The didactic features of James Summers’s (1828–1891) research on Chinese

Wei Chen
University of Malta
Abstract

James Summers (1828–1891) is distinguished as the first professor of Chinese in Britain to conduct systematic research on the Chinese language. During his tenure as a Chinese professor, Summers’s research on the Chinese language demonstrated a pronounced didactic emphasis. This was evident in his departure from rigidly following linguistic theories, his adoption of diverse linguistic ideas and methodologies from scholars of varied backgrounds, and his inclusion of multiple varieties of Chinese as target languages, particularly Nanjing Mandarin. Summers’s early missionary work in China, along with his role at King’s College London, where he trained student interpreters for the British Foreign Office, greatly shaped his pedagogical focus. The didactic feature of his works aligns with the broader pragmatic approach of British sinology, reflecting the trend of recruiting retired missionaries and diplomats with experience in China into European university faculties after the mid-19th century.

Publication history

Date received: 3 June 2024

Date accepted: 10 October 2024

Published online: 11 November 2024

Table of contents

The inception of sinology in Britain occurred comparatively late; however, from the beginning, it exhibited a marked practical orientation, aimed at diplomatic, commercial, and evangelical objectives (see: Barrett 1989: 119–120; Zhāng 2011: 239; Kwan 2011: 147–149). This trend is evident from the early appointments of Chinese professors at British universities. Samuel Kidd (1804–1843), the first professor of Chinese in Britain, began teaching Chinese at University College London in 1837 (Sū 2005: 58; Hú 2009: 12; Kwan 2011: 128). Subsequently, the second chair was established at King’s College London in 1847, with Samuel Turner Fearon (1819–1853) as its first professor (Kwan 2011: 139–142). Kidd developed proficiency in Hakka and Mandarin during his time in Malacca as a missionary and a teacher, while Fearon had diplomatic experience in China before his academic appointments (Hú 2009: 13; Kwan 2011: 148; Kwan 2014: 38). Consequently, both Kidd and Fearon, with firsthand experience and an active knowledge of Chinese and its cultural context, were well-equipped to teach vernacular Chinese to British students. After Fearon’s departure, James Summers (1828–1891) became the third professor of Chinese in Britain, holding the position at King’s College London from 1852 to 1873 and serving as the only professor of Chinese in Britain for around two decades. Before his appointment, Summers had spent four years as a missionary in China. From 1854 to 1860, during the first six years of his tenure at King’s College London, Summers played an active role in the student interpreter programme, in collaboration with the British Foreign Office. Qualified graduates tutored by Summers were sent to China as interpreters (Kwan 2014: 41–42). His missionary experience in China and collaboration with the Foreign Office highlighted the pragmatic approach central to Summers’s teaching of Chinese.

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