A DOLL’S HOUSE

CRITICAL OVERVIEW

The Playwright

Henrik Ibsen, Norway’s preeminent dramatist, is considered a realist,

dealing objectively with the problems confronting everyday people and looking at
these problems without the distortions of romanticism. Ibsen was certainly a
prolific dramatist; his career as a playwright lasted from 1851 until his death in
1906. Many of Ibsen’s plays were written during a period of nearly 30 years when
he lived and worked primarily in Italy and Germany. This long exposure to
different European cultures infuses his work with a sense of the universal.
Ibsen returned to Christiania (now known as Oslo) in 1891, and he lived there
until his death.
Early in his career, he combined his love for poetry with his interest in
drama, writing poetic dramas. Peer Gynt is the most notable play from this early
period. Its fame has been cemented by the incidental music composed for it by
Edvard Grieg, a fellow Norwegian. Ibsen’s middle career, during which he wrote
his most famous plays (including A Doll’s House), showed his discomfort with
and disapproval of the empty social traditions that limited mankind’s
success.
One major theme of this period was the negative effect of treating
women primarily as social ornaments or vessels. Ibsen came to believe that
women should have equal rights with men and that, in fact, women had the
potential to reform social institutions and create a better world. The final phase of
Ibsen’s work emphasizes the use of symbolism; The Master Builder is an
example of his work from this period.
Ibsen’s gravestone is carved with a hand holding a hammer. For many
critics, this symbolizes Ibsen’s role in tearing down old dramatic forms and
subjects and rebuilding the theater with new norms and topics. Yet this
summation narrows the understanding of Ibsen, who was a poet as well as a
playwright, and who wrote historical dramas, satire, work with supernatural
overtones, and symbolic plays as well as A Doll’s House and Hedda Gabler, two
plays that shine a sharp light on the limited role allowed to women in Ibsen’s day.
Critics often cite Ibsen as the father of modern drama because of his
willingness to tackle social questions from the role of women to the negative role
of social conventions (Ghosts) to social divisions themselves (An Enemy of the
People).
Like Shakespeare in Hamlet, Ibsen emphasized character over plot. He
recognized the power of psychological tension, both within a single
character and between two characters. Ibsen’s use of psychological tension is
amply illustrated in A Doll’s House, and tracing the psychological shifts of the
major characters is one way of understanding the play.
Born to a middle-class family whose economic stability was threatened
during his childhood, Ibsen used A Doll’s House as one vehicle for
questioning the importance—and the tyranny—of wealth. This play comes
from Ibsen’s middle period, when his most radical ideas were presented.

Reading a Play

As a genre, drama has particular characteristics and structural components

that differ from those of novels, poetry, or nonfiction. Unlike other genres, plays
are written in dialogue and intended for performance. Understanding the
conventions and earmarks of dramatic writing can help the reader appreciate the
playwright’s intent, pick up clues to the characters’ inner workings, and make
inferences about what is to follow.

Plot

In its simplest terms, the plot is the story line of a play. However, a plot is never a
collection of random incidents strung together; instead, it is a carefully selected
series of incidents (actions) that are presented in an order that is designed to
create—and then resolve—a conflict. The ordering of the incidents can be as
important as the incidents themselves. In a play, the incidents are almost
never told in the order in which they occurred. Even in a history play, the
events can be told from several perspectives so that some characters know
certain facts before others do.

In A Doll’s House, Ibsen presents surface incidents in a straightforward,

chronological manner. However, he uses his characters to reveal important
information about earlier incidents. These revelations build tension in the
play because some characters obtain information that others do not have, and
that information changes the dynamics of the play.

Conflict

A play exists to present a conflict—an opposition between two forces—and then

to show how that opposition is resolved. When the conflict is between a character
and another character or force of nature, it is called an external conflict. In A
Doll’s House, the central conflict is between two characters, Torvald Helmer
and his wife Nora, so this play revolves around an external conflict. Internal
conflict occurs when the struggle takes place primarily within a single person;
such a play is often called a psychological conflict.

A Doll’s House, like many memorable plays, combines a dominant external

conflict with the internal conflict of one or more characters. There is little in
the surface action of A Doll’s House to indicate Nora’s internal conflict, but the
play’s ending is based on her psychological development in the course of
the play. Helmer, who has neither engaged in internal conflict of his own nor
observed the changes in Nora, is stunned by the end of the play.
Exposition

No play can be comprised purely of conflict, however. Some speeches, incidents,

or scenes are included to give additional dimension to explain background
information that will have an effect on character development, relationships
among the characters, or the progress of the plot. Such material is called
exposition. In many earlier plays, from the classics of Greek drama through
Shakespeare, a chorus or character gives an initial speech that is almost an
orientation. Ibsen, however, took a more subtle approach, and he was one of
the first playwrights to weave the exposition into the drama itself. In this
way, he challenged his audience to understand—almost to participate in—
the gradual rise of tension in the conflict.

