ST. AUGUSTINE’S COLLEGE, NEW KARU, NASARAWA STATE.

SS1 HARMONISED LITERATURE SCHEME OF WORK FOR

2024/2025 ACADEMIC SESSION.
FIRST TERM
WEEK TOPICS BEHAVIOURAL
OBJECTIVES
1. Introduction to Literature 1. Give variant definitions of
Literature.
2. Mention the main functions of
literature.
3. List the sources and types of
literature.

2. Elements of literature 4. Mention and discuss the

elements with examples
3. Genre of literature: Prose- 5. Mention and discuss the terms
literary terms associated with associated with prose
prose.
4. Genres of Literature: Poetry- 6. List some of the terms
Literary terms associated with associated with poetry.
poetry.
5. Genres of literature: Literary 7. Itemize some of the terms
terms associated with Drama associated with drama.
6. General Literary terms 8. State some literary terms that
apply to all the genres with
examples.
7. Figures of speech 9. Mention as many figures of
speech and use them
 effectively.
8. African Poem: “ ONCE UPON 10. Trace the background of
A TIME”. the poet, poem and discuss the
ByGabriel Okara setting.
9. “ ONCE UPON A TIME”.” 11. Identify and discuss the
( contd) themes, structure, mood, tone
and devices of the poem.
10 Revision Revision
11. Revision Revision

SS1 SECOND TERM

WEEK THEMES TOPICS BEHAVIOIURAL
OBJECTIVES
1 Non- African Poem –  Background 1. Give the background of
She Walks in -”She the poet/poem.
Walks in Beauty”  Setting 2. Discuss the setting of
By Lord Byron the poem
 Plot analysis 3. ssStudy and analyze
the poem

2. “New Tongue”  Themes 4. Mention and explain

By Elizabeth L.A both major and minor
Kamaru thematic thrusts.
 Structure

5. Explain the structure of

 Devices the poem.

6. Identify and explain the

poet’s effective use of
 devices.
3. African Poem: “Night”  Background 7. Give the background of
By Wole Soyinka the poem/poet.
 Setting 8. Discuss the physical &
social settings of the
 Plot analysis poem
9. Study and analyze the
poem.

4. “Night”  Themes 10. explain the

 ByWole Soyinka  Structure thematic thrust
11. Explain the
 Devices structure of the poem.

12. Identify and

explain the poet’s
effective use of
devices.
12. AfricanDrama: Once  Background [Link] the background
Upon an Elephant of the play/playwright.
By Bosede Adenilua  Setting
Afolayan [Link] the setting of
 Plot analysis the play

15. Study and

analyze the plot

6. AfricanDrama: Once  Themes 16. Explain the

Upon an Elephant  Structure thematic thrust
By Bosede Adenilua 17. Study and explain
Afolayan the structure of the
  characterization poem.

18. Identify major

and minor characters.
7. “ANTHONY AND  Background 19. Give the
CLEOPATRA ” background of the
By William Shakespeare  Setting play/playwright.
20. Discuss the
Plot analysis setting of the play.8.

21. Study and

analyze the plot

8. “ANTHONY AND  Themes 22. Explain the

CLEOPATRA ”  Structure thematic thrust
By William Shakespeare 23. Study and explain
the structure of the
 characterization play.

 24. Identify major

and minor characters.
9 Non-African Drama: 25. Background 25. Give the background
“Othello”. by William of the play/playwright.
Shakespeare (IGCSE) 26. Setting
26. Discuss the setting of
27. Plot analysis the play
27. Study and
analyze the plot

10. Revision 28. Revision Revision

 SSI THIRD TERM
WEEK THEMES TOPICS BEHAVIOURAL
OBJECTIVES
1. Non-African  Background 1. Give the background of
Poem :  Setting the poet/poem.
“The Nun’s  Plot analysis 2. Discuss the setting of the
Priest’s Tale” By poem
Geoffrey Chaucer 3. Study and analyze the
poem

2. “The Nun’s  Thematic Thrust 4. Mention and explain

Priest’s Tale” By both major and minor
Geoffrey Chaucer  Structure thematic thrust.
5. Explain the structure of
 Devices the poems
6. Explain the poet’s
effective use of devices.
3. Non- African  Background 7. Give the background of
Poem: “Caged  Setting the poet/poem.
Bird” by May  Plot analysis 8. Discuss the setting of the
Angelou (IGCSE) poem
9. Study and analyze the
poem

4. “Caged Bird” by  Thematic Thrust 10. Mention and

May Angelou explain both major and
(IGCSE)  Structure minor thematic thrust.
11. Explain the
  Devices, mood and structure of the poems
tone 12. Explain the poet’s
effective use of devices.
5. NON-African  Background 13. Give the
Drama: “AN  Setting background of the
INSPECTOR  Plot analysis play/playwright
CALSS” 14. Discuss the setting
By J.B Priestley of the play
15. Study and analyze
the play

6. NON-African  Thematic Thrust 16. Mention and

Drama: “AN explain both major and
INSPECTOR  characterization minor thematic thrust.
CALSS” 17. List and discuss the
By J.B Priestley  Devices characters in the play
18. Explain the
playwright effective use
of devices
7. African Drama:  Background 19. Give the
“The Crucible”  Setting background of the
by Arthur Miller.  Plot analysis play/playwright
(IGCSE) 20. Discuss the setting
of the play
21. Study and analyze
the play

8. African Drama:  Thematic Thrust 22. Mention and

“The Crucible” explain both major and
by Arthur Miller.  Characterization minor thematic thrust.
(IGCSE) 23. List and discuss the
  Devices characters in the play.
24. Explain the
playwright effective use
of devices
9. Non-African  Background 25. Give the
Drama:  Setting background of the
“Journey’s End.” Plot analysis play/playwright
By R C Sheriff 26. Discuss the setting
(IGCSE) of the play
27. Study and analyze
the play

10 Non-African  Thematic Thrust 28. Mention and

Drama: explain both major and
“Journey’s End.”  Characterization minor thematic thrust.
By R C Sheriff. 29. List and discuss the
(IGCSE)  Devices characters in the play.
30. Explain the
playwright effective use
of devices
11. REVISION REVISION REVISION
12. EXAMINATION EXAMINATION EXAMINATION

SS1 THIRD TERM [Link] 2024/2025 ACADEMIC SESSION

THE NUN’S PRIEST’S TALE BY GEOFFREY CHAUCER
The Nun’s Priest’s Tale: Background
" The Nun's Priest's Tale " (Middle English: The Nonnes Preestes Tale of the Cok and Hen, Chauntecleer and
Pertelote[1]) is one of The Canterbury Tales by the Middle English poet Geoffrey Chaucer. Composed in the 1390s,
it is a beast fable and mock epic based on an incident in the Reynard cycle.
The Nun’s Priest’s Tale is one of the most popular and entertaining stories in Geoffrey Chaucer’s
Canterbury Tales. It tells the story of a rooster named Chanticleer and his adventures with a
cunning fox. However, beneath the surface of this seemingly simple tale lies a complex
exploration of power, gender roles, and the nature of storytelling itself. In this article, we will
delve into the nuances of The Nun’s Priest’s Tale and uncover the fowl play at its heart.

