Alongside the men, the ‘implied reader’ is Mrs. Hale. According to Raman Seldon et al we can categorise her as the ‘actual reader’ she ‘receives certain mental images in the process of reading’, but the images also depend on her ‘existing stock of experience’, in this case her understanding of what it is to be a woman in her time.
Referring to Judith Fetterley’s notion of the resisting reader, Sara Mills argues that ‘although texts may address us as males, we as females can construct a
space of reading which resists the dominant reading’. Mrs. Hale resists the dominant reading and participates in a feminine reading of the text; this enables her to read the scene from a female perspective. Mrs. Peters reads the text both as a man and as a woman, although she only appears to do this at a subconscious level. She is the sheriffs’ wife; therefore, she has a stricter gender role to adhere to, her role of wife has almost obscured her natural femininity.
Sara Mills describes the gendered reading of a text as ‘one whereby the reader comes to the process of reading with a framework of expectations which are determined by her gender, and she interacts with elements in a text in a gendered way’. Mrs. Hale defines her gender role in comparison with Mrs. Wright when talking about Minnie she says ‘she didn’t even belong to ladies aid’ she accepts that they are both farmers’ wives and that Minnie never fully embraced that gender role. Minnie did not get involved with other women or with organisations that would have given her freedom. The quote implies that it was the least she could have done, Mrs. Hale does however empathise with Minnie influencing Mrs. Peters to do the same.
Raman Seldon et al state ‘the act of interpretation is possible because the text allows the reader access to the author’s consciousness,’ this allows the reader to think and feel what the author does.
This is a significant point, the men in the play try to interpret Mrs. Wright’s manner but are unable to come to any conclusions, when the women discover the untidy sewing they are able make assumptions about her mood and state of mind, they can identify with her as a woman and as a wife.
Sara Mills states that ‘the reader is subject to many discursive pressures which lead her to read in particular ways.’. Mrs. Peters avoids answering direct questions with her own opinion when asked by Mrs. Hale ‘do you think she did it?’ She replies with the opinions of her husband and his colleagues.
She does sympathise, but what follows is an abrupt recall of her masculine implied reader response, e.g. ‘I know what stillness is, but the law has got to punish crime, Mrs. Hale’.
A reader always takes to a text a framework into which they fit the text, this explains why the men read the scene the way they do. The men interpret the text from a masculine point of view, they only know the facts, Mr. Wright is dead and Mrs. Wright was the only other person present. It would be natural for them, taking into consideration there historical viewpoint, implied reader response and gender role, to look for obvious signs of an argument or struggle. The notion of a gendered difference is critical when analysing reader positioning.
The kitchen plays an integral part in signifying the gender roles. Gainor states in her essay, ‘if the kitchen is coded as the woman’s sphere, then surely the
bedroom must be thought of as the male arena,’ this is where the men spend most of their time and of course where John Wright died.
Mrs. Hale and the men in the play have a contradictory view of John Wright’s character. When Mrs. Peters states, ‘they say he was a good man,’ she is again referring to the men’s opinion. While Mrs. Hale admits that he ‘didn’t drink’, ‘kept his word’ and ‘paid his bills’, she also refers to her own impression of him as a ‘hard man’. Mrs. Hales sees beyond the masculine observations and trusts her own instincts; she describes talking to him as ‘like a raw wind that gets to the bone’.
The men in the play do not discuss John Wright’s life or personality. The women do discuss Minnie Wright, Mrs. Hale describes her before her marriage, ‘she used to wear pretty clothes and be lively, when she was Minnie Foster’.
Mrs. Hale builds up an image of Mrs. Wright that Mrs. Peters can relate to and identify with, she later describes her as ‘like a bird herself’, this coupled with the cold character of Mr. Wright and the discovery of the birdcage create an image of Minnie being caged herself.
The discovery of the bird with its broken neck is an important moment of realisation for the two women. The extent of the sadness in Minnie Wright’s life has become abundantly clear and the recognition of what this grim discovery signifies seems to set Mrs. Hales mind racing.
Again, referring back to her own personal experience of Mr. Wright, Mrs. Hale states ‘No, Wright wouldn’t like the bird-a thing that sang. She used to sing. He killed that, too’.
This statement is sufficient to make Mrs. Peters obviously uncomfortable with how the situation is unfolding.
Mrs. Hale reproaches herself for not calling on Mrs. Wright occasionally; she declares ‘that was a crime, who’s going to punish that?’ This questioning adds to the inference that the murder was not the only crime that took place in the farmhouse.
Ultimately, both women read the text from a gendered perspective enabling them to justify why they hide the evidence.
The two women show compassion for Minnie Wright, they understand the hardships of being a woman in their time, and Mrs. Hale says ‘we all go through the same things – it’s all just a different kind of the same thing’. It is here the women seem united, in defense of one they feel has done wrong and been wronged, in a final act of female solidarity they hide the evidence they have found and protect Mrs. Wright.
Susan Glaspell’s ‘Trifles’ is a play in one act that demonstrates the significance of gendered theories of reading. It achieves this by showing how the woman make their observations and unknowingly build up the circumstances surrounding the crime. They notice small details that are significant to them as
women; these details enable them to identify with the text. The men in this play overlook these details because they only view the scene from a masculine perspective. They read the text within a rigid framework of ideals that do not apply in this case, to be able to interpret a variety of texts is to be able to read from a gendered point of view.
Raman Seldon et al, A Reader’s guide to contemporary Literary Theory,4th edition,
(Hertfordshire: Prentice Hall/Harvester Wheatsheaf 1997) p48.
Susan Glaspell, Trifles, Lecture Handout, 30/10/03.
Umberto Eco, The Role of the Reader: Explorations in the semiotics of Texts,
(Bloomington: Indiana University Press,1979)p178
Hans R Jauss, Toward An Aesthetic of Reception, trans. T.Bahti
(London: Harvester Wheatsheaf 1982)
Sara Mills, Feminist Stylistics, (London: Routledge 1995) p75.
Susan Glaspell, Trifles, Lecture Handout, 30/10/03.
J.Ellen Gainor, Detective Work: Glaspell’s form and intent in ‘A Jury of her Peers’ and Trifles in Literature and Gender, ed. By Lizbeth Goodman(London: Routledge 1996)