In A Doll’s House, the exposition occurs in several scenes, from Mrs. Linde’s
comments on Nora’s youthful reputation as a spendthrift to Helmer’s revelations
about Nora’s father and his character to the nursemaid’s acknowledgment that
she raised Nora after placing her own child out for adoption. Other scenes of
exposition include the gradual building of background on Mrs. Linde’s life,
Krogstad’s earlier struggles, and their previous relationship.

Characters

The main character in a play is called the protagonist; the opposing character is
the antagonist. While the protagonist can be a hero, many—in fact, most—
protagonists are far from heroic. Hamlet, for example, lacks the leadership
qualities of a hero, but he is the protagonist in Shakespeare’s play. Similarly, the
antagonist can have many positive qualities, but in the play, the antagonist’s role
is to oppose the protagonist.

Characters in a play are developed to different levels. Some are fully formed
characters with an interior life; these are round characters. In contrast, flat
characters have limited personalities and offer the audience little real interest.
The role of a flat character is to participate in incidents that move the
action forward or to behave in a predictable way that moves another
character to change.

When a character does grow or change, he or she is said to be a dynamic

character; it is more likely that a round character will also be a dynamic
character, but this is not a requirement. In A Doll’s House, Nora is the
outstanding example of the dynamic character. However, Ibsen has also
infused two lesser characters, Mrs. Linde and Krogstad, with the ability to
change. By peopling the play with more than one dynamic character, Ibsen
has added depth and verisimilitude to his work. The reader should
understand that characters other than the protagonist and antagonist can be
dynamic characters.

A flat character, by definition, is limited in the ability to change or grow. Thus

most flat characters are also static characters, meaning that they stay the same,
developmentally, throughout the play. In A Doll’s House, Helmer is a static
character. In fact, it is his very inability to change that forces Nora into her
shocking decision. Yet Helmer is also the antagonist, taking a central role
in the play.

In addition to round and flat characters and to dynamic and static characters,
plays can also be peopled by stock characters. These are almost like a mass-
produced item that is kept in stock in a store: you know exactly what you are
buying. A stock character is a stereotype, manifesting universal
characteristics. Thus, the dumb blonde could be a stock character, as could the
belligerent cop, the whining brat, the prejudiced Southerner. In the case of A
Doll’s House, the nursemaid - loyal, patient, supportive - is a stock
character.

Often, a stock, flat, or static character is used as a foil for a more highly
developed character. In this case, the less developed character is used as a
point of contrast in which a dynamic character’s growth is made more noticeable
by the sameness of the foil.

In A Doll’s House, Ibsen creates a traditional society in which a theater-goer of

his day might expect the husband to be the dominant character, taking the role of
protagonist. However, the playwright’s purpose in writing this play was to
advance his own belief that society at large could not afford to overlook the talent
and drive of half its members: that is, of women. By making Nora a more
nuanced and dynamic character than Helmer, and by making her the
protagonist, Ibsen was notifying his audience that things were not all as
traditional as they seemed in the Helmer household. The play’s lasting
interest owes much to Ibsen’s skill in mixing round and flat characters, his
inclusion of static characters and bits of stereotypes, all of which contrast
with the dynamism that builds Nora’s character.

Ibsen uses the notion of the foil to good effect in Act III, where two fairly flat
characters, Mrs. Linde and Krogstad, decide to band together in hopes of
growing into the fuller selves each dreams of becoming. This development raises
questions of whether a marriage of two people who recognize their faults can
thrive and whether banding together will actually help them overcome those very
faults. The contrast between their decision and the sterility of the Helmer
marriage is a strong point of interest in the play, especially given Helmer’s
absolute inability to change his understanding of Nora.

Symbolism
Although A Doll’s House is a firmly realistic play, it uses strong visual symbolism
to convey its points. The delivery of the Christmas tree and the revelation of
Nora’s efforts to decorate for Christmas in the previous year symbolize the
importance of appearances in the household. The tree itself is an ornament,
just as Nora comes to see herself as an ornament in the home. Later in the play,
Nora’s changes of clothing take on symbolic importance. Her dress for the fancy-
dress ball is all about appearances and unreality, for this is a costume to cover
up her worries. When Nora changes into everyday clothes at the end of the play,
she is symbolizing her new life of plainness, reality, and work. The repeated
references to the letter box are important because they remind the reader that
Nora is locked out of the business transactions of the house, having no key to the
mailbox.