The Nun’s Priest’s Tale: An Overview

The Nun’s Priest’s Tale is one of the most popular and well-known stories in Geoffrey Chaucer’s
Canterbury Tales. It is a fable that tells the story of a rooster named Chanticleer and his adventures with a
fox. The tale is a commentary on the dangers of flattery and the importance of wisdom and prudence. The
story is also a satire on the medieval church and its practices. The Nun’s Priest’s Tale is a masterpiece of
medieval literature and a testament to Chaucer’s skill as a storyteller.

The Nun’s Priest’s Tale: Summary

One spring morning, Chaunticleer awakens from a terrible dream of a beast roaming in the yard trying to
seize him. This beast’s color and markings were much the same as a fox. Lady Pertelote cries out, “For
shame . . . . Fie on you / heartless coward” (“Avoi (coward) . . . fy on you, herteless”) and tells him that
being afraid of dreams is cowardly and that, by showing such fear, he has lost her love. She tells him he
dreamed because he ate too much and that it is well known that dreams have no meaning; he simply needs
a laxative. Chaunticleer graciously thanks Lady Pertelote, but he quotes authorities who maintain that
dreams have a very definite meaning and insists that he does not need a laxative.

Later, Chaunticleer catches sight of a fox named Don Russel, who is hiding near the farmyard.
Chaunticleer begins to run, but the fox gently calls out that he only came to hear Chaunticleer’s beautiful
voice. Hearing this, the vain cock shuts his eyes and bursts into song. At that moment, the fox races to the
cock, grasps him about the neck, and makes off with him. The hens in the barnyard make such a terrible
commotion that they arouse the entire household. Soon the widow, her two daughters, the dogs, hens,
geese, ducks, and even the bees, are chasing the fox.

Chaunticleer suggests to the fox to turn around and shout insults at his pursuers. The fox, thinking
Chaunticleer’s idea a good one, opens his mouth, and Chaunticleer nimbly escapes to a treetop. The fox
tries once again to lure Chaunticleer down by compliments and flattery, but the rooster has learned his
lesson.

At the conclusion of the tale, the Host praises the Nun’s Priest. Observing the Priest’s magnificent
physique, he comments that, if the Priest were secular, his manhood would require not just seven hens,
but seventeen. He thanks “Sir Priest” for the fine tale and turns to another for the next tale

The Allegorical Nature of the Tale

The Nun’s Priest’s Tale by Geoffrey Chaucer is a complex and multi-layered story that can be interpreted
in many different ways. One of the most interesting aspects of the tale is its allegorical nature, which
allows readers to see deeper meanings and themes beneath the surface of the story.

At its core, the tale is a fable about a rooster named Chanticleer who is deceived by a fox. However, the
story is much more than just a simple animal fable. Chaucer uses the characters and events in the tale to
comment on human nature, morality, and the dangers of pride and flattery.

For example, Chanticleer’s pride and vanity are his downfall, as he is easily flattered by the fox and falls
into his trap. This can be seen as a warning against the dangers of arrogance and the importance of
humility. Similarly, the fox’s deceit and cunning can be seen as a commentary on the corrupt nature of
those in power and the need to be wary of those who seek to manipulate and control others.

Overall, the allegorical nature of The Nun’s Priest’s Tale adds depth and complexity to the story,
allowing readers to explore important themes and ideas in a unique and engaging way.

The Role of Chanticleer as a Hero

In The Nun’s Priest’s Tale, Chanticleer plays a crucial role as a hero. He is not only a rooster but also a
symbol of courage, intelligence, and leadership. Chanticleer’s character is portrayed as a wise and
experienced rooster who is respected by all the other animals in the barnyard. He is also a loving husband
to his wife, Pertelote, and a caring father to his chicks.

Chanticleer’s heroism is evident when he outwits the fox, who tries to capture him. He uses his wit and
intelligence to trick the fox into opening his mouth, allowing Chanticleer to escape. This scene highlights
Chanticleer’s bravery and quick thinking, making him a true hero.

Furthermore, Chanticleer’s leadership skills are also evident in the story. He is respected by all the
animals in the barnyard, and they look up to him for guidance. When the fox tries to deceive him,
Chanticleer remains calm and collected, showing his ability to lead in difficult situations.

In conclusion, Chanticleer’s character plays a significant role in The Nun’s Priest’s Tale. He is not only a
rooster but also a symbol of courage, intelligence, and leadership. His heroism is evident throughout the
story, making him a memorable character in Chaucer’s literary masterpiece.

The Characterization of Pertelote

In The Nun’s Priest’s Tale by Geoffrey Chaucer, Pertelote is a complex character who plays a significant
role in the story. She is portrayed as a beautiful and intelligent hen who is the object of the rooster
Chanticleer’s affections. However, she is also depicted as a practical and rational thinker who is not easily
swayed by Chanticleer’s romantic advances.

Pertelote’s characterization is further developed through her interactions with Chanticleer. She is shown
to be a strong-willed and independent character who is not afraid to challenge Chanticleer’s beliefs and
ideas. For example, when Chanticleer has a nightmare about a fox, Pertelote dismisses it as a mere
fantasy and urges him to focus on the present.

Despite her practical nature, Pertelote is not without her flaws. She is shown to be somewhat vain and
self-centered, as evidenced by her obsession with her own beauty and her dismissive attitude towards
Chanticleer’s concerns. However, these flaws only serve to make her a more realistic and relatable
character.

Overall, Pertelote is a well-rounded and complex character who adds depth and nuance to The Nun’s
Priest’s Tale. Her interactions with Chanticleer and her own personal struggles make her a compelling
figure in the story, and her characterization is a testament to Chaucer’s skill as a writer.

The Significance of Dreams in the Tale

Dreams play a significant role in The Nun’s Priest’s Tale by Geoffrey Chaucer. The dream that
Chauntecleer has about the fox is the catalyst for the entire plot of the story. It is through this dream that
the fox is able to trick Chauntecleer and capture him. Additionally, the dream that Pertelote has about the
hawk is a foreshadowing of the danger that Chauntecleer will face. Dreams are often used in literature to
convey important messages or to foreshadow events, and Chaucer uses them effectively in this tale. The
dreams in The Nun’s Priest’s Tale serve as a reminder that even in a world of animals, the power of the
mind and imagination can have a significant impact on the course of events.

The Use of Animal Imagery and Symbolism

In The Nun’s Priest’s Tale, Geoffrey Chaucer employs animal imagery and symbolism to convey his
message. The tale revolves around a rooster named Chanticleer and his adventures with his wife Pertelote,
the fox, and other animals. Chaucer uses these animals to represent human traits and characteristics. For
instance, Chanticleer symbolizes pride and vanity, while Pertelote represents reason and logic. The fox,
on the other hand, embodies deceit and cunning. By using animal imagery, Chaucer is able to create a
vivid and engaging story that also has a deeper meaning. The use of animal symbolism is a common
literary device that has been used by many writers throughout history. It allows the author to convey
complex ideas and themes in a way that is accessible and relatable to readers. In The Nun’s Priest’s Tale,
Chaucer uses animal imagery to explore the themes of pride, deceit, and the dangers of trusting too much
in one’s own abilities.

