We don’t live alone… Re-read the Inspector’s final speech…

1. We don’t live alone…Re-read the Inspector’s final speech… Once you’ve done that, make a list of as many persuasive devices you can think of…

2. The Inspector’s Final speech… ‘But just remember this. One Eva Smith has gone – but there are millions and millions of Eva Smiths and John Smiths still left with us, with their lives, their hopes and fears, their suffering and chance of happiness, all intertwined with our lives, with 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 soon come when, if men will not learn that lesson, then they will be taught it in fire and blood and anguish. Good night.’

3. Analysis: You may have noticed that what the Inspector says here does not sound like ordinary conversation. The way that it is structured and the language that is used makes it clear that Priestley wanted the audience to listen carefully. It is speech rather than a piece of conversation. A writer called Max Atkinson spent some time analysing political speeches to see what went down well with audiences. He noticed a few simple techniques were often used. Look at some of these which are listed below and see whether you can find examples of them in the inspector’s final speech:

4. Techniques: • Listing things in threes (e.g. ‘Government of the people, by the people, for the people.’ Gettysburg Address, 1863)  • The use of contrastive pairs (e.g. ‘That’s one small step for man. One giant leap for mankind.’ Moon landing broadcast, 1969) • That talking positively about ‘us’ or ‘we’ makes the audience identify with what is being said. • That talking negatively about ‘them’ makes for a strong speech. • The use of the first person singular ‘I’ to make the audience feel the speaker is sincere. • The use of powerful or memorable words and phrases. • The rhythm of the language (e.g. the length of sentences, the effect of pauses.)

5. The Dramatic Impact of the Inspector’s Final Speech • What is the immediate impact of this speech on the characters on stage, and on the audience? • What does the inspector’s speech precede? How does this add to the dramatic impact of his speech?

6. Priestley’s moral message • What is Priestley saying to an audience? • Why did he write the play when he did? • How successful is he at achieving his intention?

7. Consider the aspects of time… • How do both of the theories presented relate to the play?

8. The function of the Inspector… The character needs to work on two levels: • a realistic level - to convince the family that he is a real Inspector so they will co-operate • a symbolic level - to convey a moral and social message to the characters and to the audience

9. The function of the Inspector… • On the realistic level: • to make the characters confess • to make them reveal what he already seems to know through careful manipulation. • to allow the characters to see how their behaviour affects others • to encourage the characters to learn from what has happened and change their behaviour How does Priestly do this?

10. The function of the Inspector… In a theatrical sense he uses the Inspector as a dramatic device, by: • giving him the power to control the action on the stage • giving him powerful speeches, e.g. final speech, which involve the audience as well as the characters on stage • creating mystery about who or what the Inspector is, e.g. is he a time traveller, is he a spirit? • making the play work in three different time zones: 1912, 1945, present day

11. The function of the Inspector… 2. On the symbolic level to act as a vehicle for Priestley’ s moral message: He encourages the audience: • to learn from the mistakes of the past • to recognise that selfish pursuit of riches and power can be destructive • to see that Capitalism has many victims • to be aware that our lives are all linked and that our behaviour affects one another to see the need to create a better society How successful is the character of the Inspector in conveying Priestley's message?

13. Look at each character, how do they react initially and to what extent do they accept responsibility? • What hope is provided, if any? • As a member of the audience has it affected the way you think and feel about community and society?

14. ‘ … he’s giving us the rope – so that we’ll hang ourselves.’ • The mysterious Inspector is central to the plot of An Inspector Calls. We do not know where he has come from and, at the end of the play, we are not even sure if he was real. The only information we are given is that he “need not be a big man but he creates at once an impression of massiveness, solidity and purposefulness”. In speech, the stage directions state that he “speaks carefully, weightily, and has a disconcerting habit of looking hard at the person he addresses before actually speaking.”

15. ‘ … he’s giving us the rope – so that we’ll hang ourselves.’ • Based on his questioning techniques and his treatment of and dealings with the family and Gerald, Sheila is the first to realise that there is more to the Inspector than meets the eye. At the beginning of Act Two she says: “I don’t understand about you”. Who is he? This is something that, at the end of the play, remains unsolved. However, whether he is a real inspector or not, it is more important to identify and understand his purpose in the play.

16. His purpose? • A person from the Future – altering time? • A Christ-like / God-like figure? • A Representation of the Socialist ideal?

17. True or False – find evidence to support your view… • The Inspector seems to have some power and control over the characters. • The Inspector’s speech at the end of the play makes us think that he is no ordinary human being. • The Inspector learned all that he knows about Eva Smith from reading her ‘rough diary’. • The Inspector is often sarcastic. • The Inspector respects the Birlings and Croft because of their wealth, power and status. • Throughout the evening, the Inspector is in complete control of who enters and exits the dining room.

18. True or False – find evidence to support your view… • The Inspector uses the same style and approach in his interrogation and questioning of all of the characters. • He does not seem to know Colonel Roberts, the chief of Brumley Police. • The Inspector’s questioning and comments do not highlight the play’s themes. • The Inspector knows that Eric is about to enter at the end of Act Two. • The Inspector commented that Gerald’s treatment of Eva Smith was the cruelest. • The Inspector’s manner and tone are appropriate to his role as a police inspector.

19. True or False – find evidence to support your view… • The Inspector’s questioning of Eric is hurried, as if he is running out of time. • The Inspector does not use the photograph to create dramatic tension. • The Inspector judges the characters and their actions. • He is part of a larger body but is not the most powerful member of it. • The Inspector affects Birling more than any other character. • The Inspector does not know everything there is to know about the Birlings and Gerald Croft’s involvement with Eva / Daisy.

20. True or False – find evidence to support your view… • The Inspector is impressed by the power and influence that Mr. Birling has in the town of Brumley. • The Inspector takes a very disorganised approach to interviewing the Birlings and Gerald Croft. • The Inspector is one of many. • The Inspector is not worried by Birling and Mrs. Birling’s threats. • His main function within the play is to make the Birlings and Gerald Croft accept responsibility. • The Inspector shares Mr. Birling’s view about how people should take care of themselves and their family.

21. True or False – find evidence to support your view… • The Inspector thinks that old people are more impressionable and will change their views more easily than young people. • The Inspector is a real police inspector. • The Inspector does not sympathize with the working classes. • The Inspector interviews each member of the Birling family in chronological order, to show their involvement with Eva Smith.

22. True or False – find evidence to support your view… • The Inspector thinks that old people are more impressionable and will change their views more easily than young people. • The Inspector is a real police inspector. • The Inspector does not sympathize with the working classes. • The Inspector interviews each member of the Birling family in chronological order, to show their involvement with Eva Smith.

23. How has your view of the Inspector changed in today’s lesson? Why? If it hasn’t changed – what have you learnt that has cemented your view?