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.
“—–ring of a front ——–.”
“sharp ring of a front doorbell.”
Theme: Dramatic Structure, Disruption
Context: The Inspector’s arrival interrupts Birling.
Analysis:
“Sharp” suggests urgency and disruption of comfort.
Interrupts Birling’s capitalist speech, symbolising a challenge to his views.
Foreshadows the Inspector’s role as a force of truth.
” I can’t accept any ————”
” I can’t accept any responsibility”
Theme: Responsibility, Power
Context: The Inspector challenges Birling’s selfishness.
Analysis:
Contrasts privilege (capitalism) with duty (socialism).
Priestley criticises how the wealthy ignore their responsibilities.
“Public men, Mr Birling, have ———– as well as ———”
“Public men, Mr Birling, have responsibility as well as privilege”
Theme: Denial, Capitalism vs. Socialism
Context: Birling refuses to accept blame for Eva’s death.
Analysis:
Directly contrasts with the Inspector’s message.
Shows selfishness and ignorance.
Highlights the generational divide—older characters refuse to change.
“——, you’re not ——–to say such things.”
“Arthur, your not supposed to say such things.”
Theme: Social Class, Reputation
Context: Mrs Birling scolds Birling for his lower-class speech.
Analysis:
Prioritises social status over morality.
Shows her obsession with maintaining upper-class respectability.
“That—I consider—is a —— ———–, Inspector”
“That—I consider—is a trifle impertinent, Inspector”
Theme: Class, Power Struggle
Context: Mrs Birling reacts to the Inspector’s questions.
Analysis:
“Impertinent” suggests she feels superior and untouchable.
Priestley criticises how the upper class dismiss challenges to their authority.
“This ———- affair”
“This disgusting affair”
Theme: Morality, Hypocrisy
Context: Mrs Birling dismisses the situation as shameful.
Analysis:
“Disgusting” suggests she sees Eva’s suffering as distasteful rather than tragic.
Ignores her own role in the events, showing her hypocrisy.
Reflects upper-class attitudes towards the lower class.
” I was ——- busy at the —–”
” I was awfully busy at the works”
Theme: Avoidance, Excuses
Context: Gerald explains why he neglected Sheila.
Analysis:
Excuse-making—hides the real reason (his affair with Eva/Daisy).
Shows how upper-class men justify their actions without real remorse.
Sheila later exposes his dishonesty, showing her development.
“favourite —– of women of the —-“
“favourite haunt of women of the town”
Theme: Gender, Morality, Power
Context: Gerald describes the bar where he met Eva/Daisy.
Analysis:
Euphemism for a place where working-class women are exploited.
Highlights how men like Gerald use their status for pleasure.
Shows the double standards in Edwardian society—women are shamed, men are excused.
“you’re not the kind of —— a chap can go to when he’s in ——-“
“you’re not the kind of father a chap can go to when he’s in trouble”
Theme: Family, Generational Conflict
Context: Eric criticises Birling’s lack of support.
Analysis:
Highlights the emotional distance between Eric and his father.
Shows how Birling’s obsession with status makes him a poor parent.
Reflects Priestley’s criticism of cold, business-like family relationships.
“he —–, of course he —–”
“he knows, of course he knows”
Theme: Mystery, The Inspector’s Omniscience
Context: Sheila realises the Inspector already knows everything.
Analysis:
“Of course” suggests inevitability—he is in control.
Reinforces the supernatural, almost prophetic nature of the Inspector.
Shows Sheila’s growing awareness, unlike her parents.
“you don’t seem to have ——anything”
“you don’t seem to have learnt anything”
Theme: Generational Divide, Responsibility
Context: Sheila to her parents after they dismiss the Inspector’s message.
Analysis:
Contrast between younger and older generations.
Frustration at their refusal to change.
Priestley suggests hope lies with the younger generation.
“I can’t help ——–about this girl, ———herself so horribly”
“I can’t help thinking about this girl, destroying herself so horribly”
Theme: Guilt, Responsibility
Context: Sheila continues to reflect on Eva’s death.
Analysis:
“Horribly” emphasises the tragic, brutal nature of Eva’s suffering.
Shows Sheila’s empathy—contrast with her parents’ indifference.
Demonstrates the impact of the Inspector’s lesson on the younger generation.
