Impact of Imperialism on Socioeconomic Changes in 18th-19th Century Britain and Colonies, Exams of Nursing

Download Impact of Imperialism on Socioeconomic Changes in 18th-19th Century Britain and Colonies and more Exams Nursing in PDF only on Docsity! FINALS STUDY GUIDE FOR ANTHRO 2A LATEST UPDATE 2024 GUARANTEED SUCCESS Module 9 Video 28: Intro to Colonialism I. Macro & Local Levels of Social Analysis a. Looking at details and looking broadly b. Local: single society, what are they doing in this particular village or society? c. Macro: relations between societies, broader relationships, even globally i. Productions for global markets, colonialism, labor migration ii. Huge effect on what happens locally II. History of Current Global World a. Imperialism and Colonialism i. Imperialism: practice of running an empire (WHOLE practice of empire) 1. People society dominating other societies through conquest, forming a government to govern them, economic controls 2. Includes indirect controls ii. Colonialism: direct administration of conquered territory; special kind of imperialism; provide their own government 1. British conquered present-day India (colonialism); sent British officials to rule over them 2. Opium Wars (British vs. Chinese) = imperialism, not colonialism a. Dynasty still ruled over China b. Late 15th century: Western & Northern Europe i. Begin undergoing changes with relations to rest of world ii. They used to be the conquered ones; they were weaker iii. Conquered rest of the world and established regimes and colonialism c. Three Waves of Western Europe Imperialism i. “Discovery” of the New World (Americas) 1. Columbus did not discover, Native Americans lived here first 2. Spain, Portugal were taking over the world throughout 16th, and then other nations began to pick up 3. ^ United Provinces of Netherlands, Great Britain, France 4. Imperialism: similar model to former empires a. Turkish empires (Moors/Spain), Greeks, Romans B. Collected from people, enslaved them, take their land c. Colonists and ugly white people forced people to do this d. Military service included iv. Indirect Means 1. Taxes a. Charge taxes to government b. Forces people to work c. Taxes had to be paid in currency of colonial power 2. Take away people’s lands a. Take enough away so they don’t meet their various needs b. No choice but to work on plantations i. British Colonial Administration of Kenya 1. Took land to deprive local peoples and force them to work Video 29: Colonialism’s Impact upon the Colonized I. Impacts of Colonialism upon the Colonized a. Depopulation i. Populations collapsed 1. Due to disease A. N/S America & Pacific Islands where they did not have immunity to diseases known to Europe b. Smallpox, measles, influenza destroyed populations c. Most contagious before you even know you have the disease d. Native American Populations i. 15th century estimates: 50 million people ii. 1700: down to 5million people iii. Drop of 90% of people iv. Destruction of social order b. Wars of Conquest and Subjugation i. Resisting conquest by colonizers 1. Herero in German in Southwest Africa a. 19th century Germans came and took grazing land and left natives with poor land and poor cattle b. Herero Revolt in 1904 and pushed Germans out c. Sent 1500 Germans troops in response and retook the land d. 100,000 Herero people  20,000 by 1906 c. Genocide i. Systematically trying to kill of an entire collective of people (race) 1. Native Americans in California (1850s) 2. Agenda and mindset of white people = Manifest Destiny; believed that it was God’s plan to spread from East to West a. We give meanings to space (bar vs church) ii. The Frontier 1. Cultural ordering of space a. Frontier (West) vs East b. West = nature, East = culture c. West = chaos, East = order d. To sweep across country, had to transform west  and turn nature  culture e. To tame the Wild West, put roads, railway lane, bridges, get rid of vermin f. Native Americans are looked at part of the space that needs to be conquered, dehumanizing them 2. State of California a. Indian Bounty Hunters b. $10/scalp, $20/head c. US Fed Got reimbursed CA $1 million d. Men praised themselves for this and are probably in hell now d. Dispossession of Land 1. Did not think about long term issues iii. Damaged ecosystems, move from here to there to here to there iv. Nauru = phosphate mining for industrial use 1. German colony 2. Strip mining island 3. Forest  desert, all topsoil removed g. Undermining Local Traditions i. Placed local customs with their own cultural customs ii. Forbid native languages, religious institutions iii. Viewed as “progress” for white people, exploited the people Video 30: Anthropology and Colonialism I. Anthrax emerges in context of colonialism a. Sent anthropologists to go study the people they colonize b. Anthropologists empathize with people they live with and they made assumptions