A Guide to J.B. Priestley’s An Inspector Calls

1. A Guide to J.B. Priestley’s An Inspector Calls

2. J B Priestley • John Boynton Priestley (1894 – 1984) was a writer and playwright who held strong political views. He was what we would call today, strongly “left-wing”. • Priestley disliked intensely what he saw as the excesses of “capitalism” a social and political system in which, as he saw it, the rich held onto excessive power at the expense of the often exploited poor. • He looked forward to a “socialist” future for Britain, seeing this as a system that allowed for greater equality between peoples and especially allowing greater opportunities for the ordinary person to achieve their potential. • Priestley was intrigued by the effects of an individual’s choices and actions over time, what we might call, the ‘the chain of events’. This play explores such a chain of events.

3. Historical Context An Inspector Calls was written and performed in 1945 – at the end of World War II; but it is set in 1912 – just before the Great War of 1914-18. Discuss what you know about: • Capitalism, Communism and Socialism • Class divisions • Women’s rights • Trade Unionism • The two world wars • The “Welfare State”

4. Staging the Play • Priestley leaves the director and actors much less room than usual to choose how to set the stage or act their roles – he does this by providing many and very clear stage directions. • Look at the opening stage directions and work out what Priestley seems to have wanted the audience to think about the Birling family before any words are spoken? • Such a setting evokes certain “cultural narratives” in the audience’s mind – narratives that Priestley knew would work in his favour to help make the play’s themes yet more persuasive. • Be sure to consider all stage directions as you revise.

5. What effects does Priestley create in Act 1 and why? Consider both plot and theme. • The reactions to the stage setting. • The Birling family celebrate Sheila’s engagement to Gerald. • A police inspector calls. • Mr Birling and Sheila are questioned.

6. What effects does Priestley create in Act 2 and why? Consider both plot and theme. • The Inspector questions Gerald. • Sheila breaks off her engagement to Gerald. • Mrs Birling is questioned. • Sheila and, eventually, the others realise that Eric is involved.

7. What effects does Priestley create in Act 3 and why? Consider both plot and theme. • Eric confesses his involvement in Eva’s death. • The inspector leaves after making a key speech about social responsibility. • Gerald raises doubts about the “inspector” and makes phone calls to the Chief Constable and local hospital. • Some lessons are learned; some are not. • The play closes with the telephone ringing. It’s the police; a girl has died and a police inspector is about to call…

8. Characters Key points to consider: • Character are created to have effects on the audience for two broad purposes – plot and theme. • Think about Priestley’s use s of the main characters at these two key levels.

9. Arthur Birling:‘hard-headed business man’ • ‘Portentous & rather provincial in his speech’ – given a northern accent. Consider Priestley’s use of accents – how might Gerald speak in comparison? How might Mrs. Birling and Sheila speak? And what about Eric? • What is the effect and purposes of this use of accents? Consider once again the idea of “cultural narratives” and how these can be invoked just by the way a person speaks. • Birling wants: ‘lower costs and higher prices’ and thinks ‘there isn’t a chance of war’. How is Priestley creating effects on the audience and why. Think – as always – in terms of bothplot and themes?

10. Arthur Birling • Thinks every man should ‘look after himself and his own’ • ‘not the kind of father a chap could go to’ – Gerald

11. Arthur Birling • Sacks ‘Eva Smith’ because she helped lead a strike at Birling’s factory. Thinks she had ‘far too much to say’ • Attempts to assert power over the Inspector by name dropping: he and the Chief Constable ‘play golf together’ • A character who Priestley ensures never changes in significant ways: he learns nothing from the Inspector’s actions: ‘I only did what any employer might have done.’

12. Gerald Croft • An aristocrat – a member of the “landed gentry”. The son of Sir George and Lady Croft – ‘Croft’s Limited is both older and larger than Birling and Company’ • Has an affair with Daisy: ‘wonderful Fairy Prince’; but the Inspector says, ‘at least he had some affection for her’ • Is genuinely shocked at her death • Doesn’t seem to learn from the Inspector’s visit: ‘We’ve been had’ – but if he marries Sheila?

13. Mrs Sybil Birling • Created to be an arrogant and controlling woman who speaks ill of both the Inspector and “Eva”: “girls of that class.” • Lacks understanding of even her own children, ‘[Eric]’s only a boy’ • Chairs a charitable committee but fails to understand the distress of “Eva/Daisy” and refuses to help her. • Sees no reason to share responsibility: “[S]he had only herself to blame.”

14. Miss Sheila Birling • Is responsible for Eva losing her job; uses her ‘power’ ‘to punish the girl’ • Shows shock and distress on learning of Eva’s death: ‘Oh, horrible, horrible!’ • Recognises her responsibilities: ‘...I’m to blame – and I’m desperately sorry’ • Created as character who develops and changes as the action of the play progresses: “[W]e really must stop these silly pretences... at least you’ve [Gerald] been honest.”

15. Eric Birling • Dominated by overpowering parents, probably drinking excessively to overcome feelings of inferiority: “squiffy”. • Meets Eva/Daisy in the “Palace Bar” and forcibly seduces her: “threatened to make a row”. • Used [Eva/Daisy] “as if she was an animal”. • Helps Eva/Daisy by stealing cash from his father’s business to help her out. • Created to be a character who changes and develops as the action of the play proceeds. He accepts responsibility for his actions and the results these produced: “[W]e all helped to kill her.”

16. Eva Smith/Daisy Renton • Young and “very pretty”. • “All she wanted was to talk – a little friendliness” • “very gallant” • Realised that Eric “didn’t love her” and refused to marry him. • Refused the offer of cash from Eric– created as a woman of honesty and dignity even though she suffered such degradation.

17. Inspector Goole • Far-sighted, “prophetic”. • Authoritative: “one line of inquiry at a time”. • “[P]ublic men have responsibilities as well as privileges” • Recognises the way a “chain of events” can lead to effects on others. • Wants the Birlings and Gerald – symbolising the upper and middle classes – to understand and take their share of responsibility or suffer “fire and blood and anguish” if society chooses revolution as predicted by Marx.

18. THEMES Consider the following themes. Can you link characters to each theme and explain how and why Priestley created them: • Social responsibility • Power • Social class • Men’s and women’s roles • Morality

19. Dramatic Devices • Dramatic ironyThis is created by the playwright when the audience is allowed to know more than a character on stage. It is a key device that creates engagement and suspense and tension. • SymbolismThe use of images or ideas (sometimes recurring as motifs) to develop deeper levels of meaning . • Questions and answersA device to engage the audience in the action of the play.

20. Dramatic Devices • Suspense and tensionThe use of a “plot” to create the desire in the audience to want to know “what will happen next”.\ • HyperboleThe use of acceptable exaggeration used for effect. • The “Secretive Photo” device. • “Coups de theatre”The use of a sudden turns of events.

21. Structure • Priestley carefully sequences the action of the play to build up suspense and tension and ends with a “coups de theatre”.