exemplified the attitude toward person who studied or travel abroad during the period of exclusion. In fact, this is biased, and cannot prove that 12 Chinese exclusion is not for students and travelers in the United States. Every year since 1872, the Qing government would sent 30 kids for education aboard yearly, and four batch equaled 120 young children to study abroad. Indeed it is a fact that these students’ study plans did not been affected by the domestic Chinese exclusion action. Rong Hong was the first Chinese ever to have graduated from an American university. He enjoys a high reputation in China’s modern history. He accepted the education in the United States, and was mitted to China’s modernization and political reform. At the same time, he was in everywhere to take care of his second motherland the interests of the United States. However, how the . government treat him? Rong Hong was born on November 17, 1828 in a peasant family in Guangdong province in China. In 1835 at the age of 7, he was sent to Macao to learn in a foreigner39。s church school. In 1847, he and two other classmates, Huang Kuan and Huang Sheng, were brought to the United States by priests Brown from Hong Kong Morrison school and learned in Monson school in Massachusetts. Three years later, under the auspices of several church women, Rong Hong entered Yale university. After four years (1854), he became the first Chinese graduated from a famous American university. When Rong Hong was at Yale at the age of 20, he had already gotten American citizenship on October 30, 1852 in New Haven, Connecticut. He regarded America as his second homeland, although casting main focus on China’s development and progress. He had never fotten his identity as a . citizen responsibility. He had ever said, after his citizenship, he put all his heart in all federal, state and city election and made full use of his vote. The San Francisco Chronicle mentioned that: “He has been voting in Connecticut for ten years”. In 1864, in the last stage of American civil war, Rong Hong had been sent to the United States to purchase machine for the Qing Government Arsenal. After finishing the task, he rushed to Washington, to find his old classmate Bangs in the federal government which was responsible for the solder recruiting department to show his initiative and willing to serve the federal government at least six months, his loyalty to the motherland and patriotic spirit. When Hong was at Yale, he fell in love with Miss Louise, the daughter of Professor Kellogg at Yale university. In 1875 they finally overe racial bias between families 13 and marriage each other. They had two sons in the United States. In 1896, Hong strive to get the license from Tianjin to Jiangsu. One section between them crossed through Shandong province, which was in the charge of Germany. In 1898 Hong finally was licensed from the Chinese government. However, the German government objected it under the veil of his American citizenship. Hong helpless, turned to the . embassy in Beijing and asked the United States ambassador Charles Danby’s intervention using the mostfavorednation treatment clause for reference. It existed between the two countries signed a treaty, whose content was that any preferences that Chinese government give to other countries and individuals, the . government and citizens should also get the same treatment. However, the state council ignored Hong’s request and replied: “Chinese people in the United States have no legal eligibility, so we can39。t help Hong”. Hong’s American citizenship was deprived of, which not only highlights the unreason of Chinese exclusion, but also exposes how stubborn and persistent the . government was in the process of practice the Chinese exclusion. No matter from which point, Hong is a good and qualified citizens. He was from a most famous university in the United States, married an American women and joined the American