AN INSPECTOR CALLS

J. B. Priestley

English Literature Unit 1 Modern Texts Exam

Section A: Modern Drama

NAME:

ENGLISH SET:
Section A: Modern Drama

 Time allowed: 45 minutes (equal to time spent on Of Mice and Men)

 Choice of two questions; have to answer one question

 Question worth 34 marks: 30 for main answer; 4 for spelling, punctuation and
grammar

Sample Questions
F1: How is Eva Smith presented in An Inspector Calls?

F2: How does Priestley present ideas about how we should treat other people in An
Inspector Calls?

H1: Inspector Goole merely functions as a mouthpiece for Priestley’s ideas.

What do you think is the Inspector’s function in the play and how does Priestley
present him?

H2: How does Priestley show the differences in attitudes between the generations in
An Inspector Calls?

January 2011
F1: How does Priestley present Eric in An Inspector Calls?

F2: Write about the differences between Sheila and Sybil Birling in the play An
Inspector Calls.

H1: How does Priestley show that tension is at the heart of the Birling family?

H2: Priestley criticises the selfishness of people like the Birlings. What methods does
he use to present this selfishness?

June 2011
F1: How does Priestley present Gerald in An Inspector Calls?

F2: What do you think Priestley is trying to tell us about responsibility in the play An
Inspector Calls?

H1: An Inspector Calls has been called ‘a play of contrasts’.

Write about how Priestley presents some of the contrasts in the play.

H2: How does Priestley present the change in Sheila during the course of the play
An Inspector Calls? How do you think this change reflects some of Priestley’s ideas?

January 2012
F1: How does Priestley present the Inspector in An Inspector Calls?

F2: Write about the differences between Arthur Birling and Eric Birling in the play
An Inspector Calls.
WHAT YOU’LL BE MARKED ON FOR YOUR 30 MARKS:

Band 6 A-A* Criteria:

• Insightful exploratory response to task

• Insightful exploratory response to text
• Close analysis of quotations to support interpretations
• Evaluation of Priestley’s use of language, structure and theatrical devices
and the effect on the audience
• Convincing and imaginative interpretation of ideas and themes

Band 3 (C-D Criteria):

• Sustained response to the task

• Sustained response to the text
• Quotations linked to interpretations
• Consideration of Priestley’s use of language, structure and theatrical
devices and the effect on the audience
• Understanding of ideas/themes/feelings/attitudes

Some points to bear in mind:

• This is a play, written and designed for an audience to watch – you must
refer to the effect on the them
• Personal responses and evidence from the text are needed to support the
points you make
• Good responses should not only analyse what is being said/stage
directions, but should also incorporate the wider ideas of the play – what
point is Priestley trying to get across?
• Pay attention to and comment upon the social, historical and moral context
of the play – you need to link this to Priestley’s intentions and the
audience’s reaction
• Consider the implications of the play upon both a contemporary (1945)
and modern day audience
• As well as referring to Priestley’s use of language for effect, you also need
to explore structure, characterization, theatrical devices and the overall
style of the play.
• Don’t forget your 4 marks for spelling, punctuation and grammar!
 TENSION GRAPH OF ‘AN INSPECTOR CALLS’ - STRUCTURE

ACT 1 ACT 2 ACT 3

T
E
N
S
I
O
N

TIME
 P.1 – 6: CHARACTER - First Impressions

Birling

“Finchley told me it’s exactly the same port your father gets for him” (P.2)

“You’re just the kind of son-in-law I’ve always wanted” (4)

“for lower costs and higher prices.” (4)

Mrs Birling

“When you’re married you’ll realize that men with important work to do……..” (3)

“I think Sheila and I had better go into the drawing room and leave you men” (5)

Eric

Sheila: “You’re squiffy” (3)

Sheila

“Except for all last summer, when you never came near me” (3)

ERIC: “she’s got a nasty temper sometimes – but she’s not bad really” (5)

“Oh Gerald ……is it he one you wanted me to have” (5)

Gerald (and Crofts)

BIRLING: “Crofts Limited are both older and bigger than Birling and Company” (4)

“Hear hear! And I think my father would agree to that.” (4)

“I believe you’re right, sir” (6)

 Background Information

J.B. Priestley
Priestley served on the Western Front in World War one and
saw the horrors of trench warfare. He lived through the misery
of the Depression years and saw that lives did not improve
after the war but led to suffering on a global scale; lessons
were not learned.

A socialist in politics, Priestley was a Labour supporter who

loved his country. His strong moral beliefs focused on:
 the need for social change to help the poor.
 the importance of society and community.
 the need for a responsibility to others.
 the need for compassion and fairness in government.

Socialism
A political system based on the collective or
governmental ownership of goods and services. The
means of production is owned or controlled by the
state.

Capitalism
An economic system dependent on the private
ownership of goods and services in order to make a
profit.

Working and Living Conditions

The years 1910 to 1912 when the play is set were years of great industrial unrest.
The strike in Mr Birling’s factory would have been one of many in those years.
Relations between employers and workers deteriorated. Prices were rising but
wages were not – a situation which businessman approved. It was at this time that
many small unions were joining together to make larger organizations with greater
bargaining power.

