AIC Flashcards
1
Q
Give some vocabulary to describe the older generation (Mr Birling, Mrs Birling)
A
- Obdurateness (stubborness)
- Entrenched (stuck) worldview
- Derisive (mocking)
- Stagnant (stays the same)
- Ostentatious (showy)
2
Q
Give 4 quotes for Mr Birling
A
- “As if we were all mixed up together like bees in a hive - community and all that nonsense” (Act 1) (Mr B)
- “Public men, Mr Birling, have responsibilities as well as privileges” (Act 2) (Inspector)
- “There’ll be a public scandal” (Act 3) (Mr B)
- “The famous younger generation who know it all. And now they can’t even take a joke.” (Act 3) (Mr B)
3
Q
Analyse the quote said by Mr Birling: “As if we were all mixed up together like bees in a hive - community and all that nonsense” (Act 1)
A
- Zoomorphism (giving a human animal qualities) is used to characterise society, likening the lower class to ‘bees’ which are small and insignificant
–> This direct comparison reflects Mr Birling’s degradation and mockery of the concept of collective responsibility, portraying it as animalistic and primal behaviour - By using the word ‘nonsense’, he dismisses the idea of intertwining his responsibilities with those of others and portrays it as trivial (unimportant)
- The deliberate insertion of a hyphen prompts a theatrical pause, compelling the actor playing Mr Birling to hesitate before saying the word ‘community’
–> The pause emphasises his physical repulsion to the concept, suggestig an inability to even verbalise it - This presents a microcosm (something small representing something larger) for capitalist ideologies. Mr Birling becomes vilified for his rejection of the idea of ‘community’ and his preference of materialism over human relationships
4
Q
Analyse the quote said by the Inspector about Mr Birling “Public men, Mr Birling, have responsibilities as well as privileges” (Act 2)
A
- The syntax (word order) places ‘responsibilities’ before ‘privileges’ which reflects the direct importance emphasised by the Inspector to Mr Birling
–> However, Mr Birling prioritises privileges over responsibilities, - Short, fragmented sentences mirror Mr Birling’s fragmented perception of responsibility leading to his lack of accountability for his exploitative treatment of the lower class
–> Mr Birling percieves his social status as granting him the authority to dehumanise those beneath him and absolve (be free from) himself of any responsibility
5
Q
Analyse the quote said by Mr Birling “There’ll be a public scandal” (Act 3)
A
- Euphemistic language is used as rather than admitting to his grave crime, he downplays his actions by using the less harsh word ‘scandal’
–> This exacerbates (worsens) his stubborness as a representative of the older generation as he adamantly refuses to acknowledge the truth and feels no remorse for his exploitation of Eva
–> He’s also hesitant to confront the crime as it would dismantle his carefully crafted facade that he maintains for public perception - He is a stagnant character as he persists in his self-serving outlook and ignores his moral and civic obligations as a member of society
6
Q
Analyse the quote said by Mr Birling “The famous younger generation who know it all. And now they can’t even take a joke.” (Act 3)
A
- It’s ironic that Mr Birling derisively (mockingly) labels the younger generation as ‘know-it-alls’, given that he is the only character that claims to ‘know it all’, referencing events like the Titanic and dismissing concerns as ‘silly little war scares’
- Priestley deliberately sets the play in 1912 to fragmentise (break) the ignorance of the older generation
–> By addressing the ‘younger generation’, Priestley aligns Sheila and Eric with his contemporary audience in order to urge them to repudiate (refuse to accept) the capitalist perspectives held by their parents - After his remorseless and callous dismissal of Eva’s suicide, his speech is cut off by the ring of the telephone, echoing the earlier interruption of the Inspector in Act 1
–> Priestley may have used this play to convey his allegorical diatribe (criticism while teaching a message) by depicting Mr Birling’s beliefs as emblematic (symbolic) of the capitalist older generation
7
Q
Give 5 quotes for Mrs Birling
A