c. Anthological theory + connection with colonialism d. Anthrax is not coming to terms with this II. Anthropology Theory and Colonialism a. Deconstruction: deconstructing ideas analysis i. Criticized and pointed out limitations of earlier theories ii. Now we will analyze these theories as sociocultural forces in change and shaping the world iii. Where do ideas/theories come from? 1. Modes of thinking, rule of order, etc. iv. What do ideas/theories do? 1. Slavery and genocide motivated by theories such as scientific racism b. Scientific Racism i. How we have differences amongst our species ii. “Races” 1. Everything attributed to races 2. Sociocultural attributes also due to race (how smart you are political organizations, work ethic) 3. Rank ordered (superiority/inferiority) 4. All “inferiors” being colonized by Europeans 5. Dehumanization: failure to qualify for human rights a. Led to slavery institution 6. Enlightenment and 17th century  men guided by reason and science produce modern world, a world full of social progress, new forms of government, whole new order emerging  capitalism  talks about human rights a. Had to justify slavery… scientific racism helped this b. Then gave people rights to colonize and perform genocide and shit lie that c. Social Evolutionism i. Ranked people based on their progress of society 1. Ranks best to worst ii. Social Darwinism 1. Human societies are in conflict over resources, more fit societies will dominate lower societies (makes them superior) iii. Unilinear Evolution 1. Social attributes and society in certain stages 2. Process all societies going through a. Societies stuck in process of unilinear development = lower  diversity in societies 3. White Man’s Burden a. Other brothers stuck in society, white men have to go help them progress  colonialism is justified b. It’s a trick, but disguised their colonization as help d. Science  leads to change Herero Revolt Genocide The “Frontier” Reserves Indian Removal Act of 1830 Land Tenure - Privatization of Land v. Corporate Land Commodification: Alienable and Inalienable The Mahele Rubber Production in the Belgian Congo Phosphate Mining on Nauru Anthropological Theory & Colonialism - Scientific Racism - Unilinear Social Evolutionism - Social Darwinism Power and Representations Module 10 Imperialism & the Postcolonial World “Development” Intervention Philosophies Power & Representations Capitalist World System - Core, Semiperiphery, Periphery Globalist Kampung (Village) Adapt Islam Rural Malay Gender Constructions Gender & Authority in Village Homes Female Threats to Male Spiritual Purity Dangerous Places Spirits (Hanta) Stages of Woman’s Life Jana Time in the Kampung vs the Factory Tyranny of the Clock Fractured Day Education, Work - Differences between Sons and Daughters Changes in Authority in the Village Micro-Chip Factories in the FTZ - Attracting a Young Female Workforce - Reproduction of Patriarchy in the Factory - Unlimited Production Demands Discipline in the Factory v. the Kampung Worker Responses to Stress Spirit Possessions on the Shop Floor - in process of globalization, people continually make and remake culture as they assign their own meanings to the information, images, and products they receive from the outside -indigenization: process by which cultural items introduced from outside are modified to fit the local culture Diaspora: people who have spread out from an original, ancestral homeland have enlarged markets for media, communication, brands, and travel services targeted at specific ethnic, national, or religious groups that now live in various parts of the world Postmodernism in Anthropology: a style and movement in architecture that succeeded modernism, beginning in the 1970s - Postmodernity describes our time and situation: today’s world in flux, these people on the move who have learned to manage multiple identities depending on place and context - Postmodern refers to blurring and breakdown of established canons (rules or standards), categories, distinctions, and boundaries - Extends value globally and takes from many forms - Traditional standards are completely breaking down Video 31: Globalist - Broader relations connect all over the world - Partly due to colonial expansion - Process has established current global connections - Colonialism o World wars sucked a lot out of white people  decolonization o Has imperialism ended? (This is the broader term) I. Power Relations in the Post-Colonial and Post-Cold War World a. Has Domination ended? i. No- imperialism continues 1. Colonizers built infrastructure in colonies 2. Local lead controls now that infrastructure 3. But still funnels wealth to colonial power in some kind of way b. 1st World, 3rd world – 2nd world? 1. 1st world = USA, other 2. 3rd world = developing 3. 