Foreigner for hire Evaluation of Jordon, language teacher, late Edo period to early Meiji period

Foreigner for hire Evaluation of Jordon, language teacher, late Edo period to early Meiji period

The case of Jordon, who was in charge of English language education at the Foreign Ministry's Language Institute, and was highly praised in a government document as a "student progress mo tori-hou," clearly shows how modern Japan regarded language education as a serious national issue. The focus of the evaluation was not on academic refinement, but on the improvement of language skills directly related to diplomatic practice.

From the end of the Edo period to the beginning of the Meiji era, Japan was faced with a lack of English language skills in all aspects of treaty negotiations, legation work, and the gathering of overseas information. A system that depended on foreigners for interpretation was fraught with the danger of mistranslations and information leaks, and always carried with it the possibility of losing control of foreign affairs. For this reason, the Ministry of Foreign Affairs' Language Institute was positioned not as a mere educational institution, but as the front line in the training of diplomats.

Jordon was in charge of English language education at this site. The reason his classes were so highly regarded was that they were not focused on grammar or reading comprehension, but rather on developing in a short period of time the ability to speak and understand documents in a way that would stand up to the demands of practical work. The expression "student progress mo torimou" is not an abstract compliment, but a very practical evaluation that indicates the students' growth as ready-to-work professionals.

It is noteworthy that this teacher evaluation is clearly stated as an internal document. Language teaching was recognized as a core element that would determine the success or failure of diplomacy, rather than a peripheral auxiliary task. Rather than relying on the talents of individual teachers, the system was designed to verify and record the results of education itself.

The assessment of Jordon, the hired foreigner, captures the moment when modern Japan began to realize "language" as a national weapon. As with armaments and treaties, language skills are the foundation of sovereignty, and the importance of the role played by foreign teachers in the process of institutionalizing their development can be quietly read from here.