The summer of 1911 was the nearest the country came to a general strike at this
time. Starting with the miners’ unions, who took united action in favour of a minimum
wage, the strikes spread to the docks and the railways and resulted in management
lockouts, violent riots in which eight men were killed and the deployment of troops to
keep order and keep trade moving. During the next two years there were quarrels
between leaders of the older and newer unions which made industrial action
ineffective, but the atmosphere remained uneasy and the threat of revolution was
never far away.

Workers did not have much job security and being fired meant finding another job
was difficult. There was no unemployment pay or benefits system to help if you were
out of work.
Charities and the Welfare State
Mrs Birling is the chair of a charity that raises money for and gives aid to deserving
causes. At the time when the play is set, 1912, people who were unemployed,
homeless or ill had no Welfare State to rely on as they do today. Charity
organizations were the only help available. When Eva Smith finds herself
unemployed, pregnant and penniless, a charity such as the Brumley Women’s
Charity Organisation is the only place she can turn to for help.

Serious unrest in Britain

In 1912, prices were rising and unemployment
was high. The rich were getting richer and the
poor were getting poorer. There were genuine
fears of a revolution.

In 1909, the Chancellor of the Exchequer, Lloyd

George, proposed a series of sweeping reforms
that would have laid the foundations for the
Welfare State as we know it today. These reforms
required tax increases on the rich which were
fiercely opposed by the Tory opposition. Parts of
the programme were carried out but were
interrupted by the First World War and never fully
implemented until 1942 when the Welfare State
began - compulsory taxes from everyone to pay
for unemployed, sick, pensions for elderly. It was
the compulsory nature of the contributions that
caused a stir at the time. It was the first time the
government had insisted that every member of
society that had an income was to pay for those
not able to earn.

Social Position
Social position, a person’s place in society, was far more important in 1912 than it is
today. As industry expanded, many men in coal, iron, steel and textiles etc made
fortunes; they may have come from humble origins but their wealth allowed them to
rise up the social ladder. Marriages between the newly rich families and older
aristocratic land owning families helped to secure
their social positions.
 HISTORICAL BACKGROUND

Look at the background information about the time the play was set.
TASK
 Identify key points about 1912 from the background information in the booklet
 Indicate whether Priestley or Birling would agree with the situation

PRIESTLEY BIRLING
• Socialist • Capitalist
• Wanted society to change to help • Wanted to make profit for himself
the poor • The boss is in charge
• Believed in fairness and • Portrayed as selfish
compassion

KEY POINTS FROM THE BACKGROUND WHO WOULD AGREE /

INFORMATION DISAGREE? WHY?
Prices and wages

Trade unions

Welfare state (income support, child

benefit….)

Compulsory taxes to help the poor

Minimum wage
PRIESTLEY’S INTENTIONS AND HOW A 1945 AUDIENCE MAY HAVE
REACTED

The play is set two years before the outbreak of WW1. Looking back on it now, or
from the perspective of 1945, the Edwardian era appears like a secure time: Britain
had an empire, an unrivalled Navy and was wealthy. For people like the Birlings,
times were good. But, as we have seen, for those like Eva, they were not so good.
Although Edwardian society might seem comfortable with hindsight, it was very
uncomfortable for the majority who lived in it.

Priestley might not be trying to produce an advertisement for socialism, but he does
point out the serious flaws in a society that allows treatment of someone like Eva
alongside the privilege of the Birlings.

It’s really important to look too, at why 1945 was such a key time for the play to first
produced:

• The war with Germany had only ended in May 1945 and Europe was in ruins
• During the Blitz, the evacuation of city children meant people were thrown
together in a way which was quite new
• In an effort to survive the war and repel the Nazis there was a big focus on the
‘British spirit’, which was about pulling together for the common good and
looking after each other
• Many of the young men and women, who had done much of the fighting, were
determined to make the world a better place.
• In the July 1945 General Election, a labour (left wing) government was
formed, which was committed to economic and social reform, including the
creation of the NHS which came into force in 1948 (this is where everybody
paid taxes so everybody could get free health care, however rich or poor they
were – obviously against an each man for themselves philosophy)

In this social and political climate, Priestley join the rising voices of the day who were
calling for a world where people supported each other for the common good.

The play asks to what extent Eva Smith’s tragedy can be blamed on the society in
which she lived, a society which rewarded rich men who exploited the poor for profit
and used women for pleasure.

TASK: Using all the information you have learnt about society and politics in
1912 and 1945, answer the following question:

How might have a contemporary (1945) have responded to the play? How might this
be similar or different to the way a modern audience responds to the play?
 ARTHUR BIRLING

At the start of the play Birling is presented as a successful, “hard-headed

businessman”. He believes he is a bastion of values and decency and is proud of his
position in society. During the celebratory engagement party he makes his views on
the world very clear to his guests.
Look at his attitudes and philosophy towards: social class, the
future, society, socialism, appearances……..

