Quote overview table

"Girls of that class"

Quote

"Girls of that class" (Act 2)

Context

During the Inspector's questioning, Mrs Birling describes Eva Smith while defending her decision to deny help through the charity committee, revealing her encounter with the desperate young woman seeking aid.

Analysis

• Character development shown - This phrase exposes Mrs Birling's entrenched snobbery, portraying her as emotionally detached and superior, with no growth towards empathy.
• Literary techniques employed by author - Priestley uses dismissive diction like "that class" to create a condescending tone, employing generalisation to dehumanise individuals through collective labelling.
• Symbolism, foreshadowing, or imagery significance - The word "girls" symbolises her patronising view of working-class women as immature and unworthy, foreshadowing her broader moral blindness.
• Connection to broader themes - It links to class divisions by reinforcing how prejudice blinds the elite to shared humanity.
• Contextual importance within narrative structure if relevant - Positioned early in her interrogation, it sets up escalating revelations about family involvement.

Contextual connection

This quote reflects Edwardian social hierarchies, where upper-class women like Mrs Birling upheld rigid class structures, often through charitable roles that masked underlying prejudice.

"She was claiming elaborate fine feelings and scruples that..."

Quote

"She was claiming elaborate fine feelings and scruples that were simply absurd in a girl in her position" (Act 2)

Context

Mrs Birling recounts rejecting Eva's plea for help, mocking the young woman's refusal to accept stolen money and her sense of honour, during the Inspector's probing of her charity work.

Analysis

• Character development shown - It highlights her unchanging arrogance, as she mocks vulnerability rather than recognising it, showing no shift towards self-reflection.
• Literary techniques employed by author - Adjectives like "elaborate" and "absurd" employ sarcasm and irony, with the syntax building a dismissive rhythm that undermines Eva's dignity.
• Symbolism, foreshadowing, or imagery significance - "Scruples" symbolises moral principles she deems inappropriate for the lower classes, foreshadowing her ironic judgement of her own son.
• Connection to broader themes - Ties into responsibility by illustrating how denial perpetuates social injustice.
• Contextual importance within narrative structure if relevant - Midway through Act 2, it intensifies the chain of confessions, building dramatic tension towards family secrets.

Contextual connection

Priestley's socialist views, shaped by post-war Britain, critique such attitudes, echoing 1940s debates on welfare reform against pre-1912 class-based charity systems.

"I accept no blame for it at all"

Quote

"I accept no blame for it at all" (Act 2)

Context

As the Inspector presses her on denying aid to Eva, Mrs Birling staunchly defends her actions, refusing to acknowledge any role in the woman's desperation and eventual suicide.

Analysis

• Character development shown - This declaration cements her as unrepentant and morally rigid, contrasting with younger characters' emerging guilt.
• Literary techniques employed by author - The short, declarative sentence uses negation ("no blame") for emphatic denial, with absolute phrasing amplifying her defensiveness.
• Symbolism, foreshadowing, or imagery significance - "Blame" symbolises accountability she rejects, foreshadowing the family's collective downfall.
• Connection to broader themes - Reinforces evasion of responsibility as a barrier to social progress.
• Contextual importance within narrative structure if relevant - At the peak of her questioning, it heightens conflict and transitions to revelations about Eric.

Contextual connection

Reflecting Edwardian gender roles, where women like Mrs Birling were expected to embody moral authority, yet Priestley exposes this as hypocritical in light of class biases.

"He should be made an example of"

Quote

"He should be made an example of" (Act 2)

Context

Mrs Birling demands punishment for the man who impregnated Eva, unaware it is her son Eric, as the Inspector gradually uncovers the family's interconnected actions.

Analysis

• Character development shown - Reveals her vindictive side, showing a lack of compassion that remains consistent throughout her arc.
• Literary techniques employed by author - Imperative language ("should be made") creates a commanding tone, with irony in her unknowing self-condemnation.
• Symbolism, foreshadowing, or imagery significance - "Example" symbolises public shaming, foreshadowing the family's exposure and the play's moral reckoning.
• Connection to broader themes - Connects to class prejudice by advocating harsh treatment for perceived inferiors.
• Contextual importance within narrative structure if relevant - Near the end of Act 2, it serves as a dramatic pivot, escalating to the revelation of Eric's involvement.

Contextual connection

This echoes Jacobean influences on Priestley, where moral plays used irony to critique societal flaws, similar to how 1940s audiences viewed pre-war hypocrisies.

"I think she had only herself to blame"

Quote

"I think she had only herself to blame" (Act 2)

Context

Concluding her account, Mrs Birling shifts all responsibility onto Eva for her plight, just before the Inspector reveals more about the family's roles in the tragedy.

Analysis

• Character development shown - Underscores her persistent lack of empathy, contrasting with the younger generation's evolving awareness.
• Literary techniques employed by author - Restrictive phrasing like "only herself" uses limitation to deflect guilt, with simple syntax emphasising cold certainty.
• Symbolism, foreshadowing, or imagery significance - "Blame" recurs as a motif of denial, foreshadowing the Inspector's final warnings.
• Connection to broader themes - Links to responsibility by exemplifying how victim-blaming perpetuates inequality.
• Contextual importance within narrative structure if relevant - Late in Act 2, it reinforces stasis in her character, building to the act's climactic twists.

Contextual connection

Influenced by Priestley's experiences in wartime Britain, this reflects critiques of Edwardian individualism, contrasting with emerging post-1945 collectivist ideals.

Example analysis paragraph

Quote used: "Girls of that class" (Act 2)

Grade 9 PEE paragraph

Point

• Priestley employs dismissive diction to expose Mrs Birling's class prejudice, using the phrase as a linguistic tool to dehumanise the working class and reveal her moral detachment.

Evidence

• "Girls of that class"

Explanation

• The generalising term "girls" infantilises working-class women, while "that class" creates social distance through demonstrative language, implying inferiority and justifying her lack of empathy.
• This word choice, combined with the play's interrogative structure, builds dramatic irony as the audience recognises her hypocrisy, aligning with Priestley's critique of upper-class attitudes.
• Alternative interpretations might see it as defensive posturing, yet it ultimately underscores her unchanging nature, enhancing the theme of social division.

Grade 7 PEE paragraph

Point

• Through condescending language, Priestley highlights Mrs Birling's snobbery and refusal to see working-class people as equals.

Evidence

• "Girls of that class"

Explanation

• Words like "that class" create a tone of superiority, dismissing Eva as part of a lesser group rather than an individual.
• This technique emphasises her prejudice, building tension in the dialogue and showing how such attitudes contribute to tragedy.
• It connects to Priestley's purpose in critiquing class structures, making her character a symbol of outdated values.

Grade 5 PEE paragraph

Point

• The quote shows Mrs Birling's negative view of lower-class people.

Evidence

• "Girls of that class"

Explanation

• By saying "that class," she sounds rude and uncaring, explaining why she didn't help Eva.
• This makes her seem mean and helps show the play's message about treating everyone fairly.