The Importance of the Cock-Crow

In The Nun’s Priest’s Tale, Geoffrey Chaucer uses the cock-crow as a significant symbol throughout the
story. The crowing of the rooster not only marks the beginning of a new day but also serves as a reminder
of the importance of time and the inevitability of death. The cock-crow is also used to foreshadow the
events that will unfold in the tale, particularly the fox’s attempt to deceive and capture Chauntecleer.
Chaucer’s use of the cock-crow highlights the themes of mortality, deception, and the cyclical nature of
life, making it a crucial element in the story.

The Role of Women in the Tale

In The Nun’s Priest’s Tale, women play a significant role in the plot and themes of the story. The main
female character, Pertelote, is portrayed as a strong and independent character who challenges the
traditional gender roles of the time. She is not afraid to speak her mind and is often the voice of reason in
the story. However, she is also depicted as being overly confident and dismissive of the dreams and
warnings of her male counterpart, Chanticleer. This highlights the societal belief that women were
inferior to men and should not be trusted with important decisions. Additionally, the story features several
other female characters, such as the widow and her daughters, who are portrayed as cunning and
manipulative. This reinforces the stereotype of women as being deceitful and untrustworthy. Overall, the
role of women in The Nun’s Priest’s Tale reflects the societal attitudes towards gender during Chaucer’s
time and provides insight into the challenges faced by women in medieval society.

The Satirical Elements in the Tale

The Nun’s Priest’s Tale by Geoffrey Chaucer is a satirical masterpiece that uses humor and irony to
criticize the societal norms of the time. The tale is a fable about a rooster named Chanticleer who is
tricked by a fox, but it is also a commentary on the corruption and greed of the church and the nobility.
Chaucer uses satire to expose the flaws in these institutions and to challenge the authority of those in
power. The characters in the tale are exaggerated and caricatured, making them both humorous and
ridiculous. The rooster, for example, is portrayed as vain and foolish, while the fox is sly and cunning.
Through these characters, Chaucer is able to poke fun at the flaws of human nature and to criticize the
hypocrisy of those in power. The satirical elements in the tale make it a timeless work of literature that
continues to be relevant today.

The Moral of the Tale and its Relevance Today

The moral of The Nun’s Priest’s Tale is that pride comes before a fall. The rooster Chanticleer is so proud
of his ability to predict the weather that he falls for the fox’s flattery and is ultimately captured. This
lesson is still relevant today, as we often see individuals and organizations become overconfident and
make mistakes that lead to their downfall. It is important to remain humble and aware of our limitations in
order to avoid similar pitfalls. Additionally, the tale highlights the danger of trusting those who may have
ulterior motives, as the fox’s flattery was merely a ploy to capture Chanticleer. This serves as a reminder
to be cautious and discerning in our relationships and interactions with others. Overall, The Nun’s Priest’s
Tale offers timeless lessons that are still applicable in modern society.

The Influence of Chaucer’s Contemporaries on the Tale

Chaucer’s contemporaries played a significant role in shaping The Nun’s Priest’s Tale. One of the most
notable influences was the French fabliau tradition, which was popular in England during Chaucer’s time.
The fabliau was a short, humorous tale that often featured trickery, deception, and sexual humor. The
Nun’s Priest’s Tale shares many similarities with the fabliau, including its use of animal characters, its
focus on trickery and deception, and its bawdy humor. Another influence on the tale was the medieval
tradition of beast fables, which used animals to convey moral lessons. The Nun’s Priest’s Tale can be
seen as a combination of these two traditions, as it uses animal characters to explore themes of pride,
flattery, and the dangers of trusting in appearances. Overall, Chaucer’s contemporaries played a crucial
role in shaping The Nun’s Priest’s Tale, and their influence can be seen in the tale’s structure, themes, and
style.

The Use of Language and Style in the Tale

Geoffrey Chaucer’s The Nun’s Priest’s Tale is a masterpiece of Middle English literature, and its
language and style are integral to its success. Chaucer’s use of language is both playful and sophisticated,
with a rich vocabulary and a keen sense of rhythm and rhyme. The tale is written in rhyming couplets,
which gives it a musical quality and helps to create a sense of unity and coherence. The language is also
full of puns, wordplay, and allusions, which add depth and complexity to the story. Chaucer’s style is
characterized by his use of irony and satire, which he employs to critique the social and political
structures of his time. The Nun’s Priest’s Tale is a prime example of this, as it satirizes the courtly love
tradition and the corrupt clergy of the Church. Overall, Chaucer’s language and style are essential to the
success of The Nun’s Priest’s Tale, and they help to make it one of the most enduring works of English
literature.

The Structure of the Tale and its Effect on the Reader

The Nun’s Priest’s Tale by Geoffrey Chaucer is a classic example of a fabliau, a genre of medieval
literature that features bawdy humor and satire. The tale follows the story of a rooster named Chanticleer
and his adventures with a cunning fox. The structure of the tale is crucial to its effect on the reader, as it
employs various literary devices to create a sense of tension and suspense. The use of foreshadowing, for
example, builds anticipation for the eventual confrontation between Chanticleer and the fox. Additionally,
the use of irony and satire throughout the tale serves to critique the societal norms of Chaucer’s time.
Overall, the structure of The Nun’s Priest’s Tale is a masterful example of how a well-crafted narrative
can engage and entertain readers while also conveying important social commentary.

The Tale in the Context of Chaucer’s Canterbury Tales

The Nun’s Priest’s Tale is one of the most popular and well-known stories in Chaucer’s Canterbury Tales.
It is a story about a rooster named Chanticleer who is tricked by a fox. The tale is a fable that teaches a
moral lesson about the dangers of flattery and the importance of being cautious.

The Nun’s Priest’s Tale is part of the “beast fable” genre, which was popular in medieval literature. In
this genre, animals are used to represent human characteristics and behaviors. Chaucer uses this genre to
satirize the social and political issues of his time.

The tale is also significant because it is one of the few stories in the Canterbury Tales that is not told by a
pilgrim. Instead, it is told by the Nun’s Priest, who is a character within the story. This adds a layer of
complexity to the narrative, as the Nun’s Priest is both a character and a storyteller.

Overall, The Nun’s Priest’s Tale is a fascinating and entertaining story that offers insight into medieval
literature and society. Its use of animal characters and moral lessons make it a timeless classic that
continues to be studied and enjoyed today.
The Religious and Philosophical Themes in the Tale

The Nun’s Priest’s Tale by Geoffrey Chaucer is a literary masterpiece that explores various religious and
philosophical themes. One of the most prominent themes in the tale is the concept of fate and free will.
The tale suggests that while fate may play a significant role in one’s life, individuals still have the power
to make choices that can alter their destiny. This theme is evident in the story of Chauntecleer, the rooster,
who is warned by his wife Pertelote about a dream she had that foretells his death. Despite the warning,
Chauntecleer chooses to ignore it and is eventually captured by the fox.

Another religious theme in the tale is the idea of sin and redemption. The tale suggests that sin can lead to
one’s downfall, but redemption is possible through repentance and forgiveness. This is evident in the
character of Chauntecleer, who is initially portrayed as arrogant and prideful. However, after his capture
by the fox, he realizes the error of his ways and repents for his sins.

The tale also explores the concept of the power of language and storytelling. The fox, who is portrayed as
a cunning and deceitful character, uses his words to manipulate and deceive Chauntecleer. This highlights
the importance of being aware of the power of language and the need to use it responsibly.