PAGE POINT/QUOTATION ANALYSIS

4 Prosperous businessman -
capitalist

“for lower costs and higher Business is his primary purpose.

prices” Looking to make money –
consequence of lower costs is lower
wages
Might seem innocent at first, but the
consequence of this attitude comes
though later

6 View of world = simple, self-

satisfied, confident, assured, self-
righteous, comfortable, smug

“You can ignore all this silly Shows his confidence and arrogance –
pessimistic talk.” telling others ‘you’
Belittles people’s political predictions as
‘silly’ and ‘talk’
6 Audience, both 1945 and modern day,
know he’s wrong – Priestly gets us to
disagree with him from start, so we will
disagree with rest of message

6 Proud of own position/social

standing:

“I’m talking as a hard-headed Refers to himself in this way twice –

practical man of business” shows how strongly he believes it.
Thinks it’s a good thing – but ‘hard’ also
makes us think he’s hard-hearted?
‘Practical’ man – not into the theory of
helping others – he’s in the ‘real’ world
where he has actually had to do
business and has actually had to make
money.
 8

6 Unwavering optimism about

future + reliance on technology:

War:

‘you’ll hear some people say war As above – we realise he’s stupid –
is envitable…fiddlesticks!’ ploy by Priestly so we don’t agree with
his position

‘Fiddlesticks!’ again belittling other’s

ideas. Exclamatory sentence – he’s
passionate and convinced about what
he’s saying
PAGE POINT/QUOTATION ANALYSIS
7 Progress:
As above – realising he’s stupid.
‘The Titanic – she sails next
week…and unsinkable,
absolutely unsinksable.’

‘in 1940 – you may be giving a Brings the irony of what he’s saying to
little party like this…there’ll be contemporary audience – in 1945,
peace, prosperity and rapid they’ve just come out of war, there is no
progress’ prosperity and the industrial progress
has led to the first two fully mechanised
wars and the deaths of millions of men.
7 Politics:
“these Capital versus Labour ‘agitations’ makes them sound like
agitations” they’re not a big deal – just an irritation.
Again, belittling those with a different
political point of view.

7 Political views. His philosophy

concerning society, welfare &
responsibility:

9 “A man has to make his own Doesn’t think we should support others.
way” He is a self-made man (if I can do it,
other’s can)
Singular ‘a man’, not ‘men’ highlights
that it’s down to the individual to take
10 care of themselves.
8 Places value on social status &
sensitive to class issues.

“Don’t blame her. ……it’s only (about Gerald’s mother having some
natural” reservations about marriage).

Sees social class divisions as ‘natural’

8 – not something we should fight against
and try to overcome.

“I gather there’s a very good He’s come from a lower class

chance of a knighthood” background, and instead of fighting
against the difficulties and going for
equality – he’s more interested in
climbing the social ladder. He wants to
have higher social status.

9
“we broke out and had a bit of
fun sometimes”
 Connection with Eva & reaction to the Inspector’s interrogation
11 “and I’m still on the bench” (as in Trying to show off his credentials to put
prominent political member) off the Inspector. Shows his arrogance.
Also shows that he thinks he is above
the law and can wheedle his way out of
the situation. Shows he believes in
corruption of class system.
12 “(rather impatiently)Horrid Says it’s a ‘horrid business’ but is pretty
business. But I don’t understand willing to move and on and forget about
why you should come here.” it. Can’t see why he would be involved.
He’s impatient to get back to his dinner
party. No sympathy.
13 “Perhaps I ought to explain first Again, playing on class system.
that this is Mr Gerald croft – the Emphasises ‘sir’ – thinks Inspector
son of Sir George Croft.” should be impressed.

14 “Still I can’t accept any Not willing to change his views. ‘any’
responsibility” responsibility – not even willing to take
a little bit

Unsympathetic to lower class

workers:

15 “Well it’s my duty to keep labour ‘duty’ to who? Himself and

costs down” shareholders and other businessmen
who make money. Not doing his duty to
workers who need a living wage.

16 “Perhaps I ought to warn you that Referring to the Chief Constable- trying
he’s an old friend of mine” to warn the Inspector off. Again, shows
that he is part of ‘old boys club’ –
prepared to use social status to get him
out of trouble.
Also shows that he thinks the inspector
is being rude and out of order; he
‘warns’ him like a threat

17 “Nothing to do with you Sheila. Shows he doesn’t think that women

Run along.” have any place in listening – both
wants to protect Sheila, but also
doesn’t believe she’s capable of being
involved because of her gender.
Gives he a command: ‘run along’ – he’s
in control
17 “I was quite justified.”
Thinks that his business sense
overrides any moral obligation he has.
He feels hard done by, by them striking,
and this was an appropriate response
from him. ‘quite’ justified – like
completely – no room for allowing any
responsibility

21 “We were having a nice little Again, almost like Eva’ s death is an
family celebration…nasty mess” inconvenience to his night. Wants to
get back to what he’s doing. Inspector
has created a ‘mess’ of his plans.
Completely unsympathetic to Eva or
investigation. Defensive?
 Reactions to the Inspector’s visit Analysis
57 “I was almost certain for a His reaction is about the cost to himself
knighthood” when it gets out – not what he’s done to
Eva.

