In this article we will look at some of the key quotes for Inspector Goole in the play, ‘An Inspector Calls’ along with explanation and analysis of these quotes.
Also you can check out these links for quotes from other characters in the play.
Mr Birling quotes, click on this link.
Mrs Birling quotes, click on this link.
Sheila Birling quotes, click on this link.
Eric Birling quotes, clink on this link.
Gerald Croft quotes, click on this link.
These quotes can be used in exam answers. Some of the larger quotes do not necessarily have to be quoted in full but just the relevant words or sentence which connects to the point being made.
1. “We don’t live alone. We are members of one body. We are responsible for each other.”
Analysis:
This quote encapsulates one of the central themes of the play: social responsibility and collective morality. Inspector Goole is emphasizing the interconnectedness of society and challenging the capitalist individualism represented by the Birling family. GCSE students should highlight how this quote links to the play’s socialist message and Priestley’s intent to promote community and empathy after the horrors of World War I and II. Use vocabulary like collectivism, interdependence, and moral responsibility when analyzing. To get top marks, explain how the Inspector’s words confront the audience and characters, urging them to reconsider their actions.
2. “Public men, Mr Birling, have responsibilities as well as privileges.”
Analysis:
Here, the Inspector calls out Mr Birling’s complacency and hypocrisy, pointing out that those in power cannot shirk accountability. This theme of responsibility vs privilege is central to Priestley’s critique of the upper classes. Students should discuss the power dynamics at play and how the Inspector acts as a moral authority. Useful vocabulary includes accountability, privilege, and social hierarchy. To impress examiners, link this to the historical context—post-war Britain’s push for social reform—and show how the Inspector’s interrogation exposes the failures of the ruling class.
3. “Each of you helped to kill her. Remember that. Never forget it.”
Analysis:
This chilling line drives home the moral judgment the Inspector passes on the Birlings and Gerald. It connects to the theme of guilt and collective responsibility. Students should note the imperative mood (“Remember that”) which makes it feel like a direct accusation and moral lesson. This is a powerful moment of dramatic tension and climax. Words like culpability, retribution, and moral consequence can elevate analysis. To gain top marks, students should explain how this line forces the characters—and audience—to confront uncomfortable truths about social injustice.
4. “There are millions and millions and millions of Eva Smiths and John Smiths still left with us.”
Analysis:
The Inspector here universalizes Eva Smith’s suffering, showing that her tragedy is not isolated but systemic. This quote reinforces the theme of social inequality and the dehumanizing effects of capitalism. Students should discuss Priestley’s socialist message and the idea that the play’s message is relevant beyond the Birling family. Terms like systemic oppression, universality, and class struggle are valuable. To maximize marks, students should link this to the play’s structure and how the Inspector acts as the voice of social conscience.
5. “We are members of one body. We are responsible for each other.”
Analysis:
This is a reiteration of the earlier theme and phrase, underscoring the play’s didactic purpose. The repetition helps emphasize the moral lesson. GCSE students should explain how this reinforces the Inspector’s role as a moral teacher and how the phrase contrasts with the selfishness of other characters. Vocabulary like didacticism, empathy, and collective morality will help. For good marks, students can discuss how this ties into the wider societal message Priestley wanted to convey.
6. “It’s better to ask for the earth than to take it.”
Analysis:
This quote highlights the idea of justice and fairness. The Inspector implies that demanding what is rightfully owed (fair wages, respect) is preferable to exploiting others. Students should link this to Eva Smith’s struggles and the theme of economic injustice. Words such as exploitation, equity, and justice enrich analysis. To score well, students should discuss how this quote challenges capitalist greed and reflects Priestley’s political beliefs.
7. “We often do on the young ones. They’re more impressionable.”
Analysis:
The Inspector notes the vulnerability and openness of the younger generation, contrasting them with the rigid older generation. This introduces the theme of generational conflict and hope for social change. Students should analyze how Sheila and Eric respond differently compared to their parents. Use terms like impressionability, social conditioning, and generational divide. To excel, students should explain Priestley’s use of youth as a symbol of potential reform.
8. “If there wasn’t, the money would have stopped her from coming here.”
Analysis:
This suggests Eva Smith’s desperation and highlights economic hardship as a barrier to justice or support. The Inspector points out the cruel reality of poverty. Students should relate this to the theme of class struggle and lack of social safety nets. Useful vocabulary includes economic hardship, poverty, and barriers to justice. For higher marks, discuss how the Inspector’s comments critique the social and economic system.
