CHAPTER 6: THE BROWNING VERSION
Written by: Terence Rattigan
Summary
Glossary
Textbook Questions and answers
This play is an extract from the play "The Browning Version' written by Terence Rattigan.
Taplow is a student. He has been asked to stay behind by Mr Crocker-Harris, one of the teachers in a school.
That day was the last day of the school before the holidays.
Since the student had been ill for a day during the week and missed his class, Mr Crocker-Harris had given him some extra work and so he was still in school.
The had told Taplow that he would be back by 6:30 before he left.
Till then Taplow had to remain in school. It is now 6:40. But Mr Crocker-Harris had not returned.
Another teacher Mr Frank came there and saw Taplow waiting for Mr Crocker-Harris. Mr Frank tells Taplow to go as Mr. Crocker had not arrived then.
But Taplow refuses to do that as he is afraid of Mr Crocker.
Mr Frank envies Mr Crocker Harris for the fear the students had developed for Mr Crocker.
He also encourages Taplow to make fun of Mr Crocker-Harris.
At that time Mrs Crocker-Harris arrives at the scene.
She informs Taplow that her husband had gone somewhereand would take some time to be back.
She also tells Taplow to go and play untill Mr Crocker. Harris came back. But Taplow was afraid to leave
That instance Mrs Crocker assures Taplow that she would take the blame on her if he would to the chemist and buy some medicines for her.
She actually intended to send Taplow from there.
She was not urgently in need of the medicines.
She only had a strong urge to help the poor boy to enjoy his freedom.
Mr Crocker would not mind because the prescription given by the doctor was for him and not Mrs Millie Crocker-Harris.
Taplow's marks are to be given by Mr Crocker. He was yet to declare marks for Taplow.
If Mr Crocker would not find Taplow on his arrival then he would not give him (results) the required division.
In such a case Taplow would not be promoted.
It was for this reason that Taplow did not want to take a chance of leaving the school before the arrival of Mr Crocker-Harris.
When he comes to know that the medicines are for Mr Crocker he is convinced to go to the chemist and leaves the school.
I gather-I understand
I believe - I understand, I take for granted
to know your fate-to know the things that will happen to someone
to be good deal more exciting-to be exciting in a large way
to have a considered view- that one thinks is right
words strung together words put together, joined together
to sound a little bitter- to express dislike for something
to ask outright - to ask in a direct way and without trying to hide anything
to have a throaty voice - a voice sounding low and rough
to mark someone down-to reduce the marks given to someone in the examination
to look severe - not having the look of kindness or sympathy
not in the least like him- not at all like him
before lock up-before the school is shut down for the day
to be scared to death- to be very scared
Ans.
Crocker-Harris is Taplow's teacher. According to Taplow and me also; Mr Crocker Harris is a strict disciplinarian.
He was a hard working teacher and fully devoted to his duty as he called Taplow even on the last day of school to make up for his missed class.
No student in his entire career has a courage to 'cut' Mr Crocker-Harris.
He is neither partial nor biased; he will give Taplow whatever he deserves.
He tries to maintain an appropriate distance from his students.
He never responds the feelings shown by his students and remains shrivel.
He is a man of principals and keeps the rules of the school.
His students like him even after his strict behaviour.
His colleagues, even Frank, envy him for the effect he has on the students.
He is strict but not a sadist that he seems to be.
Ans.
Frank encourages Taplow to comment on Mr Crocker-Harris by cleverly asking Taplow several questions.
He appreciated Taplow's imitation of Mr Crocker-Harris and also asks him to repeat it.
Ans.
Mr Harris is a teacher who would not compromise on the rules and regulations to suffice the sentiments of students.
He believes in fair assessment of his students and is not swayed by emotions, as the man is hardly human.
He is not a sadist, but strict in performance of his duties.
Even on his last day at school, when he is over busy in own affairs he does not neglect his duty towards students.
Ans.
Taplow had been asked to do some extra work by Mr Crocker-Harris.
He was waiting for the master in the school. Frank also came there and meet Taplow.
Ans.
Taplow feels if his grades are good, he would opt for science.
He feels science is more interesting than the study of classics.
Ans.
Frank asked Taplow not to wait for Mr Crocker-Harris and play golf but Taplow is really shocked and is afraid that Mr Crocker-Harris may follow him home or do something else.
Written by: Markus Natten
Summary
Glossary
Textbook Questions and answers.
In the first stanza the poet becomes pensive and want to know when he had lost his childhood.
He feels that it may be the day when he had entered the twelfth year of his life. His parents must have given him the idea of Heaven and Hell.
He had conceived this idea in his early days.
But as he gained understanding he was unable to trace these anywhere and so he doubted their existance.
All the same he is unsure if he had lost his childhood on that particular day.
His parents often told him to follow certain modes of behaviour.
The adults in his neighbourhood also instructed him to follow a set path of life.
But he observed that they themselves did not pursue the same objectives.
They were far from what they preached. They preached love but did not practise it.
The poet questions himself if itwas the day when this realization dawned a grown up.
