Inspector calls revision flashcards

All 20 cards

1. Card 1

   Define Mr. Birling's capitalist worldview as expressed in his quote: 'A man has to make his own way—has to look after himself—and his family too, of course.'

   Mr. Birling's quote defines a worldview centered on individualism and self-reliance, where a man's primary responsibility is to himself and his immediate family. It explicitly excludes any broader social responsibility towards the wider community, setting the stage for his clash with the Inspector's socialist ideals.

2. Card 2

   How does Sheila Birling's statement, 'But these girls aren't cheap labour—they're people,' distinguish her perspective from her father's?

   Sheila's statement highlights a fundamental difference in perspective by humanizing the working-class women, viewing them as individuals rather than mere commodities. This contrasts sharply with her father's capitalist view, which often reduces workers to 'cheap labour,' marking Sheila's initial step towards empathy and social awareness.

3. Card 3

   How does Inspector Goole's question, 'You think young women ought to be protected against unpleasant and disturbing things?' to Gerald, expose the hypocrisy of the upper class?

   The Inspector's question exposes upper-class hypocrisy by highlighting the double standard applied to women. While Gerald claims a desire to protect Sheila from 'unpleasant truths,' men of his class, including himself, routinely engage in 'unpleasant' and exploitative behavior towards working-class women like Eva Smith, demonstrating a selective application of protection based on social status.

4. Card 4

   Define the significance of Mrs. Birling's quote, 'Girls of that class—' in revealing her character and prejudices.

   Mrs. Birling's dismissive phrase, 'Girls of that class—,' immediately reveals her deep-seated class snobbery and prejudice. It signifies her belief in a rigid social hierarchy where the working class is inherently inferior, preventing her from extending empathy or understanding to individuals like Eva Smith.

5. Card 5

   Explain the dramatic irony in Mr. Birling's statement, 'If we were all responsible for everything that happened to everybody we'd had anything to do with, it would be very awkward, wouldn't it?'

   The dramatic irony in Mr. Birling's statement lies in the fact that the entire play subsequently proves his assertion to be true, but in a way he vehemently denies. The Inspector's investigation precisely demonstrates how their interconnected actions, however seemingly minor, collectively led to Eva Smith's death, making their situation indeed 'awkward' in a morally damning sense.

6. Card 6

   Define the concept of 'collective responsibility' as conveyed by Inspector Goole's final summation: 'But each of you helped to kill her. Remember that. Never forget it.'

   Inspector Goole's statement defines collective responsibility as the idea that individual actions, even if seemingly separate, can combine to produce a shared, devastating outcome. He emphasizes that each Birling family member, through their distinct acts of cruelty or neglect, contributed to Eva Smith's tragic end, making them all complicit in her death.

7. Card 7

   How does Eric Birling's confession, 'I was in that state when a chap easily turns nasty—and I threatened to make a row,' illustrate themes of gender, class, and exploitation?

   Eric's confession illustrates these themes by revealing the casual predatory nature of upper-class men towards vulnerable working-class women. His colloquial language downplays the severity of his actions, highlighting how societal norms and his privileged class position enabled him to exploit Eva, using threats to assert dominance in a gender-imbalanced power dynamic.

8. Card 8

   Define the core moral message of the play as encapsulated in Inspector Goole's declaration: 'We are members of one body. We are responsible for each other.'

   This declaration defines the play's core moral message as one of social responsibility and interconnectedness. It posits that humanity is a collective entity, and individuals have a moral obligation to care for one another, directly challenging the selfish, individualistic ethos espoused by characters like Mr. Birling.

9. Card 9

   Explain the significance of Mrs. Birling's statement, 'I think she had only herself to blame,' in the context of her character's development and the play's plot.

   Mrs. Birling's statement is highly significant as it firmly entrenches her denial of responsibility and highlights her rigid class prejudice. By completely blaming Eva, she not only demonstrates her lack of empathy but also unwittingly sets herself up for the devastating revelation that her own son, Eric, was involved, making her condemnation deeply ironic.

10. Card 10

    Define the 'generational divide' as shown by Sheila Birling's exasperated comment to her parents: 'The point is, you don't seem to have learnt anything.'

    Sheila's comment defines the generational divide as a fundamental difference in moral understanding and willingness to accept social responsibility. While the younger generation (Sheila and Eric) grapples with the ethical implications of their actions, the older generation (Mr. and Mrs. Birling) remains primarily concerned with reputation and avoiding scandal, demonstrating an inability to learn from their mistakes.

11. Card 11

    How does Inspector Goole's warning, '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 bloody and anguish,' function as dramatic irony for the 1945 audience?