Overall, The Nun’s Priest’s Tale is a rich and complex work that delves into various religious and
philosophical themes. Through its characters and plot, the tale offers valuable insights into the human
condition and the nature of existence.

The Humor and Irony in the Tale

The Nun’s Priest’s Tale by Geoffrey Chaucer is a masterpiece of medieval literature that is full of humor
and irony. The story is a fable about a rooster named Chanticleer who is tricked by a fox. The humor in
the tale comes from the witty dialogue between the characters and the absurdity of the situations they find
themselves in. For example, when Chanticleer is describing his dream to his wife, he says, “Myn herte is
moore than my witt, / For drede of that, my wyf, I quake.” This line is both humorous and ironic because
Chanticleer is supposed to be the brave and fearless leader of the barnyard, yet he is afraid of his own
dream. The irony in the tale comes from the fact that the animals are anthropomorphized and given
human-like qualities, yet they still act like animals. For example, when the fox flatters Chanticleer, he
falls for it because he is still a rooster and is susceptible to flattery. Overall, the humor and irony in The
Nun’s Priest’s Tale make it a timeless classic that is still enjoyed by readers today.

The Significance of the Fox’s Deception

In The Nun’s Priest’s Tale, Geoffrey Chaucer presents the character of the fox as a cunning and deceitful
creature. The fox’s deception is significant in the tale as it serves as a warning against the dangers of
trusting those who appear to be friendly and trustworthy. The fox’s ability to manipulate and deceive the
rooster, Chanticleer, ultimately leads to his capture and near-death experience.

Chaucer’s portrayal of the fox as a master of deception highlights the importance of being cautious and
aware of one’s surroundings. The fox’s actions serve as a reminder that not everyone has good intentions
 and that it is essential to be vigilant in all situations. The tale also emphasizes the importance of using
one’s intelligence and wit to outsmart those who may seek to harm or deceive us.

Furthermore, the fox’s deception also serves as a commentary on the corrupt nature of society. Chaucer
uses the fox as a symbol of those in power who use their influence to manipulate and deceive those who
are weaker. The tale suggests that those in positions of authority may not always have the best interests of
their subjects at heart and that it is crucial to question their motives and actions.

In conclusion, the fox’s deception in The Nun’s Priest’s Tale is significant as it serves as a warning
against the dangers of trusting those who may have ulterior motives. Chaucer’s portrayal of the fox as a
master of deception highlights the importance of being cautious and aware of one’s surroundings, using
one’s intelligence and wit to outsmart those who seek to harm or deceive us, and questioning the motives
and actions of those in positions of authority.

The Tale as a Reflection of Medieval Society

The Nun’s Priest’s Tale by Geoffrey Chaucer is a reflection of medieval society in many ways. The tale is
set in a time when the church held immense power and influence over people’s lives. The characters in
the story are representative of different social classes, and their actions and beliefs reflect the values and
norms of medieval society. The tale also highlights the importance of social hierarchy and the role of
women in medieval society. Overall, The Nun’s Priest’s Tale provides a fascinating insight into the
social, cultural, and religious aspects of medieval life.

Caged Bird
BY MAYA ANGELOU

A free bird leaps

on the back of the wind
and floats downstream
till the current ends
and dips his wing
in the orange sun rays
and dares to claim the sky.

But a bird that stalks

down his narrow cage
can seldom see through
his bars of rage
his wings are clipped and
his feet are tied
so he opens his throat to sing.

The caged bird sings

with a fearful trill
of things unknown
but longed for still
and his tune is heard
on the distant hill
for the caged bird
sings of freedom.

The free bird thinks of another breeze

and the trade winds soft through the sighing trees
and the fat worms waiting on a dawn bright lawn
and he names the sky his own.

But a caged bird stands on the grave of dreams

his shadow shouts on a nightmare scream
his wings are clipped and his feet are tied
so he opens his throat to sing.

The caged bird sings

with a fearful trill
of things unknown
but longed for still
and his tune is heard
on the distant hill
for the caged bird
sings of freedom.

SUBJECT MATTER
The poem describes a "caged bird"—a bird that is trapped in a “narrow cage” with limited mobility, only
able to sing about the freedom it has never had and cannot attain. This caged bird is an extended metaphor
for the Black community's past and ongoing experience of racism in the United States in particular, and
can also be read as portraying the experience of any oppressed group. The metaphor captures the
overwhelming agony and cruelty of the oppression of marginalized communities by relating it to the
emotional suffering of the caged bird.
The poem uses the metaphor of the bird to capture not just the way that oppression imposes overt physical
limitations on the oppressed, but also the way that those limitations emotionally and psychologically
impact the oppressed. For instance, in lines 10-11 the poem states that the caged bird "can seldom see
through his bars," which seems at first as if the poem is going to explain how being in the cage limits the
bird's line of sight. But instead, the poem further describes the bars as being "bars of rage"—the bird is
imprisoned and certainly the physical bars of the cage limit its line of sight, but the bird can "seldom see"
because these conditions make the bird blind with rage. By fusing the limits imposed by the cage with the
emotional impact those limits inspire, the poem makes clear that the environment and the anger can't be
separated from one another. The oppression of the cage doesn‟t just keep the bird captive; the captivity
changes the bird, and in so doing robs the bird of its very self.
As an extended metaphor used to convey the pain of the oppression faced by Black people throughout
(and before) the history of the United States, aspects of the poem can be read as directly related to that
particular experience. For instance, the caged bird's song can be seen as an allusion to Black spirituals.
The poem's point about the bird's song springing from sadness is critically important, because,
historically, many defenders of slavery and other forms of oppression argued that the song and dance that
was a part of Black American culture indicated that Black people were in fact joyful and content with
their situation. The idea that such music might be an expression of cultural or emotional pain was ignored
(in large part because ignoring it meant that those who benefitted from such oppression could also justify
the oppression as not being oppressive at all).
"Caged Bird" actively and explicitly disputes the notion that the musical expression of an oppressed
group is a sign of contentment. It is instead an assertion that the opposite is true. In making such an
assertion, the poem refuses to bend to the convenient and racist interpretation of African-American song
by white oppressors and instead asserts that the anguish forced on Black communities by white
oppression must be acknowledged.

SETTINGS
The setting of Maya Angelou’s “Caged Bird” is quite peculiar. The physical setting of the poem cannot
be easily identified. The images in the poem appear to move from a tree on a river’s shore and a cage.
From them poem, it can be deduced that Angelou seeks to creatively explore the society’s attempts to
stifle the spirit of the blacks, which in this poem is symbolized as the bird.
On the surface, the Caged Bird is set within African –American prospective twentieth-century America.
Twentieth-century America, for average black person, was not a hospitable place. However, the
experience was entirely different for white who lived a privileged life in a society where anyone whose
colour was not white was relegated to the status of an underdog.
Themes
‘Caged Bird’ is filled with powerful themes. These include racial oppression, freedom/captivity, and
happiness/sorrow. These themes are all wrapped together in ‘Caged Bird’ through Angelou‟s depiction of
the two birds, one free and one caged.
(1) FREEDOM VERSUS BONDAGE
In Caged Bird, the poet pits freedom against bondage. She idealises freedom with the free bird
and bondage with the caged bird. The free bird enjoys all the liberties that come with freedom
while the caged bird is denied of freedom, living on the grave of his dreams.

