An Inspector Calls Flashcards
“We don’t —- —–. We are members of one —-. We are ———– for each other”
“We don’t live alone. We are members of one body. We are responsible for each other”
Theme: Social Responsibility, Community vs. Individualism
Context: The Inspector delivers this as his core message before leaving.
Analysis:
Uses metaphor (“one body”) to emphasise unity and shared responsibility. Like a body, if one part of society isn;t looked after the whole system fails
Contrasts with Birling’s capitalist views of individualism.
Reinforces Priestley’s socialist message—society should care for the vulnerable.
“And I tell you that the —- will soon come when, if —will not —– that —— , then they will be taught it in fire and —– and ——-.”
“And I tell you that the time will soon come when, if men will not learn that lesson, then they will be taught it in fire and blood and anguish.”
Theme: Consequences of Ignorance, War, Social Responsibility
Context: The Inspector warns the Birlings about the dangers of selfishness.
Analysis:
suggests world wars as consequences of capitalist greed, and that they will be repeated if people do not change
Biblical imagery resembles hell, reinforcing moral judgement.
Priestley warns that ignoring responsibility leads to suffering.
Dramatic irony as the audience have lived through two world wars
“The Titanic is ———-, absolutely —— —-”
“The Titanic is unsinkable, absolutely unsinkable”
Theme: Ignorance, Dramatic Irony, Capitalist Arrogance
Context: Birling confidently predicts the Titanic’s success.
Analysis:
Dramatic irony—the Titanic did sink, making Birling seem foolish.
Represents capitalist overconfidence and belief in unchecked progress.
Reflects Birling’s flawed judgement, undermining his credibility.
“But these —- aren’t cheap ——; they’re people.”
“But these girls aren’t cheap labour; they’re people.”
Theme: Class, Gender, Social Awareness
Context: Sheila protests against her father’s treatment of workers.
Analysis:
Marks Sheila’s moral growth—she begins rejecting capitalist values.
Contrast with Birling’s view of workers as mere “labour.”
Priestley shows that the younger generation is more open to change.
“Probably a ——– or some sort of —–”
“Probably a socialist or some sort of crank”
Theme: Capitalism vs. Socialism, Ignorance
Context: Birling dismisses the Inspector’s views.
Analysis:
Shows Birling’s unwillingness to accept responsibility.
“Crank” implies he sees socialists as irrational or extreme.
Reinforces generational divide—older characters reject change.
“You mustn’t try to build up a kind of —- between us and that —-.”
“You mustn’t try to build up a kind of wall between us and that girl.”
Theme: Class Divide, Responsibility
Context: Sheila warns her mother against distancing themselves from Eva.
Analysis:
Metaphor of a “wall” represents class barriers.
Sheila shows growing empathy, challenging her mother’s views.
Priestley critiques the upper class for separating themselves from the working class.
“The lighting should be —-and intimate until the inspector arrives, and then it should be ——- and brighter.”
“The lighting should be pink and intimate until the inspector arrives, and then it should be harsher and brighter.”
Theme: Truth and Exposure
Context: Stage direction describing lighting.
Analysis:
“Pink and intimate” suggests the Birlings’ comfortable, self-centred world.
“Harsher and brighter” when the Inspector arrives symbolises exposure and interrogation.
Shows the Inspector as a force of truth and justice.
“(———) Look, Inspector - I’d give ——– - yes, thousands -”
“(unhappily) Look, Inspector - I’d give thousands - yes, thousands -”
Theme: Guilt, Capitalist Arrogance
Context: Birling tries to offer money to undo the damage.
Analysis:
Ironic—he refused to pay Eva a small wage increase but now offers a fortune.
Suggests he still values money over morality.
Reinforces Priestley’s critique of capitalism.
“not quite at —-; half-shy, half———-”
“not quite at ease; half-shy, half-assertive”
Theme: Characterisation, Generational Divide
Context: Description of Eric at the start of the play.
Analysis:
“Not quite at ease” suggests insecurity—he is uncomfortable in his family’s world.
“Half-shy, half-assertive” hints at his inner conflict between cowardice and morality.
Foreshadows his later rebellion against his parents’ values.
“girls of that —–”
“girls of that class”
Theme: Class Prejudice
Context: Mrs Birling dismisses Eva Smith’s worth.
Analysis:
Dehumanising—reduces Eva to a social category rather than a person.
Shows Mrs Birling’s arrogance and lack of empathy.
Priestley criticises how the upper class views the working class as inferior.
“Look – mummy – isn’t it a ——?”
“Look – mummy – isn’t it a beauty?”
Theme: Materialism, Naivety, Gender Roles
Context: Sheila shows off her engagement ring.
Analysis:
“Mummy” highlights her initial immaturity and dependence on her parents.
Focuses on the ring rather than the relationship, showing materialistic values.
Contrast with later development—she matures and rejects superficiality.
“There are ——- and millions and millions of — Smiths and —-Smiths.”