The monologue

A monologue is a sustained speech by a single character. In a monologue (or

soliloquy), the character reveals something of his or her inner workings, allowing
the audience or the reader to understand more about the character’s motivations,
psychology, or constraints. Perhaps the most famous monologue is Hamlet’s
soliloquy in Act III, Scene 1, which starts “To be, or not to be.” In A Doll’s House,
both Helmer and Nora have monologues in Act III, and they explain their world
views in these speeches.

The Well-Made Play: Structural Elements

Many of the plays from Ibsen’s early and middle periods, including A Doll’s
House, follow the conventions of the “well-made play.” This was a term used by
the influential French playwright Eugène Scribe (1791-1861) to describe a play
with the following elements:

• A very tight plot that typically revolves around a missing element—

letters, a lost or stolen document, an absent person.
• Subplots that are related to the missing element and add tension to the
work. These subplots do not have to be substantial, and they often involve
revelation of information, that is, who knows what at any given time in the
story.
• A climax or scene of revelation, in which the missing element is revealed.
This scene often saves the hero of the play from ruin or embarrassment.
• A dénouement, or closing scene, in which explanations are supplied to
resolve all the earlier questions or mysteries in the play. This scene,
according to Scribe, is to follow very soon after the climax. In French, the
word dénouement means “untying,” so the term suggests unraveling
all the knotted conditions or circumstances on which the initial problems—
and the plot—were based.
After Scribe’s death, his ideas continued to be highly influential. Gustav Freytag,
a German critic, developed an illustration in the form of a triangle to describe the
elements in Scribe’s well-made play. Freytag’s pyramid was designed with the
five-act play in mind, and it includes the following elements:

• The pyramid itself is in the form of an equilateral triangle; the left leg is
the inciting moment, the standing point is the climax, and the right leg
represents the last suspense, the point at which the dénouement begins.
• The left leg of the pyramid is built on the inciting moment, that is, the
incident that begins the real movement of the play. This is not necessarily
the first incident of a play (such as the opening of a door or the
introduction of the early characters). Instead, it will be the first incident that
introduces elements of conflict, passion, or mystery.
• A line from the inciting moment to the climax encompasses all the rising
action, that is, all the incidents that add either exposition or complication to
the plot. In this sense, exposition is additional information, as when the
reader learns that Nora has borrowed a significant amount of money
without her husband’s knowledge. Complication ensues when a character
or incident makes the action more urgent or more delicate; for example,
the introduction of Krogstad is a complication.
• The climax is the crisis-point of the play—the moment of revelation
toward which the rising action has been moving.
• After the climax, incidents are considered falling action, as they fall away
from the high point along a line from the climax to the moment of last
suspense. However, life is untidy, and additional crises can arise, so the
falling action can include reversals and even a catastrophe.
• While Freytag’s pyramid shows the moment of last suspense as the end
of the play, Scribe used the term dénouement to point out that
explanations often follow the last bit of suspense in a play. Other critics
use the term resolution for the closing action of the play, in which the
conflict is resolved for good or ill.

Interestingly, however, as Ibsen’s work matured in the middle period, he began to

experiment with form as well as subject. While he tackled the traditional social
structures of his day, Ibsen also showed increasing independence from the
established form of the “well-made play.” A Doll’s House has several elements of
the “well-made play,” but it also departs from this model in important respects.
Chief among these is the closing structure of the play. In terms of the “well-
made play,” the climax, which is the revelation of Nora’s fraud in obtaining a loan
and Helmer’s reaction to that news, would be followed by the expected ending of
Nora’s submission to Helmer. However, the play has a longer dénouement,
with an ending that shocked audiences in Ibsen’s day. The nontraditional
resolution is Nora’s startling decision to leave husband and home in order
to find herself.
The Use of Irony in Drama

One method of adding depth and dimension to a character in a play is through

the use of irony. Several forms of irony can be employed in a single play,
and they can achieve different ends, but they all serve to point out a gap
between reality and appearance.

In A Doll’s House, Ibsen relies primarily on irony, which occurs when the reality
of the situation is not what appears on the surface. The gap may be apparent to
the audience, but not to the characters (dramatic irony), or the irony may be
recognized by one character but not by another (situational irony). In Act III of A
Doll’s House, Helmer says, “Do you know, Nora, I have often wished that you
might be threatened by some great danger, so that I might risk my life’s blood,
and everything, for your sake” (p. 71). In this example of situational and dramatic
irony, Helmer actually is in such a situation; both Nora and the audience know it,
but he does not.

