Tag Archives: justice

“Pacific Chivalry” 1869

This is Nast’s first cartoon of a Chinese immigrant or sojourner in the West Coast. The cartoon establishes Nast’s sympathies toward the Chinese.

Pacific Chivalry, Harper's Weekly, 7 August, 1869
Pacific Chivalry, Harper’s Weekly, 7 August 1869

Pacific Chivalry sets the western locale and places a central focus on the unique hairstyle or “queue” of Chinese men. During the Manchurian takeover of the Ming Dynasty, it was decreed that Chinese men shave their heads with the exception of a part of the back of the head where a long ponytail, often braided, would remain. In times of battle, the “queue” helped to distinguish Manchu warriors from the enemy. Chinese men faced execution if they did not grow a queue (Spence 38).

In the United States, the queue was a subject of fascination that added to the mystique and perceived feminization of Chinese men who were often “depicted as lacking virility.” In the male-dominated world of western gold mining “Chinese men became targets of white men’s fears of homosexuality or the objects of their desire” (Pfaelzer 13).

Unknown terror awaits this Chinese figure as he attempts to flee from a white aggressor. Wearing a hat that bears the name California, the white laborer bears his teeth in a determined grimace.  In his right hand, he raises a whip – a variation of a cat-o-nine whip, believed to have originated to punish African slaves during the U.S. slave trade.  He has lifted his left leg to counterbalance his swing and prepares to strike his Chinese victim.  His left hand grips the Chinese queue and prevents the Chinese from escape. The force of pulling on the hair elongates the Chinese man’s head.

Shapes of skulls were thought to be indicative of intelligence and placement in an evolutionary hierarchy by stretching out the skull of a Chinese man, the perpetrator, and perhaps the artist offers the Chinese different than the standard perception for human normality. Though he is not drawn as overtly Irish, the working man fits the look that Nast establishes for white labor – gruff, bearded, burly and dominating. The look was repeated in The Chinese Question, 18 February 1871. and other cartoons. It should be noted that the Knights of Labor, an organization formed for white labor interests in western states and territories, and often the instigating agent for violence against the Chinese, did have a large Irish Catholic membership. (See Here’s a Pretty Mess).

The Chinese man is startled by his capture. His fearful expression further distorted by the pulling from the back of his scalp.  His sun hat, the douli, has fallen to the ground and his hands are open in a defensive posture, though the threat has come from behind.

To the right, along the railroad tracks rests a small building on the edge of what resembles a small mining camp. The words on the building pronounces, “Courts of Justice Closed to Chinese. Extra Taxes to Yellow Jack.”

Nast, of course, is mocking California’s definition of justice and the battery of local laws passed by the new state to scare, threaten and restrict Chinese and opportunities in the gold mines, in society and in business.

Nast draws a contrast from Pacific form of “chivalry” compared to from the respectful way Columbia introduces the Chinese to American society.

What fate awaits this Chinese man is up to the reader to decide. Will he be beaten, robbed, driven out of the mining camp, out of town, or sexually abused is not known. With this image, Nast clearly asserts something terrible will occur. “Nast condemned this treatment as an affront to the values of an open society” (Keller 108).

Works cited

“Distribution of the Sectarian Fund” 1870

Distribution of Sectarian Funds, 26 February, 1869. Harper's Weekly.  Source: HistSociety.blogspot.com
Distribution of Sectarian Funds, 26 February, 1869. Harper’s Weekly. Source: HistSociety.blogspot.com

Nast drew this full-page cartoon at the height of his attacks on Tweed. Nast took exception to the Democratic politician’s granting of public funds to the New York Roman Catholic Church for the establishment of sectarian schools.

Nast strongly believed in the newly formed public school system and saw the institution as a utopian organ of education – a place where all religions, creeds, cultures, ethnicities and races could attend.

While not a Chinese cartoon per se, at the top and bottom panels, a Chinese child experiences differing educational possibilities and potential treatment that depend on whether or not public or sectarian schools are allowed to prevail. With the establishment of special treatment for Catholic schools, Nast predicts a domino effect that will result in mayhem and violence among New York City schoolchildren.

Still hopeful for an implementation of Radical Republicanism in the era of Reconstruction, in the top panel Nast includes a happy, Chinese boy, joining a multi-cultured group of children at play in front of the “Common School.”  Racial stereotypes are applied to all the children in an effort to emphasize the diversity of the student body. The school and its playgrounds are “Free to All,” and “All Hands Round.” With his queue happily tossed in the wind, the young Chinese lad is but one of many that is enjoying play, each child drawn in an obvious way to represent his or her culture.  It is the children’s version of Nast’s Uncle Sam’s Thanksgiving Dinner.  In both cartoons, the theme and message are the same.  The “Union in Strength.”

While this website does not focus on Nast and the public school issue (See Benjamin Justice’s fine article Thomas Nast and the Public School of the 1870s.) It would be negligent not to mention Lady Justice, a relative or incarnation of Columbia, who Nast draws for the first and only time as an Irish woman. Lady Justice may be blindfolded, but she has been bought off by the Irish Catholics, tipping the scales toward the source of the money – and in Nast’s opinion, the corruption. The Protestant side is shown defeated as “Death to Us” hovers over a dejected public school system. Their buildings crumble. Roman Catholics however are elated and exclaim “Fun For Us.” They enjoy the fruits of their influence on the education system and the fine institutions built with taxpayer money. The division of public funds is lopsided.

In the third panel, Nast presents the repercussions of a special school for each ethnicity or race, the consequences that began with Irish-Catholic special interests.  Each building in the background brands its own school identity. Everyone places claim on their differences and these differences result in competition and bitterness. The play area is a battleground. Children do not hold hands. Chinese queues do not spin in merriment. The queue, once again has become a tool for oppression – a handle upon which to grip, restrain and torment.

In this scene, Nast shows another victim of oppression becoming the aggressor. An African American child has gripped the queue in his hands and prevents the Chinese child from heading toward his school.