“There are millions and millions and millions of Eva Smiths and John Smiths.”
Theme: Social Responsibility, Collective Struggle
Context: The Inspector highlights that Eva represents many others.
Analysis:
Repetition of “millions” reinforces the widespread suffering of the working class.
regardless of gender, people suffer and the upper class see them as faceless
Eva’s name (“Smith”) is common, symbolising all vulnerable individuals of the working class
Links to Priestley’s socialist message—society must care for everyone.
“Look at the pair of them – the famous ——- ——— who know it all. And they can’t even take a —-.”
“Look at the pair of them – the famous younger generation who know it all. And they can’t even take a joke.”
Theme: Generational Divide, Denial
Context: Birling mocks Sheila and Eric for taking the Inspector’s message seriously.
Analysis:
Sarcasm reveals Birling’s arrogance and refusal to accept responsibility.
Irony—Sheila and Eric have changed, whereas the older generation have not.
Shows how the older generation dismisses the younger one’s awareness.
“She was —– and fresh and ——–”
“She was young and fresh and charming”
Theme: Objectification, Power, Gender
Context: Gerald describes Eva.
Analysis:
“Fresh” suggests youth and innocence but also a sense of possession.
Gerald sees Eva in terms of her beauty rather than as a person.
Highlights how upper-class men exploited lower-class women.
“You were the wonderful —– ——.”
“You were the wonderful Fairy Prince.”
Theme: Power, Gender, Sarcasm
Context: Sheila sarcastically mocks Gerald’s view of himself.
Analysis:
“Fairy Prince” suggests Gerald sees himself as a heroic saviour.
Sarcasm exposes his hypocrisy—he used Eva for his own needs.
Highlights Sheila’s growing awareness and challenge to male dominance.
“I was in that state when a —- easily turns —–.”
“I was in that state when a chap easily turns nasty.”
Theme: Responsibility, Gender, Power
Context: Eric describes his drunken actions towards Eva.
Analysis:
“That state” downplays his actions—he avoids admitting full responsibility.
“Easily turns nasty” suggests violence or coercion, hinting at sexual assault.
Priestley criticises how upper-class men mistreated working-class women.
“It ——— me too.”
“It frightens me too.”
Theme: Fear, Change, Responsibility
Context: Sheila reacts to her parents’ refusal to change.
Analysis:
“Frightens” suggests genuine fear of repeating past mistakes.
Shows her emotional growth—she understands the importance of responsibility.
Contrast with her parents, who remain unchanged.
“I must —–.”
“I must think.”
Theme: Responsibility, Change
Context: Eric at the end of the play.
Analysis:
Shows self-reflection—he does not immediately dismiss the Inspector’s message.
Contrast with his parents, who refuse to think or change.
Suggests hope for the younger generation’s ability to learn.
“all —– up together like —- in a hive”
“all mixed up together like bees in a hive”
Theme: Class, Socialism vs. Capitalism
Context: Birling rejects socialist ideas of unity.
Analysis:
Simile—compares socialism to a chaotic, undesirable state.
Ironic—bees work together efficiently, contradicting Birling’s criticism.
Priestley mocks capitalist views as outdated and selfish.
“-that a — has to mind his own ——– and look after himself.”
“-that a man has to mind his own business and look after himself.”
Theme: Individualism vs. Social Responsibility
Context: Birling’s capitalist ideology.
Analysis:
Reflects his selfish, profit-driven mindset.
Directly contrasts with the Inspector’s views.
Priestley criticises this belief as harmful to society.
“There’s every —— for what your —— and I did.”
“There’s every excuse for what your mother and I did.”
Theme: Denial, Responsibility
Context: Birling defends himself and his wife.
Analysis:
“Every excuse” suggests he refuses to accept blame.
Contrast with Eric and Sheila, who acknowledge their faults.
Priestley shows how the older generation justifies wrongdoing.
“as if she were an ——, a thing, not a ——”
“as if she were an animal, a thing, not a person.”
Theme: Dehumanisation, Class, Gender
Context: The Inspector criticises how Eva was treated.
Analysis:
Tricolon (“animal, a thing, not a person”) emphasises how Eva was objectified.
Suggests the working class are dehumanised by the upper class.
Priestley highlights social injustice.
“she was —— and a good —–”
“she was pretty and a good sport”
Theme: Objectification, Gender, Power
Context: Eric describes Eva.
Analysis:
“Pretty” reduces her to physical appearance.
“Good sport” implies she was used for male entertainment.
Shows how upper-class men treated lower-class women.
“It’s ——to ask for the —–than to take it.”
“It’s better to ask for the earth than to take it.”
Theme: Social Justice, Capitalism vs. Socialism
Context: The Inspector challenges Birling’s views on workers.
Analysis:
Suggests the working class should demand fair treatment rather than be exploited.
Criticises capitalist greed.
Reinforces Priestley’s socialist message.