Verbal irony occurs when a character makes a comment that is heard one way
but meant another. In Act III, after reading Krogstad’s letter, Helmer asks if Nora
understands what she has done. She answers, “Yes, now I am beginning to
understand thoroughly.” (p. 72) Helmer hears this as a simple acknowledgment
that she knows what she has done wrong in committing a fraud, but Nora is
saying—and the audience is hearing—her admission that she is beginning to see
how wrong she has been to be beholden to Helmer for eight years. This can also
be viewed as a form of dramatic irony.

Irony is often used to foreshadow other events in a play. In Act I, for

example, Mrs. Linde says that Nora “. . . knows so little of the burdens and
troubles of life.” This is an example of verbal irony because Nora does, in fact,
know quite a bit about hardness in life. The comment is also important because it
foreshadows other events, in which Nora will learn much more about life’s
difficulties.

The social context of A Doll’s House

A Doll’s House was published in 1879. Ibsen was still living in Europe on his long
self-imposed exile when he wrote this play, but he was very closely attuned to
social developments in his native Norway as well as to the mores in the rest of
the continent. The European social norms at this time were still largely influenced
by England, the dominant political and military power. Queen Victoria set a
standard of middle-class propriety, with social life tending to be based in the
home, the family unit held up as an ideal, and men—in spite of Victoria’s own
gender—being held up as the superior being in a household. Popular art and
literature extolled the calm household under the benign authority of the male. For
example, consider the royal portraits by Franz Winterhalter, which idealized the
domestic life of Victoria and her husband, Prince Albert.
In contrast to the surface picture of happiness and prosperity, however,
challenges to the established concept were being published, although they were
considered shocking, even radical. Charles Dickens was writing novels that
exposed the bare and brutal underside of Victorian life, with its disregard of the
poor, blatant class inequities, grinding exploitation of those who were relegated
to domestic service and manual labor because of their lack of educational
access, and heartbreak brought into homes by alcohol, poverty, and abuse.
These trends were echoed across Europe and in the United States. By living in
Spain, Italy, and Germany, Ibsen was exposed to these social norms and
tensions to a much greater extent than he would have been had he remained
solely in Norway.

Women did not have the right to vote during this period. In Great Britain, the first
resolution proposing that women be empowered to vote was introduced to
Parliament in 1851. While this effort failed, social critics began to think and write
about the penalty society paid when only half of its members participate fully as
voting citizens. John Stuart Mill, an influential English social critic, published
Subjection of Women in 1869—ten years before Ibsen published A Doll’s House.
A second bill proposing women’s suffrage in Great Britain was introduced in
Parliament in 1870. Political action leagues took up the cause, and women
sought newspaper coverage as one way of achieving their aims.

This strategy put the debate about women’s roles and rights in the mainstream of
daily life and spread the discussion into novels and plays. In fact, this debate
went on for many years; women gained the right to vote in Norway in 1913, with
Norway and Finland being the first countries to extend this right. Suffrage was
extended to women over the age of 30 after the First World War in Great Britain
and revised to be the same as for men in 1928. In the United States, women
were granted the right to vote by the Nineteenth Amendment to the Constitution
in 1920.

Although voting rights were perhaps the most prominent index of women’s place
in society, other social reforms were also the subject of debate. These included
property rights, the role of women in the workplace, and access to education.

A Doll’s House and trends in literary criticism

Ibsen was living in Europe when he wrote A Doll’s House; it was published in
1879. While social critics, such as John Stuart Mill, were writing and speaking for
an expanded role for women (Mill’s Subjection of Women was published in
1869), the movement for women’s suffrage was not yet a robust one, and women
had a very narrow role in society. In many countries, as in Norway, they could not
borrow money; in many places, women could not even own property. Instead,
they were often treated as property rather than as people. Middle and upper-
class women were generally educated at home if at all, and they were not
prepared for careers.

Literary critics were, by and large, not social critics, and they tended to accept
the status quo for women. Thus, when A Doll’s House was published, it was
regarded as quite a radical work because of the inversion of the social order that
occurs in the play. More recently, however, feminist criticism has emerged as a
new way of looking at literary works. Beginning in the 1970s, a number of female
critics have argued for a reexamination of literary works with the goal of gaining
insights into the evolving role of women and understanding how both women and
men have used women in literature to further certain points of view.

In the world of feminist criticism, Henrik Ibsen demands close study for his use of
women as protagonists and fully formed characters. Nora Helmer and other
women created by Ibsen were intended to drive home the point that no
society can flourish if half its members are in bondage. Ibsen’s full
development of Nora, as contrasted with his limited treatment of Helmer, is
designed in part to bolster the argument that women should be full participants in
society. Nora’s radical decision at the end of the play is intended to argue
that a woman can be a better wife and mother if she is fully actualized—that
is, if her own intellectual and emotional needs are met in the process.