Attempts to alter the balance between the Company’s two characters would only intensify in the decade-and-a-half after Wellesley’s departure (1805–20). Ideas about knowledge would continue to feature in these attempts. The Charter Act of 1813 tied the Company’s patronage of scholars to its collection of land revenue. Scholar-officials and their Indian collaborators, meanwhile, tailored their intellectual projects to the aim of territorial expansion. Overall, such expansion was encouraging engagement with Indian society and raising the prospect of involvement in Indian education. The Court of Directors was slow to embrace this prospect. But by the 1820s, the need for new ideas about knowledge could not be ignored any longer.

Taking as its case study a cluster of schools, libraries, and learned societies in Southeast Asia, this chapter considers the operation of nineteenth-century colonial cultural institutions on multiple scalar and conceptual levels. First, as local, regional, and transnational networks of people, enabling both bonding networks with local and regional institutions and bridging networks with metropolitan institutions. Second, as geographical nodes and/or centres of regional knowledge collection, production, and accumulation that extend and disseminate knowledge gathered in the colonies to metropoles and regional centres via cultural goods such as journals, publication exchanges, and printed works. And third, as perceived beacons attracting European and non-European knowledge producers and consumers within a global system of useful knowledge societies for the diffusion of moral and intellectual improvement. Focusing on the transmission of what Andrew Sartori has called a global ‘culture concept’, the chapter argues that these institutions were critical both to British expansionism in Southeast Asia and to the creation of Chinese and Malay counterpublics that opposed British cultural hegemony.