- “Sheila, what an expression! Really the things you girls pick up these days” (Act 1) (Mrs B)
- “I consider I did my duty” (Act 2) (Mrs B)
- ‘[enters briskly and self-confidently, quite out of key]’ (Act 2)
- “I don’t suppose for a moment that we can understand why the girl committed suicide. Girls of that class.” (Act 2) (Mrs B)
- “He certainly didn’t make me confess” (Act 3) (Mrs B)
8
Q
Analyse the quote said by Mrs Birling “Sheila, what an expression! Really the things you girls pick up these days” (Act 1)
A
- The exclamative sentence emphasises Mrs Birling frantically trying to iron out any social faux pas (socially improper) in Sheila
–> Mrs Birling is almost held in aspic (stuck in place) within the hard-wired conventions of a capitalist and classist society, thus anything that threatens these conventions threaten her - The use of the condescending noun ‘girls’ patronises Sheila and reinforces the infantile preservation we see Sheila endure in Act 1
–> This could be done as Sheila comes to symbolise emancipation (freedom) and Mrs Birling wants to keep her docile and submissive as she fears any change to convention that may put her class position at threat
–> Mrs Birling belittles Sheila in order to dismiss her behaviour as uncouth (lacking good manners) and reinforces the separation between the older generation who are robust to newer ways of thinking and the younger generation that seem to vulnerably ‘pick’ them up
9
Q
Analyse the quote said by Mrs Birling “I consider I did my duty” (Act 2)
A
- The noun ‘duty’ could be a tool to explore the disparity (variation) in the perspectives of capitalists and socialists
–> For capitalists, upholding the class system was paramount (more important than anything else), so Mrs Birling’s ‘duty’ may be to uphold the class gap by refusing Eva help
–> However, this stance contrasts greatly with her role in her organisation, where she’s expected to adopt a philanthropic (charitable) position.
–> Priestley introduces the audience to the social duty vs moral duty dichotomy (a contrast between 2 things) - As Mrs Birling begins her speech with the personal pronoun ‘I’, the audience is left waiting in hopeful anticipation, expecting her to demonstrate personal remorse and guilt
–> However, she constantly rejects the idea of being held accountable - through this, Priestley critiques the classism which penetrates every aspect of Edwardian life, rendering even the welfare organisations hollow, corrupt and performative
10
Q
Analyse the stage direction used to describe Mrs Birling ‘[enters briskly and self-confidently, quite out of key]’ (Act 2)
A
- Her entry into Act 2 is conducted entirely under the arrogance of her social superiority. Her ostentatious (showy) display of class renders her character discordant (not fitting) within the narrative of grief, remorse and suicide
–> This further exacerbates (worsens) her emotional detachment as she mantains the same ‘cold’ demeanour from Act one, which is the antithesis to the ‘hysterical’ and remorseful presentation of Sheila - The adverb ‘briskly’ indicates that Mrs Birling is unwilling to contemplate the adverse effects of her family’s unscrupulousness (immorality) and exploitation
–> Her demeanour is conceited (vain) and calculated, navigating the situation effortlessly with rehearsed social grace
–> However, she fails to realise that she will not escape unscathed for her and her family’s irresponsibility this time
11
Q
Analyse the quote said by Mrs Birling “I don’t suppose for a moment that we can understand why the girl committed suicide. Girls of that class.” (Act 2)
A
- The repetition of ‘girl’ conveys notions of innocence and vulnerability, showing that Mrs Birling understands the innocence inherent in individuals like Eva, while simultaneously showcasing her willingness to exploit them and rationalise it for capitalist advancement
–> Additionally, the repetition shows how this exploitative and prejudicial treatment of lower social class individuals repeatedly commences within society, with figures like Mrs Birling sheilded from the consequences by their elevated social status - The demonstrative adjective ‘that’ dismisses the lower class as an aggregate (all grouped together as one), inferior and homogenised group.