9. “Each of you helped to kill her – remember that.”
Analysis:
A repetition of the earlier quote with subtle differences in punctuation, this line intensifies the moral responsibility placed on the family. Students should explore how repetition in the Inspector’s dialogue emphasizes guilt and accountability. Key words: repetition, culpability, dramatic tension. To impress, students can analyze how this line serves as the play’s moral climax.
10. “We don’t live alone. We are members of one body. We are responsible for each other.”
Analysis:
The Inspector’s repeated statement acts like a refrain throughout the play, reinforcing the theme of social unity and collective responsibility. Students should comment on how repetition helps drive home the key message. Use words such as refrain, didactic, and social responsibility. To gain top marks, link this repetition to the play’s structure and the moral purpose behind it.
11. “She died in misery and agony.”
Analysis: The stark description of Eva’s death is designed to elicit guilt and force the characters to confront the consequences of their actions, emphasizing the play’s emotional impact.
12. “You’re not even sorry now, when you know what happened to the girl?”
Analysis: This question challenges the characters’ lack of remorse, highlighting their moral shortcomings and reinforcing the theme of accountability.
13. “We have to share something. If there’s nothing else, we’ll have to share our guilt.”
Analysis: The Inspector suggests that shared guilt can be a unifying force, compelling the characters to acknowledge their collective responsibility and the need for communal empathy.
14. “There are a lot of young women living that sort of existence, Miss Birling, in every city and big town in this country.”
Analysis: This statement broadens the issue beyond Eva Smith, indicating systemic societal problems affecting many. It challenges the characters to recognize the widespread nature of such suffering.
15. “Don’t stammer and yammer at me again, man. I’m losing all patience with you people.”
Analysis: The Inspector’s frustration reveals his disdain for the family’s evasions and highlights the urgency of confronting uncomfortable truths.
16. “There’ll be plenty of time, when I’ve gone, for you all to adjust your family relationships.”
Analysis: This remark anticipates the lasting impact of the revelations on the family’s dynamics, suggesting that their relationships will be fundamentally altered.
17. “I’m not asking much of you. Just to accept responsibility.”
Analysis: The Inspector’s plea underscores the importance of acknowledging one’s actions, reinforcing the central theme of personal accountability.
18. “If she leaves now, and doesn’t hear any more, she’ll feel she’s entirely to blame, she’ll be alone with her responsibility.”
Analysis: This highlights the psychological burden of guilt and the importance of shared responsibility in alleviating individual suffering.
19. “We don’t guess – we ask questions.”
Analysis: The Inspector emphasizes the importance of evidence and inquiry, reflecting the play’s investigative structure and the pursuit of truth.
20. “A girl died tonight. A pretty, lively sort of girl, who never did anybody any harm. But she died in misery and agony – hating life.”
Analysis: This poignant description serves to humanize Eva Smith, eliciting empathy and highlighting the tragedy of her demise.
21. “You’ll be able to divide the responsibility between you when I’ve gone.”
Analysis:
This quote reinforces the theme of collective responsibility, a central message in the play. Inspector Goole reminds the Birlings and Gerald that they each played a part in Eva Smith’s downfall and that the moral burden must be shared. The phrase “divide the responsibility” subtly criticizes how the upper classes might try to escape accountability by minimizing their individual roles. For exam responses, students can argue that Priestley uses the Inspector to dismantle the idea of isolated guilt and promote social unity. Key phrases to use might include: collective culpability, moral fragmentation, and shared ethical responsibility.
22. “I haven’t much time.”
Analysis:
This brief, urgent statement adds dramatic tension and can be interpreted in several ways. Literally, it suggests the Inspector has a limited window to deliver his message. Figuratively, it reflects Priestley’s warning that time is running out for society to change before facing devastating consequences (like war). This quote also deepens the mystery of the Inspector, feeding into interpretations of him as a supernatural or symbolic figure. For high marks, students could link this to the theme of urgency for social reform and use terms like dramatic urgency, symbolic time constraint, and existential warning.
23. “What happened to her then may have determined what happened to her afterwards, and what happened to her afterwards may have driven her to suicide.”
Analysis:
The Inspector’s logic in this quote emphasizes the domino effect of seemingly minor actions, illustrating how each character’s conduct contributed to Eva’s death. The repetition of “what happened to her afterwards” mimics the gradual build-up of suffering, showing that no single event caused her suicide—it was the accumulation of cruelty and neglect. This reinforces Priestley’s theme of cause and consequence. In essays, students should explore how structure and syntax mirror the complexity of social responsibility, using phrases like cumulative injustice, narrative causality, and moral complicity.