2nd world = former Communist nations a. Former Soviet Union, Eastern nations b. Vietnam c. People’s Republic of China d. Constituted a separate whole sphere e. Completely different economies than 1st world 4. Cold War Model 5. Does not reflect world now c. World Capitalist System: global system of economic and political relations in which capitalist relations of production and exchange dominate i. Three Tiers of Positions, one nation occupies a position 1. Core a. Industrialized, leading nations of the world b. UK, USA, Germany, France, Canada, Japan c. High standards of living d. Lots of influence in global political economy e. Lots of investment and machinery in process of production f. Diversified economics; advantage because good employment, revenue for taxes II. Globalist i. Space that already has interconnections to make it what it is ii. EX: Great Plains, different peoples 1. 19th century 2. Autonomous peoples 3. American armies went and conquered them all 4. Riding horses in 19th century  Spanish gave horses “new way” 5. Militarization in Native Americans 6. East Natives pushed out of Great Plains 7. Interlink ages connected to broader affairs a. Living in a world of global interlink ages that stretch into routine aspects of live i. Economic, social, cultural, political interlink age ii. Products have parts made in all over the world iii. Media is interconnected iv. Movies, music circulate in so many ways v. Dramas vi. People migrate all over the world vii. Interlink age is NOT new viii. Level of their integration has increased b. The Nation State – diminished importance? i. New forms operating in diff areas of world? ii. International Trade Agreements, Environmental Pacts iii. European Union 1. Sovereign nations in one block, one currency iv. Non-government organizations (NGOs) 1. People donate money to them 2. World Bank 3. Sierra Club 4. With various donors and they can spend money and influence policy in diff nations v. Multinational Corporations 1. Centers all over the world and marketing their goods everywhere 2. Move around internationally with purpose 3. Tremendous power in the world 4. Backlash: winners and many losers a. Factory workers, bad b. Rich people = good c. Globalist as an IDEA i. Affects IDENTITY 1. Tango Islander, Trobriander Islanders, small islanders ii. Imaginaries & Imagination Video 32: Capitalism 1. Dealing with representation of people in your heads based on what you know more money than we first paid for to profit - Then invest the extra money into stock to gain even more money - Goes into M  C  M again and again and again - End product is money and accumulating more money the guests gave last year  gains prestige - Those who donate also gain prestige Organization of Labor – what tasks must be done and who is going to do them? - Class organization - There are a small number of people that have vast stocks of capital and they make a living by investing and living off of it - But for the people who don’t have this, they have capacity to DO WORK - Labor power = bought and sold as commodity - Interesting cultural part of personhood here = you can take your - Labor is organized through KINSHIP - Relations plan who is growing yams for who - Yams: B-Z-H-W - Brother grows yams for sister to give to husband - Chief- commoners, chief talk to his clan and ask for them to produce his yams capacity to do work and sell it to someone else - This is a wage/salary Control of Means of Production - Private ownership - You own land and property - We privatize this and SHARES - Corporate control - Lineage owns the land, it’s not one person’s but a whole lineage II. Avoid Ye the Perils of Totalizing a. Totalizing: form of misrepresentation i. Taking one part of whole and using that to represent the whole b. EG: USA in early 21st century i. Capitalism is in America ii. Is capitalist logic the only logic governing our economic practices? iii. Have you given gifts? Does this fit in capitalism? Have to know how to do gifting in 21st century iv. Paying tribute? Taxes? Different logic than capitalism v. Multiple different ways of working and using things in economy 1. They intersect and affect each other 2. Christmas sales (gifts)  drive economy 3. Charities vi. Concern ourselves with philanthropy 1. Non-profit organizations (Bill Gates) c. Socioeconomic orders are multi-centric i. Even in the same society ii. When analyzing, take into account Video 33: Intro to Malaysia I. Global Expansion of Industrial Capitalism a. First in Great Britain in late 18th early 19th centuries i. Then to Western Europe, North America, Japan b. Imperialism spreads capitalism all around the world c. Accompanying changes i. Huge social shift d. much taken for granted, but no more natural than any socioeconomic order e. must produce capitalist workers i. no one comes just ready to work 7. Multinational Corporations (MNCs) a. Activities are far flung across many nations across the world b. Factories all over the world making their stuff 