The poet wants to know if he had own him that he ceased to be a child and became lost his childhood when he began to take his decisions and practise his own thinking and not depend on the thinking of others.
It was perhaps on this day that he lost his childhood.
The poet has now changed his mode of questioning.
Now he wants to know where he has lost his childhood.
The answer is easy. He says that it has gone hiding into some infant's face.
Towards the end of the poem the poet expresses that the childhood is a lost memory.
The fantacies and the moments associated with the childhood are recalled by us.
All the same the innocence of the childhood is irrevocably lost.
We can conclude that childhood has gone into oblivion.
Go: (here) leave , depart, disappear
Cease: discontinue to live, stop happening
Realise: understand, to become aware of
Seemed: appeared to be
Preached: told something is good or necessary.
Ans.
According to the poem, the process of growing up involves the attainment of mental maturity.
A person is said to be grown up when he has become logical, rational and is able to build his thoughts.
A grown up has the power to distinguish between reality and fantasy.
A grown up individual understands the actions of others just as the poet recognises the hiatus between the preaching and the practice of the adults.
He realises the hypocrisy and the double standards maintained by the adults.
A mature individual also asserts his thoughts and opinions.
Ans.
The poet does not appear to feel sad or upset at the loss of his childhood.
He only seems to be puzzled at the disappearance of childhood and the arrival of adulthood.
He expresses his confusion when he asks the questions 'When and Where did my childhood go'?
Ans.
The lines that seem to be the most poetic are: 'It went to some forgotten place, That's hidden in an infant's face; That's all I know.'
These lines sum up beautifully the process of growth and the disappearance of a particular stage of life.
These lines express metaphorically that an infant's innocent face hides many things behind its smiles.
Perhaps the childhood also lies hidden somewhere in the child's consciousness.
Ans.
Childhood symbolizes innocence, purity, softness and love.
As a child grows, these qualities start receding.
Man becomes impure, cunning, shrewd and hypocrite.
Grown-ups become blatant liars. They talk of love but practice hatred.
They preach brotherhood of mankind but perpetuate hatred and killing.
Simplicity and honesty evaporate into thin air, the moment man crosses the threshold of innocent childhood.
Ans.
The poet regards childhood as a period of heavenly innocence.
A child sincerely feels that there is god above.
He is free from all earthly evils. He believes that there is really a Hell and a Heaven.
He is truly religious in his soul. A child knows no hypocrisy. He always means what he says.
There is no difference between his thoughts and actions.
A child is free from any sense of ego.
He does not think himself to be different from or superior to others.
In short, childhood is a state of heavenly innocence and purity of heart.
Written by: Terence Rattigan
Summary
Glossary
Textbook Questions and answers
This play is an extract from the play "The Browning Version' written by Terence Rattigan.
Taplow is a student. He has been asked to stay behind by Mr Crocker-Harris, one of the teachers in a school.
That day was the last day of the school before the holidays.
Since the student had been ill for a day during the week and missed his class, Mr Crocker-Harris had given him some extra work and so he was still in school.
The had told Taplow that he would be back by 6:30 before he left.
Till then Taplow had to remain in school. It is now 6:40. But Mr Crocker-Harris had not returned.
Another teacher Mr Frank came there and saw Taplow waiting for Mr Crocker-Harris. Mr Frank tells Taplow to go as Mr. Crocker had not arrived then.
But Taplow refuses to do that as he is afraid of Mr Crocker.
Mr Frank envies Mr Crocker Harris for the fear the students had developed for Mr Crocker.
He also encourages Taplow to make fun of Mr Crocker-Harris.
At that time Mrs Crocker-Harris arrives at the scene.
She informs Taplow that her husband had gone somewhereand would take some time to be back.
She also tells Taplow to go and play untill Mr Crocker. Harris came back. But Taplow was afraid to leave
That instance Mrs Crocker assures Taplow that she would take the blame on her if he would to the chemist and buy some medicines for her.
She actually intended to send Taplow from there.
She was not urgently in need of the medicines.
She only had a strong urge to help the poor boy to enjoy his freedom.
Mr Crocker would not mind because the prescription given by the doctor was for him and not Mrs Millie Crocker-Harris.
Taplow's marks are to be given by Mr Crocker. He was yet to declare marks for Taplow.
If Mr Crocker would not find Taplow on his arrival then he would not give him (results) the required division.
In such a case Taplow would not be promoted.
It was for this reason that Taplow did not want to take a chance of leaving the school before the arrival of Mr Crocker-Harris.
When he comes to know that the medicines are for Mr Crocker he is convinced to go to the chemist and leaves the school.
I gather-I understand
I believe - I understand, I take for granted
to know your fate-to know the things that will happen to someone
to be good deal more exciting-to be exciting in a large way
to have a considered view- that one thinks is right
words strung together words put together, joined together
to sound a little bitter- to express dislike for something
to ask outright - to ask in a direct way and without trying to hide anything
to have a throaty voice - a voice sounding low and rough
to mark someone down-to reduce the marks given to someone in the examination
to look severe - not having the look of kindness or sympathy
not in the least like him- not at all like him
before lock up-before the school is shut down for the day
to be scared to death- to be very scared
Ans.