Maya Angelou juxtaposes the two ideas using the “the free bird” and “the caged bird”. Beyond
the surface meaning, she contrasts the living conditions of both white and black Americans
placing premium on the freedom of black Americans. The black Americans are denied basic
living conditions and rights: quality education, enabling environment, good jobs, right to vote
among many others. These are basic rights every human being should enjoy and which the white
Americans symbolised by “the free bird” enjoy.

(2) DISCRIMINATION
Another undercurrent issue in Caged Bird is discrimination. The poem pictures the discrimination
of the blacks by the whites. Depicting this with expressions like “bars of rage”, “tied feet” and
“clipped wings”, the poet shows the plight of the discriminated „negro‟.

There is strong racial discrimination within the rank and file of the America society. It has been
so structured that there are schools for the black and schools for the white, jobs for the black and
jobs for the white, neighbourhood for the black and neighbourhood for the white, restaurants for
the black and restaurants for the white. The society is basically segmented this way with the white
having the better things and the blacks being stuffed with the left-over.

(3) UNFULFILLED DREAMS

Also addressed in the poem is the issue of unfulfilled dreams. “The caged bird” in the poem is
impeded by “bars of rage”, “tied feet” and “clipped wings” from accomplishing his dreams and so
he stands on “a grave of his dreams” troubled by “his shadow on a nightmare scream”.

Similarly, the black America is stared in the face by unaccomplished dreams resulting from the
denial of his basic rights.

Structure and Form

‘Caged Bird’ by Maya Angelou is a six-stanza poem that is separated into stanzas that range in
length. Angelou chose to write the poem in free verse. This means that there is no single rhyme
scheme or metrical pattern that unites all the lines. But, there are some examples of an iambic
meter.
This adds to the overall musicality of the poem. Iambs are also generally referred to as “rising”
feet when the second syllable is stressed. This plays into the content of the caged bird and the free
bird.
Literary Devices
Angelou makes use of several literary devices in „Caged Bird.’ These include but are not limited
to:
 Alliteration: another form of repetition, but one that is solely focused on the repetition of
consonant sounds at the beginning of multiple words. For example, “sun” and “sky” at the end of
stanza one and “cage / can” in lines three and four of stanza two.
 Enjambment: another important literary device that’s also quite common in contemporary
poetry. It appears when a poet cuts off a sentence or phrase with a line break before its natural
stopping point. For example, the transition between lines one and two of the first stanza and lines
three and four of the second stanza.
 Repetition: is seen throughout the poem but most prominently in the structure of the stanzas
and the continual reference to the “free bird” and “caged bird.” One of the best examples is seen
in the sixth stanza, in which the poet repeats the entire third stanza.
 Symbolism: the use of an image to represent something else. In this case, the caged bird
symbolizes the confined and oppressed African American community in the United States.
 Irony: occurs when an outcome is different than expected. For example, it is ironic that the
free bird isn’t singing, but the caged bird is.

Caged Bird Metaphor

In Maya Angelou‟s ‘Caged Bird,’ the poet uses two bird metaphors. The free bird symbolizes
white Americans or all free people who enjoy equal rights. The caged bird is a metaphor
for/symbolizes oppressed Black Americans who are kept captive through racist policies.

Detailed Analysis

Stanza One

A free bird leaps

on the back of the wind

and floats downstream

till the current ends

and dips his wing

in the orange sun rays

and dares to claim the sky.

In the first stanza, Maya Angelou refers to nature. She describes how “a free bird leaps on the
back of the wind.” She describes the bird‟s flight against the orange sky. The free bird has the
right “to claim the sky.” The way she describes the “orange sun rays” gives the reader an
appreciation for the natural beauty of the sky, and her description of how the bird “dips his wing”
helps the reader to appreciate the bird in his natural habitat enjoying his freedom.

Stanza Two

But a bird that stalks

down his narrow cage

(…)

his feet are tied

so he opens his throat to sing.

This stanza of „Caged Bird’ contrasts sharply with the first. By using the word “but” to begin this
stanza, the speaker prepares the reader for this contrast. Then she describes the “bird that stalks
his narrow cage.” The tone is immediately and drastically changed from peaceful, satisfied, and
joyful to one that is dark, unnerving, and even frustrating. She describes that this caged first “can
seldom see through his bars of rage.”

While the free bird enjoys the full sky, the caged bird rarely even gets a glimpse of the sky. She
claims “his wings are clipped, and his feet are tied.” Text from her autobiography reveals that
Angelou often felt this way in life. She felt restricted from enjoying the freedom that should have
been her right as a human being. The speaker then reveals that these are the very reasons the bird
“opens his throat to sing.”

The author felt this way in her own life. She wrote and sang and danced because it was her way
of expressing her longing for freedom.

Stanza Three

The caged bird sings

with a fearful trill

(…)

For the caged bird

sings of freedom.

The third stanza reverts back to the free bird, further cementing the difference between the free
bird and the caged bird in the readers‟ minds.

She writes that a “free bird thinks of another breeze” that he can enjoy the “sighing trees” and be
free to find his own food. The tone with which she writes the first and third stanzas so sharply
contrasts with the second stanza that readers can feel the difference. The first and third stanzas
give the reader a sense of ecstasy and thrill, making the second stanza seem all the more droll and
even oppressive.

Stanza Four

The free bird thinks of another breeze

(…)

and he names the sky his own

The fourth stanza of „Caged Bird’ continues the parallel between the free bird and the caged bird.
The first line serves to starkly contrast the last line in the third stanza. It is dark and daunting. The
reality of the life of the caged bird is revealed in this line.

Mentioning of „fat worms waiting on a dawn bright lawn brings around a predatorial/prey
juxtaposition too. It would be the worms that would be scared for their life, losing freedom as the
birds feed upon such prey. However, with a bird entrapped by a cage, the worms are the ones that
have the freedom, compared to the caged bird.

Stanza Five

But a caged bird stands on the grave of dreams

(…)

so he opens his throat to sing.

That bird “stands on the grave of dreams.” This reveals the author‟s feelings about her own
dreams. She has so many dreams that have died because she was never given the freedom to
achieve all that her white counterparts could. Discrimination and racism made up her cage, and
although she sang, she felt her voice was not heard in the wide world but only by those nearest
her cage. The second line of this stanza is not only dark but even frightening.
The speaker describes the bird‟s cries as “shouts on a nightmare scream.” At this point, the caged
bird is so despondent in his life of captivity that his screams are like that of someone having a
nightmare. The author then repeats these lines:

His wings are clipped and his feet are tied

So he opens his throat to sing.

Reaffirming the idea that the bird opens his mouth to sing because his desire for freedom and his
desire to express himself cannot be contained.

Stanza Six

The caged bird sings

with a fearful trill

(…)

for the caged bird

sings of freedom

This last stanza focuses on the caged bird yet again. The author implies that even though the
caged bird may have never experienced true freedom, deep down, that bird still knows it was
created to be free. Although freedom, to the caged bird, is “fearful” because it is “unknown,” he
still sings “a fearful trill” because he still longed for freedom.

Here, the speaker reveals that his cry for freedom is “heard on the distant hill.” This parallels to
the author and her cry for freedom in the form of equality. She feels her cries are heard, but only
as soft background noise. She still feels that she is caged and that although she sings, her cries are
heard only as a distant noise.