8. Trends in global economy a. Routinized manufacturing in periphery and semi-periphery because lower wages rather than CORE b. Moving from places like US  China 9. Competition among 3rd World Nations for investment a. Encourage multinational corporations to come and build their infrastructure b. Make situation look more attractive in their country i. Free Trade Zones 1. Labor laws, minimum wage laws, but we’ll RELAX it for you if you build here c. Creating a Capitalist Work Force in Malaysia i. Free Trade Zones ii. Multinational Electronics Corporations 1. To build factories for microchips for computers 2. Hiring women from surrounding villages 3. First gen – do not have experience working in factories 4. Having to PRODUCE capitalist worker = proletarianization: changing these women to think like a capitalist worker a. Clocking in, taking 15min strict breaks, taking a lunch, going home after clocking out b. Staying focused on task c. Use various forms of discipline to turn village women  efficient industrial workers d. “Capitalist Discipline” – referring to a kind of power or energy form operating through technology to make this happen e. People become cogs in the machine 5. But… unforeseen consequences a. World is inhabited by HANTU, demons that will spiritually possess you and do horrible things in jungle b. Factory in places in jungle with HANTU, are the Hanta still there? c. Women working a lot, headaches, home chores  nervous breakdown  “Hanta”  women get scared and run out of the factory… they won’t come back until you perform exorcism ritual d. “spirit possessions” in factories  constant shamans around d. Interpreting Spirit Possession i. Aiwa On: spirit possession is a sociocultural practice (analyzing in anthropological way) 1. What are these women trying to say? 2. And why say it in this way? 3. Taking a holistic approach, connecting to broader contexts a. Village life – where women come from, gender constructs b. Effect of young single women working for wages on pre- existing patterns of male authority (where men make decisions) c. Organization of factories, how issues connect to corporate headquarters and whatever d. Why the very negative public opinion of women factory workers i. Women are morally deficient? Video 34: Malay Village Life I. Interpreting Spirit Possession a. What are women saying about pressures and tensions in their lives and why? II. Village, Family Life, and Gender a. Kampung Life: two cultural sources i. Adapt: older cultural order ii. Islam: Muslim merchants from India introduce Islam iii. Both parts of village life c. Goes with other women in village 5. Divorced or widowed women (Jada) a. Most dangerous woman of all b. NOT under male authority c. Negative opinions are held about these women d. Jana: lies outside Villager cultural categories i. We don’t like things that don’t fit in our categories ii. Shows categories are arbitrary, we don’t like to recognize this iii. Elderly Woman 1. No longer threat to men 2. Spiritually strong, can’t be possessed 3. Less subject to discipline 4. Much respect and authority in family III. Time in Village and Factory a. Time: cultural construct i. We think of it as a linear construct; moments are gone forever ii. Moral dimension to time; productivity can make us feel guilty iii. Progression = view of time iv. Cyclical version of time: morning  evening over and over again b. Time in the village i. Time is passed, not spent ii. No rigid schedule iii. Time flows with rhythm of prayers, chores, activities iv. Socializing and work are seamless parts of daily experience 1. Not separate things 2. Two sisters doing dishes and talking 3. He who is in a hurry is morally suspect c. Time in the Factory i. Clock regulates the day ii. Now in a linear fashion iii. Now time is SPENT, time is money iv. Factory schedules for women factory workers 1. Constantly changing work shifts 2. Body doesn’t get used to a particular routine 3. Source of stress for women v. “fractured day”: social time and work time are SEPARATE IV. School, Work, & Young Women a. Boys and girls in Village Schools i. Elementary school – girls > boys ii. Secondary School – boys > girls because girls are given household chores b. Different expectations for Sons and Daughters i. Sons 1. Government job = great job 2. Desired for sons to do this 3. Do well in school 4. Will put up with periods of unemployment ii. Daughters 1. In recent past – marry & start families 2. New and unprecedented opportunity – factory employment a. Seen as temporary period for daughters b. Extra money for a few years and then raise families c. Convergence of many interests i. Multinational corporations looking for cheap labor ii. Nation wants to industrialize iii. Families want the extra money iv.  single women leave village and contribute c. Changes at home and in village i. Working daughters bring income in household ii. People don’t