57 “there’s every excuse for what ‘every’ excuse – he doesn’t find it

your mother and I did” difficult to justify himself. Has not taken
anything on board that the inspector
has said.
60 “Probably a Socialist or some Again, belittling Inspector by saying he
sort of crank” has opposing political views: ‘socialist’
– and equating that with a ‘crank’ –
someone mental or deluded.
63

70

71

ARTHUR BIRLING - Key Points

 Sheila Birling

Sheila seems to be the perfect daughter: happy, joking, teasing and very excited
about her engagement to Gerald. However, the Inspector reveals her involvement
with Eva Smith whilst she was out on a shopping spree at Millwards........

Page Quotation Analysis

Reactions to the Inspector’s visit
17 “(rather distressed) It’s just that I • She has most humanity out of
can’t help thinking about the characters
girl” • She cares – she is ‘distressed’

19 “I think it was a mean thing to • She has empathy with Eva

do” • She doesn’t have a business /
money approach
• She doesn’t agree with her father
• ‘I think’ – giving her opinion even
though a woman
19 “but these girls aren’t cheap • People shouldn’t be treated like
labour – they’re people.” slaves
• Women should be equal (?)
• Stress on ‘people’ (prosodic
feature) – shows we must care
about them because fellow human
beings
Her role in the suicide
23 “So I’m really responsible?” • Shows she is feeling guilty
• She takes on inspector’s message
(unlike older generation)
“At least I’m trying to tell the • Making accusation at Gerald –
truth” questioning him (is that a woman’s
role?)
• Taking responsibility for her own
actions.
24 “She was a very pretty girl • She is/was jealous and shallow
too...and that didn’t make it any • Use of ‘very’ – envious of Eva
better’ • Women in competition, rather than
sticking together and ‘helping each
other out’

24 “I went to the manager and told • Repetition of ‘and’ – realising she’s

him this girl had been very done something wrong; getting
impertinent – and – and – “ upset
• She gets to have her say because
she’s of a higher class

Sheila’s reaction to the accusations

24 “And if I could help her now, I • She feels partly responsible and
would-“ wants to make amends
• Make it clear to everyone else how
she feels.
 • ‘could’ – it’s too late to change for
Eva, but not for other women like
her
25 Sheila is similar to the • Empathising with Eva
Inspector: • Use of exclamation ‘oh’ could be
realisation or because she’s really
feeling awful
“Oh why had this to happen?” • Question - questioning herself,
26 _________________________ family – and putting it out to
Sheila realizes his audience for them to think about
power/omnipotence their life and society.
____________________________
“Oh don’t be stupid. We haven’t
much time” • Starting to believe everyone will
tell the Inspector something – have
something to hide.
• Getting frustrated with others
Reactions to the Inspector’s visit
63 Bitterly ”I suppose we’re all nice • Stage directions (bitterly): annoyed
people now” and angry at others
• Being sarcastic – trying to make
them see they can’t forget about
Eva
65 “You’re just beginning to • Shows her frustration at going
pretend all over again” ‘backwards’
• Prepared to stand up to family –
men and elders and address them
‘you’re’
70 “Everything we said happened.
If it didn’t…then that’s lucky for
us. But it might have done”

71 “It frightens me the way you talk • Not just frustrated by others but
and I can’t listen to any more of actually frightened.
it” • Worried about the future – realises
how important this is
• Empathises with Eva – she’s
young girl, same age etc.

SHEILA - Key Points

 GERALD CROFT

Gerald is handsome, rich and comes from an “old, country family” – he is the social
superior of the Birlings. He often agrees with Birling’s philosophy on business,
politics and women. However, he has been keeping a secret from Sheila......

Page Quotation Analysis

Reactions to the Inspector’s visit
22 “After all, y’know, we’re • Trying to show his class and
respectable citizens and not status – ‘respectable’ related to
criminals” not being a ‘criminal’ – higher
class can’t do wrong?

Gerald’s view of women

27 (about Sheila): “She’s obviously • Speaking on Sheila’s behalf –
had about as much as she can patronising (link to Gerald’s view
stand” of women)
• ‘obviously’ – women can’t take too
much – as though everyone would
agree with him: it’s obvious
27 “Why should you [stay]? It’s • Shows the role of women – is he
bound to be unpleasant and being protective of Sheila or
disturbing” patronising?
• Questioning her and her right to
stay – it’s her house after all
Gerald’s role in the suicide
34 “It’s a favourite haunt of women • Gerald, who is after all
of the town” ‘respectable’ – is happy to
socialise in a place with prostitutes
• What are his intentions in going
there – it’s not clear, but it’s
suspicious
• ‘women of the town’ – has to
speak about them in a euphemism
(i.e. can’t refer to them directly as
prostitutes)
35 Makes it sound like a rescue
mission:

36 ‘[Daisy] gave me a glance that • View on women: Eva/Daisy in

was nothing less than a cry for distress - women need rescuing
help” • ‘nothing less than’ – he’s
interpreting her look and justifying
his behaviour – was this really the
case or is he trying to make
himself seem better
37 “I didn’t ask for anything in • He didn’t ask for free sex in return
return” for accommodation, but he got it
• He set up the situation – does it
make it better that he didn’t ‘ask’
 for it? He still accepted it.
• Is he any better than the men in
the club? He gave her hope and
then let her down
39 “She told me she’d been happier • Happier than ‘ever’ been
than she’d ever been before” • Trying to justify that he did the
right thing
• But if he made her that happy, she
had further to fall (more painful)
when he turned his back on her so
he could go ahead with his
marriage to Sheila
Reactions to the Inspector’s visit
62 Starts idea of Inspector as hoax:
‘That man wasn’t a police officer’ • He’s the first to want to discredit
the inspector
• Thinks if he can discredit him it
‘he bluffs us into confessing’ doesn’t matter – not willing to take
66 responsibility

• Is a ‘bluff’ – trying make out is

some sort of joke, not to be taken
seriously
68 “there’s still no proof it was really • Absence of proof – means
the same girl” absence of conviction of crime –
does this mean everything can go
back to normal?
• If not the same girl – doesn’t get
away from the fact that all the
things they did actually happened
71 “Everything’s all right now, • Happy to carry on as before
Sheila. What about this ring?” • No remorse
• Wants to pick things back up with
Sheila – forget about Daisy
Renton
• Poses question to Sheila, as
though she will be happy with
situation too and not have any
problems

GERALD - Key Points

 SYBIL BIRLING

At the start of the play Mrs.Birling appears as a lady of good social class, superior to
that of her husband. She acts with quiet control in Act One showing an acute sense
of propriety. In Act Two we see her cold-hearted, arrogant character emerge during
the Inspector’s interrogation.

Page Quotation Analysis

Reactions to the Inspector & Eva
29 Smiling, social

“I don’t think we can help you Smug/confident. Smiling face on front, but
much.” defensive underneath.

30 “girls of that class” ‘that’ class – can’t even name it. Looking
down on them. Happy to judge people
based upon their class – stereotyping and
prejudice.

30 “Please don’t contradict me Doesn’t think her daughter should have

like that.” opposing views. Thinks her age makes her
superior.

31 Tries to use social position to Like Birling: thinks her social status can
intimidate Inspector: buy her favour and bargaining. Shows
she’s happy to take part in corruptness of
‘you know, my husband was system and not be accountable to law –
Lord Mayor only two years ironic seeing as Birling is part of law
ago and that he’s still a system.
magistrate’ Shows she also thinks Inspector is out of
order for accusing her.
Sybil’s role in the suicide
43 ‘I’m very sorry. But I think she Not willing to take any responsibility.
only had herself to blame’ Paying lip service – is she really sorry for
the fact she’s dead. Not taking any
responsibility
44 “I’ve done nothing wrong – Challenging others to agree with her –
and you know it.” can’t see that she is wrong. Arrogance.
Unwillingness to learn.

44

45 “Go and look for the father of Being trapped by Inspector. Command: ‘go
the child. It’s his and look’ - she’s so sure of herself she’s
responsibility.” willing to tell others what to do. She
changes when realises it’s Eric. Eager to
blame. Naïve about Eric.
 46 “She was giving herself Feels offended that Eva called herself Mrs
ridiculous airs” Birling – how can lower classes aspire to
be like her. We, as the audience, know
why she’s given herself this name
(dramatic irony) and suspect Eva wasn’t
‘giving herself airs’. Shows that Sybil
believes in class system – and doesn’t like
others rising and pretending to be
something they’re not – even though her
husband has risen through the social
ranks.
47 “But I accept no blame at all” ‘at all’ - completely unremorseful. ‘But’ –
prepared to contradict Inspector.

48 Gets trapped by Inspector See notes for above: ‘Go and look…’ –
and blames others: again another command.

‘find this young man and

make sure he’s compelled to
confess’

Reactions to the Inspector’s visit

59 “so rude….so assertive” Attacks the inspector himself, rather than
his argument. Again, he’s been rude to
her.

60 ‘Certainly’ – smug , feels as though hasn’t

been trapped by Inspector – even though
‘he certainly didn’t make me before when realised had killed her own
confess – I had done no more grandchild was distraught: ‘(very
than my duty’ distressed now) No – Eric – please – I
didn’t know)
Hasn’t learnt anything, even from such an
emotional experience
61
(about Edna) ‘I asked her to Prepared to move on and think about other
wait up to make us some tea’ things. Inspector’s visit not important.

71 Refuses to learn from

experience:

(about Sheila and Eric) ‘in the Thinks everyone is the same as her.
morning they’ll be as amused ‘Amused’ – by such a traumatising
as we are’ experience? Did she really find it funny??