24. “You’re offering the money at the wrong time.”
Analysis:
This quote is directed at Mr. Birling when he offers to compensate for the damage too late—after Eva’s death. The Inspector makes it clear that money cannot undo moral failure, a core critique of capitalist values. The statement highlights how the Birlings attempt to resolve ethical issues with financial means, revealing their materialistic mindset. Priestley challenges this, presenting the idea that morality must precede materialism. Students should analyze how this reflects the limits of wealth and status when addressing deeper human issues. Useful terms: moral bankruptcy, capitalist critique, symbolic compensation.
25. “You’re not telling me the truth.”
Analysis:
With this blunt accusation, the Inspector asserts control and insists on honesty and integrity. The line shows his role as a moral interrogator, unearthing uncomfortable truths that the Birlings would rather conceal. It also reflects the broader theme of hypocrisy within the upper class, who often maintain façades of respectability. The simplicity and directness of the language contrast sharply with the evasive, euphemistic tone of the Birlings, reinforcing the Inspector’s function as a disruptor. Key analytical language: interrogative force, moral authority, exposing façades.
26. “She needed not only money but advice, sympathy, friendliness.”
Analysis:
Here, the Inspector underscores that Eva Smith’s needs were emotional and social, not merely financial. This challenges the capitalist mindset of the Birlings, particularly Mrs. Birling, who believes charity should be conditional. Priestley uses this quote to argue that true support for the vulnerable requires humanity, not condescension. This reflects the broader theme of social empathy. In exams, students can explore how this line humanizes Eva and attacks the transactional nature of upper-class charity. Ideal vocabulary includes emotional impoverishment, holistic compassion, and moral support.
27. “You made her pay a heavy price for that. And now she’ll make you pay a heavier price still.”
Analysis:
This ominous statement addresses Mrs. Birling’s refusal to help Eva. The phrase “heavy price” speaks to both literal death and symbolic consequences. The Inspector reverses the power dynamic: Eva, though dead, exacts a form of moral revenge. The quote reflects Priestley’s critique of justice—not through legal systems but through conscience and guilt. The play suggests that if society fails its vulnerable members, ethical retribution follows. Students should analyze the rhetorical parallelism and explore terms like moral consequence, poetic justice, and ironic inversion.
28. “If there’s nothing else, we’ll have to share our guilt.”
Analysis:
This quote encapsulates Priestley’s call for collective moral responsibility. The phrase suggests that even if the Birlings feel no sympathy or understanding, they are united in guilt. It strips away their claims to individuality and superiority, leveling them all as contributors to suffering. The Inspector’s tone here is resigned but firm, reinforcing his message that guilt is a communal burden when society fails. For GCSE writing, students might connect this to themes of solidarity and use terms like communal burden, ethical collectivism, and inevitable accountability.
29. “We’ll have to do something—and quickly.”
Analysis:
The urgency in this line mirrors Priestley’s post-war concern: if action isn’t taken, worse consequences await. The vague “something” invites interpretation—it could mean reform, compassion, or systemic change. The Inspector warns that time is running out to address deep societal flaws. This connects to both the play’s context (1945 Britain) and Priestley’s desire to inspire change. Students should explore the interplay of tone and pacing, using phrases like rhetorical immediacy, call to action, and social reform imperative.
30. “This girl killed herself—and died a horrible death.”
Analysis:
This stark, emotionally charged line uses plain language to force the characters—and the audience—to confront the grim reality of Eva’s suicide. The repetition and bluntness strip away euphemism, forcing a direct reckoning with suffering. The Inspector’s aim is to cut through social niceties and provoke moral discomfort. This quote is crucial when analyzing the theme of guilt avoidance and the contrast between appearance and reality. For high marks, students can discuss the use of emotive diction, linguistic simplicity for effect, and ethical confrontation.
31. “I’m waiting… to do my duty.”
Analysis:
This line is layered with dramatic irony and mystery. While it may seem like a routine remark, the ambiguity of “duty” invites interpretation: is it legal, moral, or even supernatural? It positions the Inspector as someone with a greater moral purpose than just policing. His “duty” could be to expose the Birlings’ hypocrisy or to represent a broader social conscience. For exams, students should explore how Priestley uses this line to blur the boundaries between law, ethics, and divine justice. Useful phrases include moral obligation, existential role, and symbolic authority.
32. “You can’t do her any more harm. And you can’t do her any good now, either.”