    For the 1945 audience, this warning functions as powerful dramatic irony because they had already lived through two World Wars ('fire and blood and anguish'). Priestley, through the Inspector, is implicitly suggesting that the failure of society to embrace collective responsibility and care for one another, as depicted in 1912, directly led to the global conflicts they had just experienced.

12. Card 12

    Define the theme of 'class' as illustrated by Mrs. Birling's attitude towards Eva Smith and her dismissive language.

    The theme of 'class' is defined by Mrs. Birling's unwavering belief in a rigid social hierarchy, where her upper-class status grants her inherent superiority. Her dismissive language towards Eva Smith, whom she views as 'that class,' underscores her conviction that working-class individuals are inherently inferior and undeserving of the same respect or consideration.

13. Card 13

    How does Mr. Birling's initial speech about a 'man mak[ing] his own way' contrast with Inspector Goole's final message of 'We are members of one body'?

    Mr. Birling's speech champions extreme individualism and self-interest, where social responsibility extends only to one's immediate family. In stark contrast, Inspector Goole's message advocates for collective responsibility and interconnectedness, asserting that all individuals are part of a larger community and morally obligated to care for each other, directly challenging Birling's capitalist ethos.

14. Card 14

    Define the significance of Sheila's early empathy, as shown in 'But these girls aren't cheap labour—they're people,' for her character's development throughout the play.

    Sheila's early empathy is significant as it marks the beginning of her moral awakening and sets her apart from her parents. This initial recognition of Eva's humanity allows her to be more receptive to the Inspector's message and ultimately leads to her profound transformation, making her the most morally aware character by the play's end.

15. Card 15

    How does the Inspector's method of questioning, particularly in revealing the family's interconnectedness to Eva Smith, challenge Mr. Birling's view on social responsibility?

    The Inspector's questioning method directly challenges Mr. Birling's view by systematically demonstrating that their individual, seemingly isolated actions are deeply interconnected and have profound consequences for others. By showing how each family member contributed to Eva's demise, the Inspector forces them to confront the 'awkward' reality of social responsibility that Birling initially dismissed.

16. Card 16

    Define the theme of 'guilt' as experienced differently by Sheila and her parents after the Inspector's revelations.

    The theme of 'guilt' manifests differently: Sheila experiences genuine remorse and a profound sense of moral culpability for her actions, leading to a desire for change. Her parents, however, primarily feel guilt not for their actions' impact on Eva, but for the potential public scandal and damage to their reputation, demonstrating a superficial and self-serving form of guilt.

17. Card 17

    How does Mrs. Birling's class prejudice, as evidenced by 'Girls of that class—', prevent her from accepting responsibility for Eva Smith's death?

    Mrs. Birling's class prejudice prevents her from accepting responsibility by creating a mental barrier that dehumanizes Eva Smith. By categorizing Eva as 'of that class,' Mrs. Birling views her as inherently inferior and therefore undeserving of the same consideration or empathy, allowing her to deflect blame and justify her own cruel actions without moral introspection.

18. Card 18

    Define the 'exploitation' of working-class women as depicted through the experiences of Eva Smith with Gerald and Eric.

    The 'exploitation' of working-class women is defined by their vulnerability to the power and privilege of upper-class men, who use them for their own gratification without genuine care for their well-being. Gerald uses Eva for a temporary affair, and Eric takes advantage of her during a drunken encounter, both treating her as disposable and leaving her in a worse position, highlighting the systemic imbalance.

19. Card 19

    Explain how the Inspector's final speech serves as Priestley's 'socialist manifesto' within the play.

    The Inspector's final speech serves as Priestley's 'socialist manifesto' by explicitly articulating the core tenets of socialism: collective responsibility, mutual care, and the interconnectedness of humanity. It directly counters Mr. Birling's capitalist individualism and advocates for a society where people recognize their obligations to each other, warning of dire consequences if this lesson is not learned.

20. Card 20

    Define the 'age/generational divide' as it relates to the Birlings' differing reactions to the Inspector's visit and the subsequent realization that he might not have been a real inspector.

    The 'age/generational divide' is defined by the contrasting moral responses to the Inspector's revelations. The younger generation (Sheila and Eric) are genuinely changed by the experience, accepting moral responsibility regardless of the Inspector's authenticity. The older generation (Mr. and Mrs. Birling) revert to their self-serving attitudes, relieved that a public scandal might be averted, demonstrating their inability to learn or grow morally.

More flashcard decks

• Thermochemistry and Thermodynamics flashcards (149 cards)
• Género Bacillus y Clostridium flashcards (100 cards)
• Ψηφιακά Παιχνίδια και Μάθηση flashcards (100 cards)
• Philosophy AS flashcards (100 cards)
• Nervous system flashcards (100 cards)
• ECG, IGEL and Iv flashcards (100 cards)

Browse every shared deck