The last line states, “For the caged bird sings of freedom.” With this, the speaker implies that
although the caged bird may never have experienced freedom, he still sings of it because he was
created for freedom. This is paralleled to the African American struggle in Maya Angelou‟s time.

She feels that Black Americans wrote and sang and danced and cried out for the freedom they
deserved, but they were only heard as a distant voice. Yet, this would not stop them from crying
out for freedom and equality because they knew they were made for freedom, and they would not
relent until they were given their rights as human beings to enjoy the freedom they were created
to enjoy.
 An Inspector Calls
BY
J.P Priestley

Background on An Inspector Calls

"An Inspector Calls" by J.B. Priestley is a play set in 1912, but written and first performed in 1945. It
centers on the Birling family, a wealthy industrial family, whose lives are disrupted by an unexpected
visit from Inspector Goole, who is investigating the suicide of a young woman named Eva Smith. The
play explores themes of social responsibility, class divisions, and the consequences of individual
actions. Priestley uses the play to critique capitalism and advocate for socialism, arguing that individuals
have a moral duty to care for one another.

Historical and Social Context:

 Post-War England (1945):
Written in the aftermath of World War II, the play reflects the post-war mood of social unrest and the
desire for a more just society.
 Pre-World War I England (1912):
The play is set in a time of rapid industrialization, rising social inequality, and growing tensions leading
up to World War I.
 Edwardian Era (1901-1910):
The play reflects the rigid class structures, moral complacency, and social inequalities of the Edwardian
era.
 Rise of Socialism:
Socialism was gaining popularity as a response to the perceived injustices of capitalism.
 Focus on Social Issues:
Priestley uses the play to highlight issues like poverty, exploitation, and the need for collective
responsibility.

The setting of a play

The setting of a play is the time and location of the story. An Inspector Calls is set in 1912 in Edwardian
England. The family are successful middle-class people and at the start of the play, Mr Birling in
particular is very complacent. The play was actually written after the Second World War.
Think of some of the things that happened between 1912 and 1946, when the play was first staged. Then
read Mr Birling’s speech from early in the play and look for the references to things he thinks will never
change but Priestley’s audience would have viewed differently. You should be able to find allusions that
the audience would link to the two world wars, the sinking of the Titanic and the Russian Revolution.

Plot analysis
An Inspector Calls is a play in three acts, set in Brumley, an English manufacturing town, in 1912. Arthur
Birling has convened a dinner for the engagement of his daughter, Sheila, to her boyfriend, Gerald Croft.
Arthur and his wife Sybil seem happy, although Sybil is reserved at the meal. Eric, Sheila’s brother,
drinks heavily and appears mildly upset. Gerald gives Sheila her ring, and Sheila and Sybil leave the
room to try on wedding clothes. Eric goes upstairs. Arthur tells Gerald he knows the Croft family
considers themselves social superiors of the Birlings, but that’s easily remedied, he says, as he expects a
knighthood for his business successes. Gerald promises to relay the news to his mother. Eric returns, and
Arthur gives the two young men advice about professional life, saying that people ought to look out for
themselves and their families, and not fall prey to socialist propaganda about the collective good. Edna,
the maid, announces that an Inspector Goole is here to speak to Arthur.
The Inspector, whom Arthur does not know despite his positions in local government, announces that a
girl named Eva Smith has died of an apparent suicide. The Inspector asks Arthur if he knows anyone by
that name. Arthur initially denies it, but after seeing a picture, he admits to employing Eva at his factory,
and firing her when she incites a failed strike for higher wages. Arthur says he is not sorry for doing so,
even though he is sad to hear of the girl’s death. Arthur believes that his foremost obligation is to his
profits. When Sheila returns to the room, the Inspector begins interrogating her. It is revealed that Sheila
got a girl fired from Milward’s, a local shop, for giving Sheila mean looks as she was trying on clothing.
Sheila regrets to hear that the person she incriminated was none other than Eva Smith, and that she and
Arthur are responsible, in part, for Eva’s poverty and suicide.

The Inspector turns to Gerald and asks if he knows someone named Daisy Renton. Sheila realizes, from
Gerald’s expression, that Gerald knows this name. When all but Sheila and Gerald leave the room, Sheila
accuses Gerald of having had an affair with Daisy Renton the previous summer. Gerald admits to this. He
asks Sheila to hide this information from the Inspector, but she says it won’t be possible because the
Inspector probably already knows. Act One ends.

Act Two begins with the same set. The Inspector questions Gerald about Daisy Renton, and Gerald
admits to the affair in front of Sheila and her parents, Arthur and Sybil. Gerald is embarrassed by his
indiscretion, but insists his concern for Daisy was authentic. Sheila wonders if she can forgive Gerald
enough to continue their relationship. Gerald tells the Inspector he is going to leave for a walk.

The Inspector moves on to Sybil, who, on being questioned, says that she, as director of a charity, refused
assistance to a pregnant woman. The Inspector tells them that the girl Sybil turned away was Eva Smith,
or, as Gerald knew her, Daisy Renton. The Inspector also says that Gerald was not the one who got Eva
pregnant. Sybil says she feels no regret, as Eva/Daisy had claimed she was pregnant but was not married
to the child’s father. To this, Sybil responded that Eva/Daisy should ask the child’s father for money.
Sybil blames the unnamed father for the situation, and for Eva/Daisy’s suicide. Sheila and Arthur tell
Sybil to stop talking. In this moment, Sybil realizes that her son, Eric, must be the father of the child,
since Eva/Daisy presented herself to the charity as “Mrs. Birling.” Eric returns to the room. Act Two
ends.

In Act Three, with the same set, Eric admits to an affair with Eva/Daisy, and to a drinking problem that
makes many of the details hazy. The Inspector demonstrates that each member of the Birling family, and
Gerald, has played a part in Eva/Daisy’s suicide, and that all should consider themselves guilty. Before he
leaves, the Inspector says that people must look out for one another, and that society is “one body.” The
Inspector departs. Sheila, wracked with guilt, wonders aloud whether the Inspector is a member of the
police force. The family puzzles this out, and when Gerald returns, he says he spoke to a sergeant outside
who does not know of any Inspector with the name of Goole, the man who just visited the Birling home.
Arthur believes that the family has been hoaxed, and that this is a good thing, since their misdeeds will
not now result in public scandal. Sheila resents Arthur’s rationalization of the family’s behavior, and she
says they are still guilty for Eva/Daisy’s death, even if the Inspector was not a genuine officer. Gerald,
however, notes that no family member saw the picture of Eva/Daisy at the same time, and that the
Inspector might have conflated the family’s stories by offering pictures of different women, and changing
the names from Eva Smith to Daisy Renton.

Sheila wonders whether this would excuse everyone’s behavior, but it does not, as Gerald still committed
his affair, Eric impregnated an unmarried girl, and Arthur and Sybil behaved uncharitably to young girls
in need. Arthur calls the hospital and confirms that no self-inflicted deaths have been recorded for weeks.
He says resolutely that Inspector Goole has tricked the family and that there is nothing to fear. Sheila
worries aloud that Arthur will ignore the lessons the family was just beginning to learn. The phone rings,
and Arthur answers. He alerts the family that a girl has been admitted to the hospital just now, and that
her death is a suicide. As the play ends, Arthur relays to the family that a police inspector is headed to the
house to begin an inquiry.