Crocker-Harris is Taplow's teacher. According to Taplow and me also; Mr Crocker Harris is a strict disciplinarian.
He was a hard working teacher and fully devoted to his duty as he called Taplow even on the last day of school to make up for his missed class.
No student in his entire career has a courage to 'cut' Mr Crocker-Harris.
He is neither partial nor biased; he will give Taplow whatever he deserves.
He tries to maintain an appropriate distance from his students.
He never responds the feelings shown by his students and remains shrivel.
He is a man of principals and keeps the rules of the school.
His students like him even after his strict behaviour.
His colleagues, even Frank, envy him for the effect he has on the students.
He is strict but not a sadist that he seems to be.
Ans.
Frank encourages Taplow to comment on Mr Crocker-Harris by cleverly asking Taplow several questions.
He appreciated Taplow's imitation of Mr Crocker-Harris and also asks him to repeat it.
Ans.
Mr Harris is a teacher who would not compromise on the rules and regulations to suffice the sentiments of students.
He believes in fair assessment of his students and is not swayed by emotions, as the man is hardly human.
He is not a sadist, but strict in performance of his duties.
Even on his last day at school, when he is over busy in own affairs he does not neglect his duty towards students.
Ans.
Taplow had been asked to do some extra work by Mr Crocker-Harris.
He was waiting for the master in the school. Frank also came there and meet Taplow.
Ans.
Taplow feels if his grades are good, he would opt for science.
He feels science is more interesting than the study of classics.
Ans.
Frank asked Taplow not to wait for Mr Crocker-Harris and play golf but Taplow is really shocked and is afraid that Mr Crocker-Harris may follow him home or do something else.
Written by: Markus Natten
Summary
Glossary
Textbook Questions and answers.
In the first stanza the poet becomes pensive and want to know when he had lost his childhood.
He feels that it may be the day when he had entered the twelfth year of his life. His parents must have given him the idea of Heaven and Hell.
He had conceived this idea in his early days.
But as he gained understanding he was unable to trace these anywhere and so he doubted their existance.
All the same he is unsure if he had lost his childhood on that particular day.
His parents often told him to follow certain modes of behaviour.
The adults in his neighbourhood also instructed him to follow a set path of life.
But he observed that they themselves did not pursue the same objectives.
They were far from what they preached. They preached love but did not practise it.
The poet questions himself if itwas the day when this realization dawned a grown up.
The poet wants to know if he had own him that he ceased to be a child and became lost his childhood when he began to take his decisions and practise his own thinking and not depend on the thinking of others.
It was perhaps on this day that he lost his childhood.
The poet has now changed his mode of questioning.
Now he wants to know where he has lost his childhood.
The answer is easy. He says that it has gone hiding into some infant's face.
Towards the end of the poem the poet expresses that the childhood is a lost memory.
The fantacies and the moments associated with the childhood are recalled by us.
All the same the innocence of the childhood is irrevocably lost.
We can conclude that childhood has gone into oblivion.
Go: (here) leave , depart, disappear
Cease: discontinue to live, stop happening
Realise: understand, to become aware of
Seemed: appeared to be
Preached: told something is good or necessary.
Ans.
According to the poem, the process of growing up involves the attainment of mental maturity.
A person is said to be grown up when he has become logical, rational and is able to build his thoughts.
A grown up has the power to distinguish between reality and fantasy.
A grown up individual understands the actions of others just as the poet recognises the hiatus between the preaching and the practice of the adults.
He realises the hypocrisy and the double standards maintained by the adults.
A mature individual also asserts his thoughts and opinions.
Ans.
The poet does not appear to feel sad or upset at the loss of his childhood.
He only seems to be puzzled at the disappearance of childhood and the arrival of adulthood.
He expresses his confusion when he asks the questions 'When and Where did my childhood go'?
Ans.
The lines that seem to be the most poetic are: 'It went to some forgotten place, That's hidden in an infant's face; That's all I know.'
These lines sum up beautifully the process of growth and the disappearance of a particular stage of life.
These lines express metaphorically that an infant's innocent face hides many things behind its smiles.
Perhaps the childhood also lies hidden somewhere in the child's consciousness.
Ans.
Childhood symbolizes innocence, purity, softness and love.
As a child grows, these qualities start receding.
Man becomes impure, cunning, shrewd and hypocrite.
Grown-ups become blatant liars. They talk of love but practice hatred.
They preach brotherhood of mankind but perpetuate hatred and killing.
Simplicity and honesty evaporate into thin air, the moment man crosses the threshold of innocent childhood.
Ans.
The poet regards childhood as a period of heavenly innocence.
A child sincerely feels that there is god above.
He is free from all earthly evils. He believes that there is really a Hell and a Heaven.
He is truly religious in his soul. A child knows no hypocrisy. He always means what he says.
There is no difference between his thoughts and actions.
A child is free from any sense of ego.
He does not think himself to be different from or superior to others.
In short, childhood is a state of heavenly innocence and purity of heart.