“you seem to be a —- well-behaved ——”
“you seem to be a nice well-behaved family”
Theme: Irony, Deception
Context: The Inspector challenges the Birlings’ self-image.
Analysis:
Dramatic irony—beneath the surface, they are deeply flawed.
Priestley criticises how wealth and status hide immoral behaviour.
Foreshadows their true nature being revealed.
“I suppose we’re all —- people now”
“I suppose we’re all nice people now”
Theme: Sarcasm, Responsibility
Context: Sheila mocks her parents’ relief after believing the Inspector was a hoax.
Analysis:
Sarcasm highlights how they think responsibility disappears if the Inspector was fake.
Shows Sheila’s frustration with their lack of moral growth.
Priestley’s message—whether real or not, the lesson still matters.
‘When you’re —— you’ll realise that men with important work to do sometimes spend nearly all their time and energy on their ——–. You’ll have to get used to that, just as I had. ‘
‘When you’re married you’ll realise that men with important work to do sometimes spend nearly all their time and energy on their business. You’ll have to get used to that, just as I had. ‘
Theme: Gender Roles, Marriage, Social Expectations
Context: Mrs Birling advises Sheila on marriage.
Analysis:
Shows outdated gender expectations—women must tolerate neglect.
Reflects Mrs Birling’s traditional views.
Contrast with Sheila, who refuses to accept this passive role.
“Really the —– you girls pick up”
“Really the things you girls pick up”
Theme: Gender, Generational Conflict
Context: Mrs Birling dismisses Sheila’s awareness.
Analysis:
Patronising tone—belittles Sheila’s intelligence.
Reflects how older women uphold traditional values.
Contrast with Sheila’s growing independence.
“You might have done better for yourself ——–”
“You might have done better for yourself socially”
Theme: Class, Status
Context: Mrs Birling comments on Gerald’s engagement.
Analysis:
Shows obsession with social status.
Suggests that love is secondary to class.
Reflects how marriage was often a tool for social advancement.
“Everything’s alright now ——. What about this —-?”
“Everything’s alright now Shelia. What about this ring?”
Theme: Gender, Superficiality, Responsibility
Context: Gerald tries to rekindle his engagement.
Analysis:
Shows he has learned nothing—he expects Sheila to move on.
Symbolises how the older generation returns to their old ways.
“a rather —- woman and her husband’s —— superior.”
“a rather cold woman and her husband’s social superior.”
Theme: Class, Gender, Power
Context: Stage direction describing Mrs Birling.
Analysis:
“Cold” immediately establishes her lack of empathy.
Highlights her superiority in class over Birling.
Suggests emotional detachment, which influences her later actions.
“as if a girl of that —- would ever refuse money”
“as if a girl of that sort would ever refuse money”
Theme: Class Prejudice, Dehumanisation
Context: Mrs Birling assumes Eva would accept stolen money.
Analysis:
“That sort” shows contempt for the working class.
Implies that all lower-class people are greedy.
Highlights her ignorance and moral corruption.
“If you don’t come down ——- on some of these people, they’ll soon be asking for the —–.”
“If you don’t come down sharply on some of these people, they’ll soon be asking for the earth.”
Theme: Class, Capitalism vs. Socialism
Context: Birling justifies his treatment of workers.
Analysis:
Suggests fear of working-class empowerment.
Irony—he exaggerates their demands when they only wanted fair wages.
Priestley criticises capitalist greed and oppression.
“She had a lot to —– far too much – so she had to –.”
“She had a lot to say – far too much – so she had to go.”
Theme: Power, Exploitation
Context: Birling explains why he fired Eva.
Analysis:
Implies that working-class people should remain silent.
Shows his ruthlessness—he prioritises control over fairness.
Priestley highlights how the upper class silences the working class.
“We all —— to kill her”
“We all helped to kill her”
Theme: Responsibility, Collective Guilt
Context: Eric acknowledges that every member of the Birling family played a role in Eva Smith’s downfall.
Analysis:
Collective responsibility – Eric directly opposes his parents’ denial by accepting blame.
Short, blunt sentence emphasises the stark reality of their actions, leaving no room for excuses.
“We all” – contrasts with Mr and Mrs Birling’s attempts to shift blame, reinforcing Priestley’s socialist message that society is interconnected.
“Killed” – strong, emotive language highlights the severity of their actions, showing that their neglect and exploitation had deadly consequences.