SYBIL BIRLING - Key Points

 ERIC BIRLING

Page Quotation Analysis

Reactions to the Inspector’s interrogation of his father
15 “it isn’t as if you can go and • Understand the unfairness of his
work somewhere else.” father’s statement, and therefore of
his treatment of the workers.
• Is willing to question his father- a
reflection of their relationship?
• At this point shows more of an
understanding with the Inspector’s
questioning than his own father’s
views. (Birling first to be interviewed
so early on in the play). Does this
foreshadow his later remorse? ‘And
that doesn’t alter the fact that we all
helped to kill her.’
15 “He could have kept her on • In response to Gerald’s ‘You couldn’t
instead of throwing her out. I have done anything else’ (to Birling)
call it tough luck.” • Shows the difference in the attitudes
between Birling/Gerald and Eric. You
would expect father/son to share
similar views.
• ‘Throwing’ emphasises the merciless
nature in which Eva was treated.
• ‘Tough’ emphasises the lack of
compassion from Birling.
16 “I’d have let her stay” • Shows he sees his father’s actions as
unjust and cruel. He would have done
it differently. Showing that he sees
himself differently to his father. Could
argue this is a more personal thing
against his father, rather than towards
the girl at this point. Especially as...
• ...Irony as we later find out that Eric
hasn’t treated the same girl well
either.
Eric’s role in the suicide
51/52 “I was in that state when a • ‘chap’ generalises it, as though Eric is
chap easily turns nasty” struggling to take full responsibility at
this point for his own actions.
• ‘I was in that state’ again shows not
fully taking responsibility for his
actions. It was the alcohol that made
him behave that way, opposed to him
behaving in that way.
• Is this because of the genuine guilt
that he feels at this point?
• ‘Nasty’ could imply a forced rape? His
inability to say show suggests
shame?
053 “In a way, she treated me – • Shows Eric’s lack of control in the
as if I were a kid” situation. He was not responsible
 enough to make the decisions, so she
made them for him.
• ‘Kid’ makes Eric seem more
vulnerable. Is his behaviour a product
of the way that he has been brought
up?
53 “Said I didn’t love her” • Eva Smith herself recognised that
Eric was only physically attracted to
her. Therefore, love was absent from
the relationship.
• This + Gerald’s treatment of her
makes the audience feel more
sympathetic towards her.
• The fact that she used this as
grounds for them not to marry shows
that despite the way she has been
treated, she was still thinking of Eric.
Relationship with parents
54 “Because you’re not the kind • Shows the problems in their
of father a chap could go to relationship (think about how all this
when he’s in trouble” contrasts with the happy image of the
family presented at the start of the
play).
• The fact that this is response to
Birling worrying about how he has to
‘cover this up’ shows that Birling’s
worries are still not about his son, but
about his business and reputation.
This therefore reinforces what Eric
was saying about not being able to go
to him when he needed them.

“Your trouble is – you’ve been • ‘Spoilt’ shows that Birling thinks that
spoilt” Eric has had too easy of a life. But
surely this is because of the parents?
Therefore, they too need to learn from
Eric’s mistake, but still refuse to
accept responsibility.
• This is in response to the money
being stolen, not Eric’s treatment of
Eva  so again, it shows us where
Birling’s values lie.
• Is the state system fair when he
would be allowed to be spoilt in this
way? Not having to earn his money.
55 “You don’t understand • To Mrs B. Shows that relationship is
anything. You never did.” strained with both parents.
• ‘Never’ shows that this is not just a
result of the Inspector’s visit.
• Emphasises the questionable nature
of Mrs B’s ‘compassion’.
Reactions to the Inspector’s visit
59 “He was our police inspector • Understanding that it doesn’t matter if
all right” he was a real inspector or not he
illuminated the true nature of the
family.

63

64 “Whoever the chap was, the • Taking responsibility for his actions,
fact remains that I did what I despite the fact that the Inspector
did.” may not have been an inspector.
• Contrast to parents’ reactions.
• ‘Remains’ shows that he cannot just
brush this off.
65 “The girl’s dead and we all • ‘We all’ shows a collective
helped to kill her –and that’s responsibility to her death.
what matters” • ‘Girl’ makes her seem younger and
more vulnerable, showing the guilt he
may be feeling and drawing sympathy
from the audience.
• ‘All that matters’ shows that he is no
longer thinking of himself.
69 “That doesn’t matter to me. • Shows the responsibility he feels for
The one I knew is dead” his actions, regardless of what has
changed.
• He is very much focused on the girl,
rather than himself.

ERIC - Key Points

 The Inspector

Page Quotation Analysis

11 “Massiveness, solidity and • Made to appear dominant from his
purposefulness….looking hard at entrance.
the person” • Reflects the dominant role he will
play in the play.
• ‘looking hard at the person’
suggests he will look closely at
things (as does the name
‘Inspector’) and we learn through
the play that he sees through the
images others will try to put on.
11 Creates uncertainty • Clear that Inspector is not there for
“I’m on duty” a social call- why is he there?
• The comfortable, happy nature
from the beginning has changed
 the Birlings are now out of
control and therefore they feel
uncertain.

12 “There might be” • Shows the Inspector’s control of

the situation, and again, the
Birling’s lack of it. The ambiguity of
‘might’ shows that he can control
the amount of information, without
feeling the need to please the
Birlings.