–> The demonstrative adjective emphasises the distinction in their social classes and how Mrs Birling can’t even bring herself to specify Eva’s class, considering it so far beneath her
12
Q
Analyse the quote said by Mrs Birling “He certainly didn’t make me confess” (Act 3)
A
- ‘Confess’ has connotations of crime, and by stating that she hasn’t done any unlawful acts, she subtly implies her lack of responsibility and shows her lack of remorse and guilt
–> Her firm denial of accountability comes effortlessly, reflecting the acceptance and even promotion of selfishness and irresponsibility within capitalist ideologies without moral or legal condemnation (punishment) - The imperative verb ‘make’ hints that her rejecting responsibility is a way of keeping afloat in the power struggle between her and the inspector
–> She suggests that admitting responsibility would be conceding (admitting the truth) to the inspector, posing a threat to her status in the capitalist hierarchy
13
Q
Give some vocabulary to describe the female characters (Sheila, Eva, Edna, Mrs Birling)
A
- Disenfranchised (not having the right to vote)
- Shallow perception (seen for their looks)
- Marginalised (insignificant)
- Exploited
- Oppressed
- Objectified
- Disposable treatment
- Empowered
- Unshackled
- Emancipated (free)
14
Q
Give some vocabulary to describe the younger generation (Sheila, Eric)
A
- Collective social conscience
- Liberated
- Disillusioned (sees the reality)
- Foil to their stagnant parents
- Metamorphosis (change)
- Malleable (able to change)
15
Q
Give some vocabulary to describe the socialist characters (Sheila, Eric, Inspector)
A
- Interconnectedness
- Scrupulous (moral)
- Humanistic outlook (values people)
- Personal accountability
- Rebellious against unjust social systems
16
Q
Give 4 quotes for Shelia
A
- “Look Mummy - isn’t it a beauty?” (Act 1) (Sheila)
- “But these girls aren’t cheap labour - they’re people.” (Act 1) (Sheila)
- “[rather wildly, with laugh] No, he’s giving us the rope - so that we’ll hang ourselves” (Act 2) (Sheila)
- “What he made me feel. Fire and blood and anguish” (Act 3) (Sheila)
17
Q
Analyse the quote said by Sheila “Look Mummy - isn’t it a beauty?” (Act 1)
A
- Short simplistic language is used in Act one, reflecting how society silences her as a young woman percieved as inferior and highlighting her disenfranchment (lack of vote)
–> The lack of voice can be seen as Priestley’s critique of the limited political agency women had during the Edwardian era
–> Despite her privileged social status, Sheila is still oppressed and marginalised. Her language, marked by terms like ‘mummy’, suggests an infantile and sheltered perspective - Sheila’s mesmerisation at the ‘beauty’ of the ring is almost ironic as she’s only valued for her percieved beauty by society.
–> Sheila and Eva are both objectified and described as ‘pretty’, showing that despite the difference in class, they’re both subject to the same oppressing social perceptions
18
Q
Analyse the quote said by Sheila “But these girls aren’t cheap labour - they’re people.” (Act 1)
A
- ‘Girls’ connotes innocence and vulnerability, suggesting Sheila now recognises how the upper class, imbued with capitalist views, preys on the disadvantaged
–> This revelation fuels her disgust with the dehumanising and unscrupulous behaviour of capitalists - The Inspector’s arrival frees her from the shackles of her oppressive, privileged existence, exposed to the human cost of excessive capitalism
–> She sheds her former self-serving, docile perspective and embraces a humanistic outlook, valuing individuals over profit
–> Therefore, Act one’s cocooned, docile Sheila undergoes a metamorphosis under the Inspector’s scrutiny.
–> Her infantile facade crumbles, revealing an emerging champion for social justice. This symbolises the advancement of women’s rights in 1945
19
Q
Analyse the quote said by Sheila “[rather wildly, with laugh] No, he’s giving us the rope - so that we’ll hang ourselves” (Act 2)
A
- The stage direction ‘wildly’ depicts Sheila’s disillusionment (seen the reality) with capitalist ideals. She liberates herself from these ideals
- Her ‘laugh’ could suggest that she finds capitalism and how delusional her parents are absurd
- ‘Rope(s)’ have fibres that are all intertwined, symbolising how Sheila has recognised that everybody in society is intertwined with their responsibilities
–> Each individual is all woven into the fabric of our society and not independent pieces, but interconnected threads creating a larger united body.