Analysis:
This quote emphasizes the finality of Eva’s fate, reinforcing the irreversible nature of the characters’ actions. It confronts the Birlings with the reality that regret cannot substitute for responsibility. The blunt, binary structure of the sentence underlines the tragic outcome and strips away any comforting ambiguity. Priestley uses this to expose the futility of their late guilt. Students should consider how the structure reflects moral clarity and use terms like finality, emotive contrast, and consequence of neglect.
33. “Remember what you did, Mrs. Birling.”
Analysis:
This imperative sentence directly challenges Mrs. Birling’s attempt to deflect blame. The Inspector demands acknowledgement and accountability, reinforcing a central message: one cannot learn from the past unless they own it. The line also reflects the play’s broader exploration of memory and denial. Mrs. Birling’s refusal to accept wrongdoing symbolizes the upper class’s historical blindness to injustice. In essays, students can discuss confrontational tone, imperative force, and selective memory as rhetorical tools.
34. “She lies with a burnt-out inside on a slab.”
Analysis:
This graphic image shocks both the characters and the audience. The brutal imagery—“burnt-out inside”—is literal (from drinking disinfectant) and symbolic (emotional destruction). It forces the Birlings to face the physical reality of their moral failure, contrasting with their polite, superficial world. Priestley uses this line to pierce through social pretence and emotional detachment. It also humanizes Eva, giving visceral weight to her suffering. Students should analyze symbolism of internal decay, emotive imagery, and realism vs. respectability.
35. “You’re offering the money at the wrong time.” (Repetition from earlier)
Analysis:
Though already quoted earlier, its recurrence is important. Repetition serves as a reminder of moral failure and reflects the Inspector’s unrelenting challenge to capitalist logic. It again underscores Priestley’s view that money cannot atone for exploitation, especially after irreversible harm. The quote’s repetition helps build thematic unity in the play. Students can discuss the rhetorical effect of repetition, ineffectiveness of monetary compensation, and performative generosity.
36. “If men will not learn that lesson, then they will be taught it in fire and blood and anguish.” (Repetition of a key quote)
Analysis:
Although quoted earlier, it recurs here to stress its climactic, prophetic weight. The triplet—“fire and blood and anguish”—evokes the horrors of war, implying that individual selfishness leads to collective disaster. Priestley uses this quote to warn the audience, post-WWII, of repeating the same mistakes. It acts as both judgment and cautionary plea. In high-level essays, explore the Biblical tone, use of prophetic warning, and historical resonance.
37. “A girl died tonight. A pretty, lively sort of girl, who never did anybody any harm.”
Analysis:
This line humanizes Eva Smith and contrasts her innocence with the family’s moral corruption. The description—“pretty, lively”—makes her death more tragic and tangible. The phrase “never did anybody any harm” magnifies the injustice, reinforcing Priestley’s critique of how the innocent suffer under capitalist systems. It appeals to the audience’s empathy and is designed to induce guilt in the characters and viewers. Students can write about contrasting characterisation, emotive appeal, and victimhood vs. privilege.
38. “I haven’t much more time.” (Reiteration)
Analysis:
The second reference to the Inspector’s limited time emphasizes his ephemeral and possibly supernatural role. It creates tension and urgency, reflecting that change must happen soon. Priestley uses this to build suspense and to suggest that moral lessons cannot be delayed. The repetition also underscores the brevity of opportunities for redemption. In essays, analyze this as a structural device that enhances pacing and urgency, using phrases like temporal motif, ephemeral presence, and symbolic countdown.
39. “That’s more or less what I was thinking earlier tonight, when I was in the Infirmary looking at what was left of Eva Smith.”
Analysis:
This harrowing statement reinforces the graphic reality of Eva’s death. The phrase “what was left of” dehumanizes her body in a chilling way, making her suffering inescapably real. It contrasts with the family’s abstract, distant view of the working class. The Inspector serves as a bridge between society’s suffering and the elite’s comfort, forcing them to confront what they try to ignore. Students could explore dehumanisation, confrontational realism, and contrast between suffering and privilege.
40. “Good night.”
Analysis:
This deceptively simple farewell carries weight. It follows the Inspector’s moral inquisition and feels almost ceremonial—a conclusion to judgment. The contrast between the gravity of what has been revealed and the polite “Good night” emphasizes the cold finality of his visit, echoing a judge passing sentence. It could also be interpreted as symbolic—“night” representing moral darkness or ignorance the family must now face alone. Students might consider symbolic closure, ironic civility, and emotional withdrawal.
41. “But just remember this.”