In An Inspector Calls, J.B. Priestley presents an unconventional approach to the traditional whodunit of
detective fiction, resisting the trope in which an investigator interviews suspects to determine which
character committed the crime, often a murder. Instead, the guiding mystery of Priestley’s play is not who
killed the young woman, Eva (a.k.a Daisy), but how each member of the Birling family contributed to her
suicide. By adopting aspects of mysteries, Priestley creates a work that examines collective, capitalist
guilt. The play, as events unfold, suggests that an empowered class exploits the underclass without
consideration of consequences for its exploitation. The Birling family’s collective guilt conveys
Priestley’s message that it is the social duty of every human being to examine the impact of any action on
others and to care for and help them, without self-consideration.
The play’s inciting incident occurs when Inspector Goole arrives at the Birling residence to question the
family about the young woman’s suicide. Strangely, the Inspector does not ask questions about what they
know about her death. His questions, instead, prompt each family member to struggle with and eventually
face guilt for Eva/Daisy’s death. By using the Inspector to draw forth the characters’ emerging internal
conflicts around responsibility, Priestley highlights how social status and affluence can blind people to
others’ suffering. As the play moves on, the Birling family and Gerald begin gradually to accept their
roles and, therefore, accountabilities in the young woman’s downfall.
 Thematic Thrust
Responsibility

Responsibility is one of the most prevalent themes within the play and the role of the Inspector is to
highlight that all actions have consequences. He demands that the other characters be accountable for
their actions and that they take responsibility for others. This message is also intended for the wider
audience and for society in general.

Knowledge and evidence:

 The Inspector demands each character be held accountable and admit personal responsibility for
the chain of events which led to Eva’s death:

o Each character had an individual connection with Eva, regardless of how fleeting, and
their actions will have influenced her fate

 Sheila is the first character in the play to accept responsibility for her actions, which demonstrates
her courage and empathy

 Eric initially offers marriage to Eva which shows some attempt at responsibility:

o However, as the father of her child, he ultimately fails in his duty to protect both of them

 The Inspector urges the characters (and the audience) to consider their social responsibility,
arguing individuals have a civic duty to ensure their actions must benefit the whole of society:

o Through the Inspector, Priestley argues that members of a society have duties and
obligations towards the welfare of others

o He suggests they have a collective and social responsibility to take care of each other
  As Arthur and Sybil hold prominent positions within society, the Inspector suggests they have an
even greater duty of care towards others:

o While the Inspector alludes to ideas of responsibility and duty, Arthur and Sybil also
repeatedly use these words though they interpret them in very different ways

 In contrast, Priestley presents Eva as having a greater sense of moral responsibility than all of the
other characters

 A pivotal part of Act III is when the Inspector leaves, as it provides an opportunity for the
characters to reveal if they have learned anything from his message:

o Only Eric and Sheila have grasped Inspector’s message; Arthur, Sybil and Gerald are
blind to it

What is Priestley’s intention?

 Priestley emphasises the importance of both personal and social responsibility:

o He insists this extends beyond the confines of a family unit and spreads to society as a
whole

 It could be argued that some of the acts committed by the Birlings and Gerald may not
individually seem to have been so terrible to drive Eva to suicide:

o However, Priestley emphasises that individual actions may well begin a chain of events
which may have devastating consequences

Capitalism versus Socialism

An Inspector Calls is a play that deals with ideas of fairness and inequality. Priestley used the play to
argue that the economic system of Capitalism prevented equality and social justice and that another
system, Socialism, which aims to share out wealth, would be fairer for all.

Knowledge and evidence:

 Priestley presents a powerful social message in An Inspector Calls which is explored through the
competing concepts of Capitalism and Socialism:
 o While Capitalism seeks to benefit the individual, Socialism is focused on benefiting
society

 Priestley depicts the comfortable, affluent life of the Birlings who thrive on Capitalism:

o This is contrasted with the distressing account of Eva, who is forced to live a wretched
life due to their greed

o Despite being a good worker, Eva is exploited and marginalised by those within the
privileged Capitalist system

 Priestley maintains that such a system creates and perpetuates inequalities in society and
prevents social mobility:

o Eva is trapped in a cycle of poverty and despite her attempts to improve her situation, she
cannot overcome it

 The Inspector’s moralistic tone serves to condemn the entrenched Capitalist views of the
group:

o His message that “we are all part of one community” is firmly established

 Arthur is resistant to this message and insists his responsibility is to protect the interests of his
business, by making as much profit as possible:

o He has no sense of responsibility or concern that his workers may need higher wages to
live

o He treats the pay strike at his factory with contempt since it threatens his profits

What is Priestley’s intention?

 Through the Inspector, Priestley presents the Birlings and Capitalism in a negative light:

o They are individualistic, self-centered and amoral, placing profit and greed above the
rights and concerns of others

 Priestley seeks to expose this selfishness and to encourage others to look after one another and to
work towards a society where all members are treated more equally and fairly

Generational divide
Priestley explores the idea of generational change in An Inspector Calls: younger characters are more
open to social and economic change, and as a result are in conflict with their parents' generation, who are
stuck in their ways.

Knowledge and evidence:

 Priestley attempts to reveal the inadequacies of Arthur and Sybil as parents:

o They fail to acknowledge Sheila and Eric as adults and offer little support during the
evening’s proceedings

o They ignore Eric’s alcoholism which may in part be due to their indulgence

o They attempt to shield Sheila from hearing sordid details about “women of the town”,
despite Sheila being already aware of such realities

 Priestley portrays Arthur, Sybil and Gerald as fully entrenched in upper-class notions of
superiority and unable to change:

o Arthur and Sybil mock the foolishness of Sheila and Eric for having been so affected by
the Inspector

o Eric and Sheila do not share the sense of relief as the others when the Inspector is
discovered to be a fraud, as this is irrelevant to them

 The Inspector shows the audience that all of the characters have had an opportunity
for redemption, though only Sheila and Eric have embraced it:

o While he displays genuine remorse for his treatment of Eva, by the end of the play he
reverts to his original stance

o The older generation is more concerned with protecting their social positions and
continues to perceive themselves as upstanding members of the community

o Gerald falls between the younger and older generations:

 In contrast, Priestley shows that the younger generation can change and accept their social
responsibility:
 o Sheila challenges her parents for not learning from the Inspector, thus illustrating a
greater capacity to learn from her mistakes

 The younger generation present a symbol of hope

What is Priestley’s intention?

 Through Sheila and Eric, Priestley offers optimism to the audience that the younger generation is
capable of change:

o Priestley depicts the younger generation as more compassionate and empathetic which
suggests they will no longer avoid their social responsibilities

 Priestley suggests the younger generation will avoid the errors of the previous generation:

o He suggests the selfish and exploitative Capitalist system will be replaced with a
more Socialist agenda

Guilt

For Priestley, guilt is the result of accepting personal and social responsibility for one’s actions. It is
noteworthy that younger characters in An Inspector Calls express guilt, but not the older generation,
suggesting that they are not willing to see their own flaws, or those of the society they live in.