possess power; it’s just a relationship that works to accomplish something b. Power of Surveillance i. Eye is watching you ii. Women working in shop floor iii. SUPERVISORS, men walking around and watching women iv. Supposed to get as many quality microchips as possible v. Two-way mirrors, where you can see through one side, but it’s a mirror on the other side 1. You never know if someone is looking through it or not 2. Women modify behavior due to mirror AND supervisor vi. Glass doesn’t hold power; it is part of machinery for how power of surveillance works vii. Effort to reproduce patriarchal powers in factory viii. The eye is always watching 1. And it is a MALE eye c. Tyranny of the Clock i. Clock on the wall is an apparatus or device regulating workers ii. It controls the workers’ schedules iii. Fractured day 1. Sets up day 2. While in village, it’s a seamless web 3. Social time vs work time is separated now d. Discipline targets the actual body i. Clock – where can the body be and what can it be doing? ii. Can’t be slouched over, sit straight iii. Put uniforms over heavy clothing iv. Body itself becomes part of the discipline v. Goal = docile bodies to get stuff done who just goes along with the flow e. Responses to Stress of Capitalist Discipline i. 2 shifts = factory and then home chores ii. Crying = response iii. “accidents” 1. Microscope fell and broke oops 2. Message? She struck one back to her mean manager 3. Challenge to power? iv. Requests to go to restroom or prayer hall 1. Verge on nervous breakdown 2. Out from under the male eye and surveillance 3. Young woman = spiritually weak, vulnerable to hanta 4. THIS IS WHERE SPIRIT POSSESSIONS OCCUR!! II. Bio politics in 3rd World “Development” a. Development = problematic term b. Political meaning: think more generally of the definition, not just a government i. Meaning: assumptions, contestations, and relations pertaining to power assumptions 1. Relations = who gets to make decisions? ii. Beliefs of various kinds pertaining to power assumptions c. Race, gender, and biological determinism in multinational microchip assembly plants i. Microchip companies prefer to hire women ii. How does corps rationalize their use of 3rd world women? Or exploit them… iii. Draw upon gendered imagery and naturalize it as fixed in female biology 1. Create a cultural construction and reach into history to mold a particular image 2. Oriental Female body: cultural construction a. By virtue of their bodies, they’re perfect for the job b. Women have dexterous, nimble fingers a. Divorced or widowed women with no male protection; outside categories c. Workers responses to negative public opinion i. Become hyper-Islamic 1. Become epitome of a good Muslim Malay woman ii. Self-regulating 1. Modifying their OWN behavior iii. Extreme expectations of Malay-Moslem Female 1. Spiritually weak and subject to spirit possession! 2. Another piece of puzzle that funnel women into spirit possession II. Hegemony and Resistance a. Hegemony i. Hegemony: state of affairs, condition where power relations are accepted by people in society 1. Natural conditions that cannot be altered 2. When such a state is accepted and necessary 3. Social relation and power relations continue generation after generation 4. Social order also has to be reproduced as humans reproduce b. Discourse i. Communicated message about proof and what is true ii. Conversation about truth iii. Some discourses might be hegemonic 1. Some statement about truth that supports status quo  social reproduction 2. EG: divine right of kings in Europe a. In heaven, there’s God and angels and lower b. Hierarchy on earth = mirrors heavenly hierarchy c. God put the King in power d. This is a holy order mandated by God e. This message is communicated f. Son of king = next king g. Coronation = special ritual h. Highest ranking church official placed crown on prince’s head i. If you believe all that, you will likely follow laws and pay taxes and follows along with power relationships j. What is to prevent poor people from revolting? The hegemonic discourse k. Hegemony is never entirely complete, there are always alternative beliefs iv. Counter-hegemonic discourse 1. Revolutionary Discourse a. French Revolution turned monarchy  republic b. Hegemonic broken down c. Rebellion = risky and dangerous, people aren’t always willing to challenge the power in society 2. When resistance goes “underground” a. Public transcript and hidden transcript i. Public transcript: what is demonstrated in front of agents and powerful people? ii. Hidden transcript: secret, alternative vision of the world iii. EG: American South, slaves for cotton 1. White people thought they gave religion to the black people and saved them 2. Slaves sang songs from Bible from what they learned 3. Sang about Exodus, when Israel was led out of slavery to freedom (hidden message here that God doesn’t want