Analysis:
This phrase serves as a transition into the Inspector’s final and most powerful speech. It’s authoritative and paternal, designed to capture attention. The imperative “remember” reflects the Inspector’s purpose—not just to expose the truth but to instil a lasting lesson. Priestley uses this moment to underscore the idea that the past must be learned from to prevent future suffering. For high marks, students can analyse the direct address, commanding tone, and how it foreshadows the Inspector’s dramatic closing warning.
42. “One Eva Smith has gone—but there are millions and millions and millions of Eva Smiths and John Smiths still left with us.”
Analysis:
This is one of the most explicitly political lines in the play. The repetition of “millions” emphasizes scale and universality, turning Eva into a symbol of the working class. The use of generic names like “John Smith” creates a collective identity, implying that injustice is widespread and systemic. Priestley promotes a message of social solidarity and the need for reform. Students can discuss the symbolic representation, use of repetition for emphasis, and universalisation of suffering.
43. “Their lives, their hopes and fears, their suffering and chance of happiness, all intertwined with our lives.”
Analysis:
This beautifully constructed line reflects the idea of interconnectedness. Priestley presents the working class not as distant or ‘other’, but as people whose futures are “intertwined” with those of the upper class. The repetition of “their” humanizes the victims, while the balanced sentence structure conveys equality and mutual dependence. It’s a direct rebuttal to the individualism of Mr. Birling. Students should explore syntactic balance, inclusive social vision, and the theme of shared humanity.
44. “We don’t live alone. We are members of one body.”
Analysis:
This line is a moral and thematic cornerstone of the play. It draws directly from Christian and socialist ideologies, promoting the idea that society must act with unity and compassion. Priestley uses the Inspector as a mouthpiece to argue that social cohesion is necessary for justice and survival. The phrase “one body” conveys a powerful metaphor: harm to one member affects all. For top marks, students should link this to Priestley’s socialist message, religious allusion, and ethical collectivism.
45. “If men will not learn that lesson, then they will be taught it in fire and blood and anguish.”
Analysis:
As already noted in quote 36, this climactic warning reiterates the idea that failure to accept social responsibility leads to catastrophic consequences. It connects to the real-world context of WWI and WWII, suggesting that selfishness and ignorance fuel global conflict. Priestley’s tone is prophetic and judgmental, demanding change. In exams, students can unpack the use of triplet, Biblical and apocalyptic imagery, and the theme of historical consequence.
46. “Each of you helped to kill her. Remember that. Never forget it.”
Analysis:
Here, the Inspector assigns collective guilt and demands that the characters internalize their responsibility. The second sentence—“Never forget it”—is direct and powerful, challenging them (and the audience) to confront their actions. Priestley uses this line to express moral absolutism, rejecting excuses or justifications. In student essays, this can be explored in terms of emphatic repetition, direct address, and ethical finality.
47. “Public men, Mr. Birling, have responsibilities as well as privileges.”
Analysis:
This is a key critique of class entitlement and political hypocrisy. The Inspector highlights the imbalance between the power the upper class enjoys and the responsibility they shirk. It challenges capitalist values and supports the idea that leadership should be guided by morality. Students should examine how this line attacks elitism, using juxtaposition, didactic tone, and theme of social accountability.
48. “Sometimes there isn’t as much difference as you think.”
Analysis:
This quote comes in response to distinctions between respectable citizens and criminals. The Inspector suggests that moral guilt can exist even if one is legally innocent, which blurs class lines and legal boundaries. Priestley is dismantling the illusion that wealth and status equal virtue. Students can explore ambiguity, challenging moral binaries, and how this relates to the theme of appearances vs. reality.
49. “This afternoon a young woman drank some disinfectant.”
Analysis:
The stark simplicity of this line makes Eva’s death sound all the more tragic and raw. There’s no attempt to cushion the blow—it’s clinical and jarring, making the reality inescapable. Priestley wants the audience to confront the brutal consequences of neglect and cruelty. For high marks, students might discuss contrast between simple language and deep emotion, understatement, and how it reflects Eva’s reduced humanity in society’s eyes.
50. “We are responsible for each other.”
Analysis:
This summarizing statement is Priestley’s thesis, delivered through the voice of Inspector Goole. It directly opposes Mr. Birling’s earlier claim that “a man has to mind his own business.” The word “we” reinforces collective morality, a cornerstone of both Christian ethics and socialist thought. This quote should be central in any GCSE response on themes. Students can reference inclusive pronouns, moral imperative, and Priestley’s ideological message.