13 “Mr. Gerald Croft, eh” • Shows that the name may be

familiar to the inspector  Birling
would assume this would be
because of the Croft name, but we
come to learn otherwise. Links to
the idea of the inspector being
omniscient.
• ‘Eh’ could also be seen as almost
mocking the fact that Birling tries
to use Gerald’s name.

15 Steps out of police role • Shows Priestly using the Inspector

“better to ask for the earth than to to deliver a moral message.
take it” • The Inspector is directly
contradicting Birling’s idea of
‘they’d soon be asking for the
earth.’ The Inspectors response
(‘better to’) highlights the
selfishness of Birling’s actions, as
well as the ruthlessness of his
behaviour (‘take’).

16 “Goole” • Homophone to ‘ghoul’ 

• Meaning: Someone who has a
 morbid interest in death.
• Ghost like: suggests something
supernatural about the Inspector.
Foreshadowing the future events
Gerald’s discovery about the
Inspector. Is this to highlight the
fact that it is the family’s own
responsibility to right their wrongs,
rather than the Inspector’s
(Priestly’s message  social
responsibility).
• Creates a sense of mystery
around him, and therefore a sense
of unease for the audience and
the Birlings.
• This also creates a more ominous
character which is made sharper
by his knowledge about the
family’s involvement with Eva
Smith.

19 “I’ve had that notion……” • In response to Sheila’s ‘But these

girls aren’t cheap labour- they’re
people.’
• Sarcasm (‘notion’) used to show
that what Sheila thinks is how their
morals should be. This sense of
morality is dawning on Sheila and
Mr and Mrs Birling are still
oblivious to it, but it is obvious to
the Inspector, Priestly and the
audience that Birling’s reactions
are morally wrong.

22 “Sometimes there isn’t as much • In response to Gerald’s ‘We’re

difference as you think” respectable citizens and not
criminals.’
• The Inspector is hinting at what he
knows with regards to Eva Smith’s
case. This knowledge, without
giving too much away, creates a
sense of unease.
• It also shows the Inspector
disputing Gerald’s idea that there
are two types of people in society
morally, and these are separated
by class. As we progress through
the play, we realise just how
correct the Inspector is.
23 “but you’re partly to blame. Just • ‘just as your father is’ shows that it
as your father is.” is not one individual’s fault, that it
 is a collective responsibility.
• Consider the different reactions of
Birling and Sheila, even though
they are both ‘partly to blame’.
• We see the chain of events
revealing the Birlings’ involvement
unfolding – the Inspector’s
accusations control this
unravelling.
29 “If there’s nothing else, we’ll have • Priestly, through the Inspector,
to share our guilt.” talks of ‘sharing’ to emphasise
how important sharing is within a
society (link to his socialist ideas).
• Here the Inspector is highlighting
that the only thing the Birlings will
share is their guilt (due to their
selfish nature), which will be so
large (due to their actions) that the
only way to cope with it will be to
share it.
30 “we often do on the young ones. • Highlighting the difference in
They’re more impressionable” attitudes between the generations
(between Mr and Mrs Birling and
their children).
• The older generation’s views
represent those of the time the
play was set. The younger
generation’s represent the views
Priestly and many others felt
Britain should hold after the two
wars, in order to move the country
forward.
• ‘impressionable’ stresses how
important it is that we teach the
new generation the right way, the
importance of social responsibility.
• Mr and Mrs Birling spend so much
of the play telling Eric and Sheila
what to do, but are the children
wiser as they understand the
Inspector’s (and Priestly’s)
message.
 Inspector passes judgement in final sermon

But just remember this. One Eva Smith has gone but there are millions and millions
and millions of Eva Smiths and John Smiths left with us, with their lives, their hopes
and fears, their suffering and chance of happiness, all intertwined with our lives, and
what we think and say and do. We don’t live alone. We are members of one body.
We are responsible for each other. And I tell you that the time will come when, if men
will not learn that lesson, then they will be taught it in fire and blood and anguish.
Good night.

Page Quotation Analysis

56 ‘millions and millions and Priestley is trying to get us to think about how
millions of Eva Smiths and it’s not just about Eva – it’s about how we treat
John Smiths left with us’ all people.

Eva stands for all women. Eva – from ‘Eve’ –

the very first women. ‘Smith’ being one of the
most common English names. Also, men too –
‘John Smith’ – again very common name.

Repetition of ‘millions’ – Priestley trying to

stress the scale of the problem and how many
people are struggling because the actions of
the few rich.
56

56 ‘They will be taught in fire ‘Fire and blood and anguish’ brings up images
and blood and anguish’ of the two wars fought just before the play was
written. Many of Priestly’s initial audiences
would have been directly affected by this, so
the images created are emotional as well as
violent.