–> Therefore, Sheila understands that her and her family possess a moral duty to protect the ‘millions and millions’ that suffer
20
Q
Analyse the quote said by Sheila “What he made me feel. Fire and blood and anguish” (Act 3)
A
- Sheila is acting as the Inspector’s proxy (taking on someone’s role when they leave)
–> This is exemplified by her precise emulation, including the deliberate repetition of the polysyndeton (the repeated use of conjuctions to emphasise a set of words) ‘and’ - The personal pronoun ‘me’ showcases her evolution towards empathy and how she’s now a moral compass to her family
–> Her awareness extends beyond personal remorse and goes on to develop an understanding of the systemic consequences of capitalist ideologies on society as a whole
21
Q
Give 4 quotes for Eric
A
- “Why shouldn’t they try for higher wages? We try for the highest possible prices” (Act 1)
- “She was pretty and a good sport” (Act 3)
- “But don’t forget I’m ashamed of you as well - yes both of you” (Act 3)
- “I did what I did. And mother did what she did. And the rest of you did what you did to her” (Act 3)
22
Q
Analyse the quote said by Eric “Why shouldn’t they try for higher wages? We try for the highest possible prices” (Act 1)
A
- A rhetorical question is used to question the ethics behind his avarice (greed) father’s exploitative attitude
–> This is a pivotal turning point for his character as the audience begin to see him deviate from the ‘half shy’ presentation into the ‘assertive’ one foreshadowed at the beginning
–> The emergence of socialist ideals within Eric’s consciousness is dismantling his prior obliviousness to the suffering inflicted upon others by capitalist ideologies - The alliterative phrase ‘possible prices’ illuminates Eric’s emphasis on the outdated and unjust social systems that have been created and upheld by members of the older generation
–> He exposes and questions the systemic bias that favour the wealth accumulation of upper-class capitalists, leveraging a laissez-faire (minimal intervention) governmental stance and enabling figures like Mr Birling to silence working-class individuals for personal monetary gain
23
Q
Analyse the quote said by Eric “She was pretty and a good sport” (Act 3)
A
- The term ‘sport’ has connotations of games and amusement, shedding light on Eric’s perception of his relationship with Eva as a form of selfish entertainment
–> This exposes the callousness with which he exploited and objectified her, reducing her to a mere source of gratification
–> Eric’s cruel alcohol fuelled relationship with Eva is a microcosm of the toxic dynamics perpetuated by unchecked privilege and substance abuse within Edwardian society - The syntax of ‘pretty’ shows how Eric reduces her to her superficial appearance and how shallow Eric’s perception is to not recognise her intrisic worth as a human being.
–> Therefore, Eva is emblematic of the disposable treatment of women in the early twentieth century by the heartless uper echelons (ranks) of society
24
Q
Analyse the quote said by Eric “But don’t forget I’m ashamed of you as well - yes both of you” (Act 3)
A
- The connotations of ‘ashamed’ are to do with embarassment, revealing Eric’s deep disillusionment due to his realisation of capitalists’ inherent exploitation of individuals
–> As a representative of the younger generation, Eric faces ridicule for his progressive outlook. However, he adopts a condescending demeanour towards his parents, showing his fearlessness in challenging their regressive beliefs - The use of the hyphen simplifies the speech, akin to the Inspector’s concise speech
–> Eric’s adoption of short sentences mirrors the Inspector’s style and could also signify his growing power post-liberation from capitalism’s constraints
–> In Act 1, the Inspector’s brevity (concise use of words) denotes authority, a trait echoed by Eric as he speaks concisely to showcase his newfound power rooted in moral conviction
25
Q
Analyse the quote said by Eric “I did what I did. And mother did what she did. And the rest of you did what you did to her” (Act 3)
A
- The recurrent use of the personal pronoun ‘I’ serves to illuminate Eric’s growing sense of personal accountability, social awareness and also signifies the maturation of his introspection (reflecting on yourself)
–> He is on a quest for redemption from his capitalist sins
–> He is transitioning from the ‘half shy’ demeanour that he presented in Act 1 - The parallelism, characterised by the repetition of ‘did what’ in each segment of the sentence showcases the interconnected nature of everyone’s responsibility
–> Eric emphasises that their negligence and exploitation are burdens that they must collectively accept, or else they will be tormented by guilt sempiternally (forever)
–> The parallelism surrounding ‘did what’ is almost ambigous as there’s no details on what they ‘did’. This compounds how they are microcosms of the upper-middle class and therefore symbolise how they ‘did what’ they pleased to the lower class without remorse or accountability
