Themes Flashcards
(5 cards)
Capitalism vs Socialism
“A man has to mind his own business and look after himself and his own.” (Birling) → Repetition emphasizes individualism and selfishness, embodying capitalist ideals.
“We are members of one body. We are responsible for each other.” (Inspector) → Religious metaphor evokes Christian morality, reinforcing socialist ideals of collective responsibility.
“Public men, Mr. Birling, have responsibilities as well as privileges.” (Inspector) → Contrast between “responsibilities” and “privileges” critiques capitalist entitlement.
“If men will not learn that lesson, then they will be taught it in fire and blood and anguish.” (Inspector) → Foreshadowing of World War I & II, warning against unchecked capitalism.
“These girls aren’t cheap labour – they’re people.” (Sheila) → Juxtaposition of economic exploitation vs. human dignity, showing socialist awakening.
Class
“Girls of that class—” (Mrs. Birling) → Dismissive tone reveals snobbery and ingrained class prejudice.
“She was pretty and looked as if she could take care of herself.” (Sheila) → Dramatic irony as Eva’s lower-class status meant she had little support.
“We employers at last are coming together to see that our interests—and the interests of capital—are properly protected.” (Birling) → Emphatic language stresses capitalists’ fear of working-class empowerment.
“There are millions and millions and millions of Eva Smiths and John Smiths still left with us.” (Inspector) → Polysyndeton and repetition emphasize widespread class struggle.
“You mustn’t try to build up a kind of wall between us and that girl.” (Sheila) → Metaphor of a “wall” suggests class divisions that the younger generation seeks to break down.
Old vs Young (Age)
“The famous younger generation who know it all.” (Birling) → Sarcasm undermines the youth’s progressive ideas, showing the older generation’s resistance to change.
“You and I aren’t the same people who sat down to dinner here.” (Sheila) → Contrast between past and present selves highlights personal growth.
“It’s you two who are being childish—trying not to face the facts.” (Sheila) → Role reversal as the younger generation becomes the moral authority, challenging expectations.
“We did her in all right.” (Eric) → Colloquial bluntness signals his emotional distress and acceptance of blame.
“I was the only one who didn’t give in to him.” (Mrs. Birling) → Self-congratulatory tone exposes her inability to change, reinforcing generational stubbornness.
Responsibility
“I can’t accept any responsibility.” (Birling) → Declarative sentence firmly rejects blame, emphasizing capitalist self-interest.
“Each of you helped to kill her.” (Inspector) → Collective pronoun “each” forces the family to confront their individual roles in Eva’s downfall.
“You killed her – and the child she’d have had too – my child!” (Eric) → Exclamatory sentence and personal pronouns show emotional turmoil and personal accountability.
“We all started like that—so confident, so pleased with ourselves.” (Sheila) → Reflective tone marks character development and awareness of responsibility.
“We are responsible for each other.” (Inspector) → Didactic tone reinforces Priestley’s core socialist message.
Gender
“Clothes mean something quite different to a woman.” (Birling) → Stereotyping suggests women are shallow and preoccupied with appearance.
“You think young women ought to be protected against unpleasant and disturbing things?” (Inspector) → Rhetorical question challenges gender hypocrisy, as Eva was not protected.
“I was in that state when a chap easily turns nasty.” (Eric) → Euphemism downplays sexual assault, highlighting male privilege.
“She was young and pretty and warm-hearted—and intensely grateful.” (Gerald) → Triplet and contrast between “warm-hearted” and “grateful” suggests a power imbalance in relationships.
“I hate those hard-eyed dough-faced women.” (Gerald) → Derogatory language reveals misogyny and the objectification of women.
