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This book is a very interesting read, particularly looking at the development, or lack thereof, of Sinological studies in the UK, and the growth of Chinese collections in UK universities. It was a rather brief overview, given originally as a paper at a conference at the British Library, but as such is interesting, conversational and informative. It was rather depressing to see the state of affairs in the UK past and present. It really made me realise the great difference between studies here and in the states. It made me think that I’m probably doing the right thing career wise going into librarianship rather than attempting an academic career as there doesn’t seem to be that much support for Chinese historians, particularly early modern Chinese historians, within the UK. It also brought up the fact that I probably should have had more support during and after my degree than I got. I think there are people, myself included, who would be happy to be the next generation of scholars, but we just didn’t get the support or encouragement to manage that. The footnotes were particularly helpful will have to try and track down my own copy of it at some point.
Of course this is from the professor who when I told him I was interested in religion in pre-modern China did tell me it was hopeless to learn as I’d have to spend years living in a monastery to understand the complicated Chinese of the texts. Of course I feel that helping students along with the difficult language is part of the job of the university, particularly intelligent and focused students with a real desire for learning. (Or perhaps I’m a little bitter).
121 – I have seen plenty of bright students with the intellectual curiosity which Giles found so rare, but without exception they have despaired of any academic prospects and turned elsewhere: diplomacy, commerce or posts overseas. A whole generation of students has been lost to us for good, since they lack the qualifications needed in our age to return to university life…few younger persons are willing to face the risks of an academic career when a knowledge of Chinese can provide immediate rewards.”
Of course this is from the professor who when I told him I was interested in religion in pre-modern China did tell me it was hopeless to learn as I’d have to spend years living in a monastery to understand the complicated Chinese of the texts. Of course I feel that helping students along with the difficult language is part of the job of the university, particularly intelligent and focused students with a real desire for learning. (Or perhaps I’m a little bitter).