The arrival of Commodore Matthew Perry’s “Black Ships” in 1853 marked a pivotal moment in Japanese history, forcing the country to end its policy of isolation and engage with the Western world.
This sudden exposure to foreign powers, particularly the United States, created an urgent need for Japanese diplomats to learn English.
Let’s explore how these diplomats tackled this linguistic challenge and how long it took them to achieve fluency.
Early Methods of English Learning
When Perry arrived, Japan had virtually no English speakers. The few interpreters available were Dutch speakers, as the Netherlands had been Japan’s primary Western contact during the isolation period.
This language barrier highlighted the immediate need for English education among Japanese officials.
Initially, Japanese scholars used their knowledge of Dutch to bridge the gap to English, a method known as Rangaku (Dutch Studies).
According to historian Marius Jansen, many early English learners were former Dutch interpreters. The Japanese government quickly realized the need for native English speakers as teachers.
In 1848, even before Perry’s arrival, the first American English teacher, Ranald MacDonald, had secretly entered Japan and taught English to 14 interpreters.
The Tokugawa shogunate established the “Yogakusho” (Western Learning Institute) in 1855, which later became the “Kaiseijo” (Development and Success Institute).
These institutions focused on language learning and Western studies, playing a crucial role in developing Japan’s early English-speaking diplomats.
Key Figures in Early English Education
Fukuzawa Yukichi, one of Japan’s most influential figures in Western studies, learned English initially through Dutch-English dictionaries. He later founded Keio University, which became a center for English education.
Another key figure was Nakahama Manjirō, who was shipwrecked in 1841 and rescued by an American whaling ship. After spending 10 years in the U.S., he returned to Japan and served as an interpreter during Perry’s negotiations.
Timeline of English Proficiency
Achieving fluency was a gradual process, varying among individuals. In the short term (1-2 years), diplomats developed basic communication skills for immediate diplomatic needs.
According to records from the time, some interpreters could engage in simple conversations within a year of intensive study.
In the medium term (3-5 years), diplomats gained the ability to engage in more complex diplomatic discussions. Fukuzawa Yukichi, in his autobiography, mentions achieving a good reading level in English after about three years of study.
Long-term progress (5-10 years) led to near-native fluency for high-level negotiations and cultural understanding.
Historical records suggest that it took about a decade for Japan to develop a cadre of truly proficient English-speaking diplomats.
Challenges and Strategies
Japanese diplomats faced significant challenges in learning English, including vast linguistic differences, cultural barriers, limited resources, and intense political pressure. To overcome these obstacles, they employed several strategies.
Immersion played a crucial role. Some diplomats were sent abroad for language and cultural immersion.
The Iwakura Mission (1871-1873) sent Japanese officials on a two-year tour of the United States and Europe, providing invaluable language exposure.
Many diplomats devoted countless hours to intensive study, often 12-16 hours a day. Engaging in real diplomatic negotiations provided a steep but effective learning curve.
As diplomats were learning English, translation played a crucial role. Important documents were often translated from Japanese to Dutch, then to English. This multi-step process was gradually phased out as direct Japanese-English translation became possible.
Long-term Impact
The efforts of these early English learners had a profound impact on Japan. By the Meiji Restoration in 1868, Japan had a small but growing pool of English-speaking diplomats and scholars. This linguistic capability was crucial in Japan’s rapid modernization and engagement with the Western world.
Today, Japanese learners of English have far more resources at their disposal. オンライン 英語 platforms like AmazingTalker offer convenient access to native speakers, allowing for immersive learning experiences similar to those of the early diplomats.
While the pressure may be less intense than in the post-Black Ships era, the potential for rapid progress through dedicated study remains just as high.
Conclusion
The journey of Japanese diplomats learning English post-Black Ships was one of remarkable dedication and rapid progress. While basic communication skills could be developed within a year or two, achieving the level of fluency necessary for complex diplomatic negotiations typically took 5-10 years of intensive study and practice.
This historical example showcases the power of motivation and immersion in language learning.
Modern learners can draw inspiration from these early diplomats’ dedication while taking advantage of contemporary resources like オンライン 英会話 to accelerate their English learning journey. While the circumstances may have changed, the potential for significant linguistic achievement through focused effort remains constant.
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