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Women and Empire
Though men played dominant roles in colonial territories, European women also worked as educators, missionaries, nurses, and housewives. What was life like for European women in the colonies?
1 | The Complete Indian Housekeeper & Cook, 1898. This book on household management described the domestic duties of the elite British woman (the “memsahib”) in colonial India. It was shot through with notions of racial difference and superiority. |
This book, it is hoped, will meet the very generally felt want for a practical guide to young housekeepers in India. A large proportion of English ladies in this country come to it newly married, to begin a new life, and take up new responsibilities under absolutely new conditions. . . .
The first duty of a mistress is, of course, to be able to give intelligible orders to her servants; therefore it is necessary she should learn to speak Hindustani. . . .
The second duty is obviously to insist on her orders being carried out. And here we come to the burning question, “how is this to be done?” . . . The secret lies in making rules, and keeping to them. The Indian servant is a child in everything save age, and should be treated as a child; that is to say, kindly, but with the greatest firmness. . . .
In their own experience the authors have found a system of rewards and punishments perfectly easy of attainment. One of them has for years adopted the plan of engaging her servants at so much a month — the lowest rate at which such service is obtainable — and so much extra as buksheesh [a tip or bribe], conditional on good service. . . .
We do not wish to advocate an unholy haughtiness; but an Indian household can no more be governed peacefully, without dignity and prestige, than an Indian empire.
2 | Elspeth Huxley, The Flame Trees of Thika, 1959. In her memoir, Elspeth Huxley described her childhood in British Kenya on the eve of the First World War. |
Juma [the family’s male Kenyan servant] had a patronizing air that [my mother] resented, and she doubted if he was showing enough respect. Those were the days when to lack respect was a more serious crime than to neglect a child, bewitch a man or steal a cow, and was generally punishable by beating. Indeed respect was the only protection available to Europeans who lived singly, or in scattered families, among thousands of Africans accustomed to constant warfare and armed with spears and poisoned arrows, but had themselves no barricades, and went about unarmed. This respect preserved them [the Europeans] like an invisible coat of mail, or a form of magic, and seldom failed; but it had to be very carefully guarded.
3 |
Arguments for “race mixing” in Germany’s African colonies. When Germans first claimed African colonies in the mid- |
Max Buchner, colonial bureaucrat
As for free social intercourse with the daughters of the country [African colonial subjects], it is to be seen as more helpful than harmful to health. The eternal feminine, also under dark skin, is an excellent charm against low spirits, to which one is so vulnerable in the solitude of Africa.
Carl Büttner, prominent missionary
Frau Kleinschmidt [the Nama-
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4 | Arguments against “race mixing” in Germany’s African colonies. After about 1900, colonial authorities tried to halt “race mixing” by condemning and outlawing interracial marriage and encouraging German women to move to colonial Africa. |
Paul Rohrbach, colonial bureaucrat
[German men are ruined by] keeping a filthy house with the lazy, ignorant, indolent, in a word barbaric and in almost every respect base colored wenches. [German men] for years and years have had no other contact with women besides this intercourse that is down-
Editorial, Hamburg News, 1912
The tolerance of mixed marriages would deeply degrade the prestige of the white race in Central Africa and would severely endanger the white women. Mixed marriages would then be permissible for white women as well, with native men. The white woman would thereby lose the only thing that offers her an unconditional protection from attacks in the colonies today, the respect of the colored.
Editorial, Usambara Post, 1912
The European woman alone can solve the problem [of race mixing]. Only she can accomplish something positive, all so-
5 |
Photograph of a British tea party in India, 1896 Class, race, and gender come together in this revealing photograph of an elite group of British colonists enjoying their tea, accompanied by Indian servants. The British “memsahib” at the center of the picture rests her feet on a tiger- |
6 | Timetable for the Christian Missionary Society Girl’s School, Ibadan, Nigeria, 1908. Nigerian schoolchildren learned Western domestic tasks at European missionary schools. |
5:00 A.M. | Prepare food, fetch water from river for baths, house, and kitchen |
6:15–7:00 | Quiet time and prayers |
7:00 | Domestic Work* |
8:00 | School |
12:00 P.M. | Dinner |
1:30 | School |
3:30 | Recreation |
4:00 | Domestic Work* |
6:00 | Supper |
7:15 | Home Lessons |
8:15 | Prayers |
Total time devoted to course work (including domestic subjects): 6 hours Total time devoted to domestic chores: 4 hours, 15 minutes |
ANALYZING THE EVIDENCE
PUTTING IT ALL TOGETHER
European women played a major role in the colonies during the era of New Imperialism. Using the sources above, along with what you have learned in class and in this chapter, write a short essay that describes their experience. How did women’s ideas about race and gender help define the relationship between European colonizers and their colonial subjects?
Sources: (1) F. A. Steel and G. Gardiner, The Complete Indian Housekeeper & Cook (London: Heinemann, 1898), pp. 1–4, 9; (2) Quoted in Margaret Strobel, European Women and the Second British Empire (Bloomington: Indiana University Press, 1991), p. 23; (3, 4) All quotes from Lora Wildenthal, German Women for Empire, 1884–1945 (Durham: Duke University Press, 2001), pp. 81, 86–87, 103, 120–121; (6) “Timetable” in LaRay Denzer, “Domestic Science Training in Colonial Yorubaland, Nigeria,” in African Encounters with Domesticity, ed. Karen Tranberg Hansen (New Brunswick: Rutgers University Press, 1992), p. 119.