Knowledge and evidence:

 The Inspector contends that if the characters are to learn anything from his message, they must
express their guilt:

o For the Inspector, the admission of guilt requires self-reflection and this is an important
step in encouraging the characters to change

 For Priestley, their guilt is both individual and collective:

 At an individual level, he believes each character compromised their morals in their treatment of
Eva

 At a collective level, they represent the upper classes who have enabled the lower classes to be
exploited and mistreated for their own gain
  Sheila is the first character to express her guilt and it is instantaneous:

o While Sheila acknowledges her guilt, the Inspector insists that the guilt, as well as the
responsibility, must be shared by all

 Similarly, Eric eventually expresses his guilt, though he is only willing to do so in the last act:

o While he could appear to express a stronger sense of guilt than the others (through his
emotional outburst), his immaturity may suggest he is unable to feel it as keenly as his
sister

 While Gerald appears to express sincere and honest regret during his confession about Eva, his
guilt is only temporary:

o He attempts to justify his actions towards Eva to make himself appear less culpable

o When he realises there are no consequences for his behaviour, he no longer cares

o This could be contrasted with his confession to Sheila over his affair with Eva, as he
appears more concerned that his affair has been found out, rather than having betrayed
his fiancée

 Arthur and Sybil are the only two characters who refuse to express any guilt for their treatment of
Eva:

o They continue to fail to see or acknowledge that they have done anything wrong

What is Priestley’s intention?

 For Priestley, the guilt felt by the characters and society as a whole must be personal and
collective, if the change is to occur

 At an individual level, Priestley suggests we are responsible for our personal conduct toward
others

 At a collective level, Priestley suggests we should ensure all groups are treated fairly and equally

Class
Priestley uses the characters in An Inspector Calls to criticise the inequality and unfairness of the British
class system and argues that the privilege of class blinds people to their immoral behaviour.

 Class plays a significant role in An Inspector Calls and is a major influence on many of the
characters and events

 The immense inequality between the classes is firmly established at the start of the play:

o The description of the Birlings’ opulent home is sharply contrasted with descriptions of
the workers in Arthur’s factory

 Sybil could be viewed as making incorrect assertions about the working classes (of whom she has
no knowledge) and views them as morally and socially inferior:

o She ignorantly links class with morality and cannot believe Eva, as a working-class girl,
would refuse stolen money

 Sybil’s hypocritical stance means she overlooks her own selfish and immoral actions and those
belonging to her class:

o She believes her class affords her the superiority to decide who is and is not deserving of
charity

o She overlooks Gerald keeping a mistress and ignores her son’s immoral conduct with Eva

 Priestley demonstrates how the working classes, especially women, could be exploited and
abused by those with wealth and power:

o Both Gerald and Eric abuse their power and status in their relationship with Eva and both
men discard her when it suits them

 Gerald is entrenched in the views of his class system:

o This prevents him from genuinely empathising with Eva’s plight or that of the working
classes in general

What is Priestley’s intention?

  Priestley demonstrates the fixation of the upper classes on their status and their poor morals

 Priestley further conveys the hypocrisy of the upper classes and the abuse of power over the
working-classes

o This is clearest in the treatment of working-class girls by young, wealthy men

Gender

Priestley explores the inequality between male and female characters in An Inspector Calls to criticise his
society’s suppression of women’s rights and the mistreatment of women in general.

 Gender is an important element within the play and it impacts most of the behaviour of the
characters

 Eva would have been viewed as ‘cheap labour’ and therefore more at risk of being exploited and
abused by employers because of her gender:

o Working-class women would have been one of the cheapest forms of labour available to
Arthur

 Similarly, Eva is exploited by her gender (and class) by wealthy men and women:

o Sybil and Sheila use their power to suppress another woman

o Both Gerald and Eric take advantage of Eva as a working-class girl and there is an
imbalance of power in respect of social position and influence

o Gerald emphasises how Eva was in desperate need of his assistance and portrays himself
as being chivalrous in rescuing her

 Sheila can be viewed as a woman who is redefining the role of women at a time when women’s
rights were being sought through the suffragette movement:

o At the beginning of the play, she plays a typical role within her patriarchal society and
is obedient to her father

o This can be contrasted to her behaviour as the play develops and she begins to challenge
her father and refuses to take back Gerald’s engagement ring
 What is Priestley’s intention?

 Priestley uses the male and female characters in the play to comment upon traditional gender
roles:

o Sybil is presented as mainly subordinate to her husband, while Sheila is beginning to

challenge this traditional role

o Eva is presented as an assertive female character

 Priestley also highlights the suppression of women’s rights and how men and women can abuse
their power:

o The Birlings and Gerald Croft all take advantage of Eva in different ways because of her
gend

characterisation
In J.B. Priestley's "An Inspector Calls," characterization is central to the play's message of social
responsibility and the consequences of individual actions. Priestley uses dialogue, descriptions, and
dramatic irony to reveal the characters' attitudes and their role in Eva Smith's tragic fate. The Birling
family, with their varying levels of social awareness, serve as a microcosm of societal attitudes, while
Inspector Goole, Gerald Croft, and Eva Smith further complicate these perspectives.
The Birling Family:
 Arthur Birling:
A self-satisfied industrialist, he's initially portrayed as oblivious to the plight of the working class and
dismissive of social responsibility. His rigid capitalist views and focus on personal gain are revealed
through his pronouncements and reactions to the Inspector's questions.
 Sybil Birling:
The wife of Arthur, she's described as cold and haughty, with a strong sense of social superiority. Her
unwillingness to accept any responsibility for Eva Smith's fate and her attempts to deflect blame
highlight her lack of empathy.
 Sheila Birling:
Initially portrayed as somewhat naive and materialistic, Sheila undergoes a significant transformation
throughout the play. Her growing awareness of her own role in Eva's suffering and her shift towards
social responsibility are key to her character arc.
 Eric Birling:
A troubled young man, he is initially depicted as irresponsible and immature. His drunken behavior and
subsequent admission of his part in Eva's life highlight the destructive consequences of unchecked
power and the potential for generational conflict.
Other Key Characters:
 Inspector Goole:
 A mysterious and enigmatic figure, the Inspector represents a voice of social justice and morality. His
relentless questioning and unwavering pursuit of truth force the Birlings to confront their actions and the
wider social inequalities they perpetuate.

 Gerald Croft:
A well-bred young man, Gerald is engaged to Sheila. His involvement with Eva Smith, under the guise
of "Daisy Renton," reveals his own moral failings and highlights the hypocrisy of the upper class.
 Eva Smith:
The victim of the Birlings' actions, Eva's story is a catalyst for the play's central themes. Her death
serves as a stark reminder of the devastating consequences of social injustice and the need for collective
responsibility.
Priestley's Techniques:
 Dialogue:
Priestley utilizes dialogue to reveal the characters' personalities, beliefs, and motivations. For example,
Arthur Birling's monologues early in the play showcase his self-importance and lack of awareness.
 Descriptions:
Physical descriptions of the characters, such as Arthur's "heavy-looking, rather portentous" appearance,
contribute to the audience's understanding of their character.
 Dramatic Irony:
The use of dramatic irony, where the audience knows more than the characters, creates suspense and
highlights the characters' ignorance and limited perspective.
 Character Arcs:
The play features significant character development, particularly in Sheila, who evolves from a
seemingly frivolous young woman to a more socially conscious individual.
Through these techniques, Priestley constructs a complex and compelling cast of characters who serve as
vehicles for exploring the themes of social responsibility, moral accountability, and the consequences of
class divisions.