Another curriculum text under my belt, I was pleasantly surprised to find that I actually really engaged with this play, despite year 8 ruining the ending for me unexpectedly! As is commonly the theme at the moment, I read it for the purpose of potentially teaching it during my training experience, but I have come to like it in my own way.
Eva Smith has committed suicide, and Inspector Goole is determined to lay the blame at the feet of the Birling family. He questions each member of the family individually, guiding them to see their culpability in the death of a young girl with no where to go. But who is Inspector Goole?
Priestley writes with a social conscience that cannot be missed. His anger at the class divide, and his passion for responsibility, are clear through his mouthpiece – Inspector Goole. He condemns the rich for their blind existence and their thoughtless actions, and pities the poor for their lack of a way out. I have found it really interesting to consider who Inspector Goole is. My favourite idea is that is Eva’s brother who, on finding her suffering and knowing there was nothing he could do, went to those responsible to prepare them to take responsibility for their actions. However, Priestley muddies this water by questioning whether it was the same girl they all treated that way, meaning that any solution, however plausible, is never totally proved.
Sheila is the character who undergoes the most development through the play. From her doe eyed, childish attitude, she seems the only one capable of effecting real change. She owns up to the impact of her attitude and entitlement, and whilst it isn’t clear whether this is lasting (with other characters suggesting she’ll forget in the morning, and her never truly ending her relationship with Croft), she does hold onto the lessons she has learned even after it is revealed that Goole was, in fact, not an inspector and no girl had committed suicide.
I find the conclusion to the play fascinating – the phone call informing them that a girl has just been brought into the infirmary and that an inspector is on his way to take their statements. It opens up the play to so much more interpretation, as it’s never explored any further.
Overall, I can see why pupils love this play (which has been fed back to me by several teachers and a university lecturer). It helps them to question themselves and society, to look at it and debate whether the world has changed from Priestley’s perception of 1912 to the present day. Priestley uses cultural references to place his characters’ attitudes on a spectrum which allows the audience to make their own judgements. I look forwards to teaching this play and seeing what it can bring out.