This could also be argued to relate to the

Russian revolution, in which poor workers and
peasants took over the state and exacted a
bloody revenge against the aristocrats who
had treated them so badly.
‘Fire’ also conjures up images of hell  the
consequences of acting sinfully. (Links to the
Birlings representing the 7 deadly sins. 
Greed= Mr Birling. Pride = Mr/s Birling.
 Wrath= Mrs Birling/ Sheila. Envy= Sheila.
Gluttony = Eric. Sloth = Eric. Lust=
Eric/Gerald.)

The repetition of ‘and’ emphasises the

enormity of these consequences.

The Function of the Inspector

• To make the character confess their actions

• To control speech and movement on stage
• To create moments of tension and intrigue
• To act as a vehicle for Priestley’s moral message
• To encourage the characters and audience to learn from the mistakes of the
past

1. Why are each of these functions important?

2. How successful is the Inspector in achieving them?

STAGE AND SETTING

Re-read the opening stage directions for the play.

The dining room of a fairly large suburban house, belonging to a prosperous

manufacturer. It has good solid furniture of the period. The general effect is
substantial and heavily comfortable, but not cosy and homelike… The lighting should
be pink and intimate until the INSPECTOR arrives, and then it should be brighter and
harder.)

At the rise of the curtain, the four BIRLINGS and GERALD are seated at the table,
with ARTHUR BIRLING at one end, his wife at the other, ERIC downstage and
SHEILA and GERALD seated upstage. EDNA, the parlourmaid, is just clearing the
table which has no cloth, of dessert plates and champagne glasses, etc. and then
replacing them with a decanter of port, cigar boxes and cigarettes. Port glasses are
already on the table. All five are in evening dress of the period, the men in talis and
white ties, not dinner-jackets.

Answer the following questions below, trying to explain the significance of these
decisions by Priestly. Remember, you can always give more than one interpretation
of what Priestly was trying to suggest by these choices!
1. What might the ‘good solid furniture’ represent?

2. Why does Priestly not want it to be ‘cosy and homelike’?

3. Why might he choose pink lighting at first? What might that represent?

4. Why change to harder and brighter light when the inspector arrives?

5. What is the significance of where Arthur Birling sits?

6. What do the things on the table suggest about their status?

7. Why might the men be dressed in tails, not dinner jackets (tails are more
formal)?
 STRUCTURE OF THE PLAY

In classical Greek drama, a good play kept the place, action and time together in a
very compact way: this was known as the three unities. Priestley has produced a
textbook example of this.

The drama unfolds in one place (the Birling’s dining room. Action is straightforward –
all actors are involved in one main plot. The passing of time on stage is the same as
the same as in the theatre – the audience experiences what happens in the same
time the characters do. Even the breaks between the Acts do not shift the time frame
or setting.

What is the effect of the three unities? In your answer you might consider the
following points:

• Convincing
• Realistic
• Concentration of audience
• Startling ending

Everything that happens to Eva Smith is described or reported: the strike and
sackings, the pick-up in the Palace bar, the ‘love nest’ in Charlie Brunswick’s rooms,
the suspected rape by Eric and the interview with Mrs Birling all appear off stage.

In this sense, the Inspector acts like a Chorus in a Greek play: from time to time he
sums up what has happened and explains the lessons to be learnt (think of the role
of the chorus in the prologue to Romeo and Juliet – they would say what’s happened
and the moral).

Consider the following:

• Would the play have been more of less effective if we had actually met Eva
Smith and seen the things that had happened to her?

• Would you still need an Inspector if you could see Eva and what does he add
in her place?
 THEMES

What Priestley is trying to get the audience to think about:

‘The theme of responsibility is central to An Inspector Calls. Priestley asks us

how far we should be responsible for one another and….’

Responsibility

• How far we should be responsible for one another

• How responsible we should be for our own actions and our behavior
towards others
• Explores what happens when we don’t take responsibility
• Explores what happens we only take responsibility for those we feel
‘deserve’ it
• About whether responsibility should be something in our law (i.e. driven
by political party – e.g. NHS) rather than just left up to us

Social class and how it’s viewed

• Whether people of upper social class should have advantages of those

of lower social class (e.g. with the law)
• Whether social class is ‘deserved’ – e.g. Eric born with money but did
nothing for it
• Questions why it is people at the top of the social hierarchy think they
are morally superior and can make judgments on others (like Syblil did)
• Whether people should be able to move through the class system or
whether class system abolished (post war class system broke down –
people working and fighting alongside each other)

Gender and attitudes to women

• Is the inequality of women correct and moral?

• Are women unable to work and think and contribute alongside men? –
Sheila understood Inspector’s message whereas Birling and Gerald
didn’t – both male and female can understand – intelligence/conscience
doesn’t depend on gender
• Is it right we use women for sex?
• Is it right men can emotionally and physically abuse women because
they are physically and socially superior
• Pregnant and baby – emphasizes her vulnerability as a woman – Eric not
as responsible because he’s man
• Sheila vs. Sybil - new generations of women are more able

Age: the difference between the generations

• Whether the views of the old really work in a modern society (post 1945
building a new British society…)
• Should the youngers respect their elders, or should the parents listen to
their children
• Eric and Sheila not treated like grown ups – older generation felt they
knew better