214 ORIENTALISM With such a Tennysonian Palace of Art in mind, Curzon and Cromer were enthusiastic members together of a departmental committee formed in 1909 to press for the creation of a school of Orienial studies. Aside from remarking wistfully that had he known the vernacular he would have been helped during his “famine tours” in India, Curzon argued for Oriental studies as part of the British responsibility to the Orient. On September 27, 1909, he told the House of Lords that our familiarity, not merely with the languages of the people of the East but with their customs, their feetings, their traditions, their history and religion, our capacity to understand what may be called the genius of the East, is the sole basis upon which we are likely to be able to maintain in the future the position we have won, and no step that can be taken to strengthen that position can be considered undeserving of the attention of His Majesty’s Government or of a debate in the House of Lords. At a Mansion House conference on the subject five years later. Curzon finally dotted the i’s. Oriental studies were no intellectual luxury; they were, he said, a great Imperial obligation. In my view the creation of a school [of Oriental studies—later to become the London University School of Oriental and African Studies] like this in London is part of the necessary furniture of Empire. Those of us who, in one way or another, have spent a number of years in the East, who regard that as the happiest portion of our lives, and who think that the work that we did there, be it great or small, was the highest responsibility that can be placed upon the shoulders of Englishmen, feel that there is a gap in our national equipment which ought emphatically to be filled, and that those in the City of London who, by financial support or by any other form of active and practical assistance, take their part in filling that gap, will be rendering a patriotic duty to the Empire and promoting the cause and goodwill among mankind.” To a very great extent Curzon’s ideas about Oriental studies derive logically from a good century of British utilitarian administration of and philosophy about the Eastern colonies. The influence of Bentham and the Mills on British rule in the Orient (and India particularly) was considerable, and was effective in doing away with too much regulation and innovation; instead, as Eric Stokes has convincingly shown, utilitarianism combined with the legacies

Orientalism Now 215 of liberalism and evangelicalism as philosophies of British rule in the East stressed the rational importance of a strong executive armed with various legal and penal codes, a system of doctrines on such matters as frontiers and land rents, and everywhere an irreducible supervisory imperial authority."* The cornerstone of the whole system was a constantly refined knowledge of the Orient, so that as traditional societies hastened forward and became modern commercial societies, there would be no loss of paternal British control, and no loss of revenue either. However, when Curzon referred somewhat inelegantly to Oriental studies as “the necessary furniture of Empire,” he was putting into a static image the transactions by which Englishmen and natives conducted their business and kept their places. From the days of Sir William Jones the Orient had been both what Britain ruled and what Britain knew about it: the coincidence between geography, knowledge, and power, with Britain always in the master’s place, was complete. To have said, as Curzon once did, that “the East is a University in which the scholar never takes his degree” was.another way of saying that the East required one’s presence there more or less forever.’* But then there were the other European powers, France and Russia among them, that made the British presence always a (perhaps marginally) threatened one. Curzon was certainly aware that all the major Western powers felt towards the world as Britain did. The transformation of geography from “dull and pedantic”’— Curzon’s phrase for what had now dropped out of geography as an academic subject--into “the most cosmopolitan of all sciences” argued exactly that new Western and widespread predilection. Not for nothing did Curzon in 1912 tell the Geographical Society, of which he was president, that an absolute revolution has occurred, not merely in the manner and methods of teaching geography, but in the estimation in which it is held by public opinion. Nowadays we regard geographical knowledge as an essential part of knowledge in general. By the aid of geography, and in no other way, do we understand the action of great natural forces, the distribution of population, the growth of commerce, the expansion of frontiers, the development of States, the splendid achievements of human energy in its various manifestations. We recognize geography as the handmaid of history. . . . Geography, too, is a sister science to economics and politics; and