slavery) b. Not visible to the power figures, but keeps the vision alive III. Cultural Expression of Resistance a. General pic: Malaysian female factory workers under considerable pressure i. Dreadful conditions  organized strike and fight back • Research and Economic Cycles - PMS & Menstruation • Menstruation in Cross Cultural Perspective - Ivory Coast - Yurok • Discipline in Work Place • Discipline in the Home • PMS & Gender Roles • PMS: Flaws of Women or of Society? • Spirit Possession and PMS as Resistance Video 37: Bio-power & Gender LAST VIDEO I. Bio politics of Gender a. Bio politics/Bio power i. Includes power and how we think about bodies ii. Taking societal mindsets and hierarchal relations and inscribing it onto bodies and its abilities 1. What can certain bodies do, how can they think, who is working for who iii. Think of the body as a locus of control 1. Foot binding in China 2. Wrapping women’s feet, inhibits women’s mobility and keeps her in domestic space a. Actions on bodies  social stuff iv. Ways of thinking about bodies 1. Foot binding was desirable 2. Scientific racism = hierarchal relations of superiority and inferiority a. Made African bodies not really humans b. Reproducing hegemonies of gender i. Hegemony and discourse 1. Social reproduction 2. Discourse = message, statement of truth 3. Gender discourse ii. Cult of Invalidism 1. Invalidism = state of being sick all the time 2. 18th and 19th century, belief that women had limit strength and energies a. Women were will b. Fashionable for women to be bed ridden often c. If work too hard  women could die d. Medical doctors even supported this notion e. Education was dangerous to a women, the stress could kill her f. Decreases a woman’s opportunities g. Discourse upheld these power relations h. Differences between men and women i. Layers of meanings between these differences ii. Does the biology really go that deep or did we place that? iii. How much is biology and how much is learned from society? It’s hard to differentiate this iii. Engendering Youth 1. Ex: need to know gender before decorating and base it on that 2. Males, females, and math a. Who’s better? Usually boys are believed to be better b. Barbie dolls: “I like to shop”, “math is hard” and girls naturalize this c. Parental expectations i. Girls = easier if failing math, boys = harder on them if failing… this isn’t really true anymore loll d. “self-fulfilling prophecy” c. Emily Martin does the math and makes the conclusion yourself d. Fertilization i. Egg + sperm get together ii. Eggs “behave” in classically “feminine” ways 1. Egg is awaiting rescue, needs sperm to save it iii. Sperm “behaves” in classically masculine ways 1. “hunting”, “aggressive” iv. But actual biological data 1. Sperm: lateral thrust of tail is 10 xs great than forward thrust, goes sideways and bumps into everything, it’s mindless 2. Egg: much more complex a. Has special adhesive molecules that penetrates special proteins on sperms outer coat b. It is really the one who finds the sperm 3. Common biochemical process in body a. Receptor and ligand (lock and key mechanism) b. Receptor = lock, ligand = key c. But ligand = key, sperm = receptor d. Would reverse gender stereotypes e. Biologists invent new terms: “ZP3” and “egg binding protein”, shuffled around interpretation III. PMS- Premenstrual Syndrome a. What is PMS? i. Described as an “illness” ii. Hormonal imbalances during menstrual cycle 1. Lack of progesterone, excess estrogen and prolactin 2. Lose ability to concentrate and irritability iii. Inhibiting a woman’s performance of roles/duties? 1. Rationale for excluding women from social positions a. Mg what if a woman is president and gets all mad while Passing b. But cross-cultural variation in a woman’s experience of symptoms of PMS i. Symptoms = very different ii. BEng of Ivory Coast, West Africa 1. Women excused from all kinds of work 2. Look forward to before their period 3. Makes it seem like a norm!  iii. Yurok: Native Americans of N. California 1. Woman was at peak of introspective power right before her period 2. Wise woman!! c. Emily Martin i. How does society construct the conditions under which these hormonal changes are experienced & how we interpret them? ii. Medical anthropology d. PMS in US i. Medical Science shifting conclusions of PMS on woman’s performance of employed work ii. 1930’s low employment, wanted to keep women out of labor force  1940s needed workers for WAR and then all of sudden PMS isn’t a problem anymore  1950s men want jobs back iii. 2000s?? women all over workforce now iv. Martin’s analysis 1. Targets of PMS breakdowns a. Husband, children – family, NOT workplace b. Maintaining regimes of discipline in home i. Someone has to regulate things at home ii. Part of order of having a proper household iii. This responsibility fell on the wife usually v. Resistance 1. Not conscious deliberate thing