26
Q
Give 4 quotes for Gerald
A
- [the easy, well-bred young-man about town] (Act 1)
- “We’re respectable citizens and not criminals” (Act 1)
- “She looked young and fresh and charming” (Act 2)
- “Everything’s all right now. Sheila [holds up the ring] what about this ring?” (Act 3)
27
Q
Analyse the description of Gerald [the easy, well-bred young-man about town] (Act 1)
A
- The term ‘bred’ provides animalistic imagery, conjuring a metaphorical image of Gerald as a product of meticulous cultivation like a carefully bred animal
–> This suggests that Gerald has been groomed from birth to embody the archetype of the aristocratic and charming ‘man about town’
–> Therefore, he could be seen as a victim to capitalist ideologies as they have been ingrained within him and he is unable to escape the persona crafted for him before he even had agency over his own identity - The adjective ‘easy’ implies that Gerald easily assimilated into the higher echelon of society as he is a paragon (perfect example) of social superiority
–> His ease and comfort foreshadow his resistance to change, contrasting with the more malleable qualities of other members of the younger generation
–> This reluctance to embrace socialist principles may stem from a fear of jeopardising his social standing and being ostracised by the elite
28
Q
Analyse the quote said by Gerald “We’re respectable citizens and not criminals” (Act 1)
A
- The utilisation of the collective pronoun ‘we’re’ serves to propagate a segregative (to separate) ideology, as Gerald employs it to unite the Birlings against percieved ‘criminals’
–> However, the irony in Gerald’s unfounded assertion of the Birlings’ respectability, which unveils aristocratic biases as fundamentally ignorant - The alliteration of ‘citizens’ and ‘criminals’ creates a sense of similarity, reflecting Priestley’s portrayal of blurred lines between morality and criminality as one ascends the social hierarchy
–> Priestley subtly ridicules Gerald’s pretentious demeanour, revealing how the wealthy often harbour biases that align only with their narrow woldview
29
Q
Analyse the quote said by Gerald “She looked young and fresh and charming” (Act 2)
A
- The noun ‘fresh’ connotes to innocence and purity which presents Eva as prey. This introduces a notion of consumption which implies that Gerald is acting on primal and lustful desires
–> Alternatively, this idea of innocence suggests that Gerald didn’t pursue their relationship as a Micheton (a customer of a prostitute) but instead out of his own heroicness due to the sympathy he felt for her - The polysyndeton (repeated use of conjunctions) of ‘and’ amplifies the list of qualities that Gerald fondly reminisces about
–> However, the fact that 2 out of 3 adjectives list physical attributes showcases how Eva served as a physical fantasy for Gerald and a refuge from the constraints of his engagement and the continual pressure upkeeping his social status
30
Q
Analyse the quote said by Gerald “Everything’s all right now. Sheila [holds up the ring] what about this ring?” (Act 3)
A
- Gerald conducts the play to follow a cyclical structure, focusing back on his and Sheila’s engagement. This is reflective of his unwillingness to change and his overarching desire to absolve himself from guilt and responsibility
–> Despite belonging to the younger generation, he shirks (avoids) accountability, disappointing the audience with his character arc - The use of the noun ‘ring’ is a metonym for marriage displays Gerald’s materialistic view of marriage, devoid of any emotion or love
–> He reverts to this symbol of traditional power and possession in order to to reassert himself
31
Q
Give 4 quotes for the Inspector (Act 1)
A
- “It’s better to ask for the earth than take it” (Act 1)
- “We are members of one body” (Act 3)
- “As if she were an animal, a thing, not a person” (Act 3)
- “If men will not learn that lesson, then they will be taught in fire and blood and anguish” (Act 3)
32
Q
Analyse the quote said by the Inspector “It’s better to ask for the earth than take it” (Act 1)
A
- The syntax of ‘ask’ prior to ‘take’ is used by the Inspector to highlight the hierarchal order of importance crucial for societal collective responsibility
–> It emphasises that it’s imperative to ‘ask’, in contrast to the individualistic capitalist notion of ‘taking’ for personal gain
33
Q
When was AIC written?
A
1945
34
Q
What year is AIC based on?
A
1912 - Edwardian Era
35
Q
Describe how the class system was in 1912
A
- It was rigid and provided little social mobility: people were confined and restricted by their class
36
Q
The rigid social divide in 1912 was a continuation of the ___ era’s fixed social structure
A
Victorian
37
Q
In 1912, __% of the population lived in poverty whilst __% lived below subsistence level (not enough to live)
A
In 1912, 25% of the population lived in poverty whilst 10% lived below subsistence level (not enough to live)
38
Q
What was the driving force behind the high poverty levels in 1912?
A
The underpayment of workers
- Priestley creates Eva as indictment of this inhumane treatment of the working classes
39
Q
What changed about the class structure in 1945?
A
- There was increased social mobility due to the Equal Franchise Act of 1928 where all men and women over 21 could vote
–> This meant that the oppressed lower classes now had a political vote
–> However, mass prejudices and class segregation still existed
40
Q
Why does Priestly set AIC in 1912?
A
To highlight the detrimental impacts of class divide to his 1945 audience through the example of 1912 society
41
Q
What were the majority of people’s political views in 1912?
A
They were mostly capitalist and conservative
42
Q
What happened regarding politics in 1945?
A
There was the biggest electoral swing in the 20th century
43
Q
In 1945, the Labour Party (a newly formed party) won the general election by a landslide victory of around __%
A
In 1945, the Labour Party (a newly formed party) won the general election by a landslide victory of around 10%
44
Q
How were women seen in 1912?
A
- They were disenfranchised (no vote)
- They were seen as the property of their fathers and husbands in the patriarchal society
45
Q
What were some acts that were promising for change in the way that society treated women?
A
- In 1867, the London Society for Women’s Suffrage was created to campaign for women’s rights
- In 1882, the Married Women’s Property Act meant that women were allowed to have their own legal identity and keep property
46
Q
How is the theme of social responsibility presented in An Inspector Calls?
A
- The Inspector acts as a moral figure, urging the characters to take responsibility for their actions.
- Sheila and Eric learn from their mistakes, while Mr. and Mrs. Birling refuse to accept blame.
- Priestley uses Eva Smith as a symbol of the working class, showing how society fails its most vulnerable.
- The play’s ending reinforces Priestley’s message: if people do not take responsibility, society will suffer.
47
Q
How does Priestley present social class divisions in the play?
A
- The Birling family represents the upper-middle class, showing arrogance and entitlement.
- Eva Smith represents the working class, exploited by those in power.
- Mr. Birling’s dismissive attitude towards workers’ rights highlights capitalist selfishness.
- The Inspector challenges the class divide, promoting a more socialist view.
48
Q
How does An Inspector Calls explore gender inequality?
A
- Women are treated as fragile or inferior (e.g., Mr. Birling saying young women should be protected from “unpleasant” things).
- Eva Smith’s struggles highlight the vulnerability of working-class women.
- Sheila evolves from a passive, naive girl to a more independent thinker, rejecting traditional gender roles.
- Gerald and Eric’s treatment of women reflects patriarchal attitudes of the time.
49
Q
How does Priestley contrast the older and younger generations?
A
- Mr. and Mrs. Birling represent the older generation, unwilling to change or take responsibility.
- Sheila and Eric learn from their mistakes, symbolizing hope for future change.
- The play suggests that social progress depends on younger generations embracing new ideas.
- The stubbornness of the older characters reinforces Priestley’s criticism of outdated values.
50
Q
How does An Inspector Calls explore morality?
A
- The Inspector acts as a moral guide, exposing the selfishness of the Birling family.
- Sheila and Eric show guilt and remorse, while Mr. and Mrs. Birling remain unrepentant.
- Priestley implies that morality should not be dictated by wealth or status but by empathy and social responsibility.
- The cyclical ending suggests that ignoring morality leads to repeated mistakes.
51
Q
How does the play present the conflict between capitalism and socialism?
A
- Mr. Birling represents capitalism—self-interest, profit-driven, dismissive of workers’ rights.
- The Inspector promotes socialist ideas—collective responsibility and equality.
- The play critiques unchecked capitalism, showing its consequences for the vulnerable.
- Priestley uses the Inspector’s final speech to advocate for a fairer society.
52
Q
How does Priestley use time, fate and foreshadowing in An Inspector Calls?
A
- The play is set in 1912, but written in 1945, allowing Priestley to use dramatic irony (e.g., Birling’s mistaken confidence about the Titanic and war).
- The Inspector’s warning about “fire and blood and anguish” foreshadows future conflicts, reinforcing his moral message.
- The cyclical ending (with the second phone call) suggests history will repeat if lessons aren’t learned.
- The Inspector’s knowledge of events before they happen hints at supernatural or prophetic elements.
