class 11 notes

Class 11 English Notes Chapter 6 (The Browning Version) – Hornbill Book

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Philoid

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Hornbill
Detailed Notes with MCQs of Chapter 6 of your Hornbill textbook, 'The Browning Version' by Terence Rattigan. This is an important piece, an excerpt from a larger play, and offers insights into student-teacher dynamics and school life. Pay close attention, as understanding the nuances is crucial for your exams.

The Browning Version: Detailed Notes

1. Introduction & Context:

  • Author: Terence Rattigan
  • Type: An excerpt from a one-act play.
  • Genre: Drama/Realistic Play
  • Focus: The scene primarily involves a conversation between a student, Taplow, and a young teacher, Frank, while Taplow waits for his classics teacher, Mr. Crocker-Harris.

2. Setting:

  • The scene takes place in the flat belonging to Mr. Crocker-Harris, located within the school premises.
  • The time is the last day of term.

3. Characters:

  • Taplow:
    • A student in the lower fifth form (around 16 years old).
    • Waiting for Mr. Crocker-Harris for 'extra work' because he missed a day the previous week due to illness.
    • Needs his 'remove' (promotion to the next grade) confirmed by Mr. Crocker-Harris.
    • Appears perceptive, honest, and a good mimic.
    • Holds mixed feelings for Mr. Crocker-Harris: fear, respect for his principles, and perhaps a touch of pity. He explicitly states Crocker-Harris is not a "sadist".
    • Finds the Greek tragedy 'Agamemnon' (which he is studying) rather uninteresting ("muck").
  • Frank Hunter:
    • A young science teacher.
    • Appears more informal and friendly compared to Crocker-Harris.
    • Engages Taplow in conversation, perhaps out of boredom or curiosity.
    • Seems slightly envious of the effect Mr. Crocker-Harris has on students ("I must admit I envy him the effect he seems to have on you boys in the form.")
    • Encourages Taplow to mimic Mr. Crocker-Harris, showing a less strict side.
  • Mr. Crocker-Harris:
    • A middle-aged, senior classics teacher.
    • Not physically present for most of the scene but is the central topic of conversation.
    • Portrayed as strict, stern, and highly principled.
    • Adheres strictly to rules (e.g., not revealing results before the official announcement).
    • Described by Taplow as "practically inhuman" and "shrivelled up inside like a nut."
    • Possesses a unique, perhaps dry, sense of humour that students often miss (like his joke about the Agamemnon).
    • Commands fear and discipline, but Taplow suggests he doesn't enjoy inflicting pain like a sadist.
    • Is leaving the school for good due to ill health (mentioned in the larger play context, implied by his final day).
  • Millie Crocker-Harris:
    • Mr. Crocker-Harris's wife.
    • Appears briefly towards the end of the scene.
    • Described as a "thin woman... smartly dressed".
    • Seems somewhat detached or perhaps unhappy.
    • Acts decisively, sending Taplow to the chemist with a prescription, effectively getting him out of the way before her husband arrives. Her motives could be interpreted in different ways (kindness, manipulation, indifference).

4. Plot Summary / Scene Breakdown:

  • Taplow is waiting alone in Mr. Crocker-Harris's study/room.
  • Frank enters, finds Taplow, and strikes up a conversation.
  • Taplow explains he's waiting for Mr. Crocker-Harris for extra work as punishment/compensation for a missed day.
  • They discuss Mr. Crocker-Harris's personality – his strictness, adherence to rules (refusing to tell Taplow his result early), and lack of outward emotion.
  • Frank encourages Taplow, who then mimics Mr. Crocker-Harris's voice and mannerisms, including recounting a joke the teacher made in Latin that no one understood.
  • Taplow expresses his dislike for the play 'Agamemnon'.
  • Frank expresses envy for the control Crocker-Harris has over students.
  • Taplow clarifies that while feared, Crocker-Harris isn't a sadist; he doesn't seem to enjoy making students suffer, unlike some other masters. He even suggests he might quite like him.
  • Millie Crocker-Harris enters.
  • She learns Taplow is waiting for her husband, who is delayed at the Bursar's.
  • She sends Taplow to the chemist with a prescription, telling him she will take the blame if Mr. Crocker-Harris arrives before he gets back.

5. Key Themes:

  • Teacher-Student Relationship: Contrasting styles are shown – the formal, fear-inducing approach of Crocker-Harris versus the informal, friendly approach of Frank. Taplow's complex feelings towards Crocker-Harris (fear mixed with a strange liking/pity) are central.
  • Fear vs. Respect: Does Crocker-Harris command genuine respect, or is it just fear? Taplow's comments suggest a grudging respect for his principles, even amidst the fear.
  • Conformity and Rules: Crocker-Harris represents strict adherence to school rules and traditions (like announcing results only at the designated time).
  • Professionalism and Ethics: Crocker-Harris’s refusal to divulge results early, despite Taplow's pleading, highlights his strict professional ethics. Frank's encouragement of mimicry could be seen as less professional.
  • Appearances vs. Reality: Crocker-Harris appears "inhuman" or "shrivelled up," but Taplow senses something more complex underneath. Millie appears composed but her actions might hint at underlying issues or motives.
  • Irony:
    • Crocker-Harris telling a joke that falls flat.
    • Millie sending Taplow away when he is specifically waiting for her husband.
    • Frank, a science teacher, showing interest in the classics teacher's methods.

6. Important Quotes/Phrases:

  • "Do you know sir, I think he may have marked me down rather than up..." (Taplow on Crocker-Harris's fairness)
  • "...that's what I call a sadist, sir." (Taplow defining a sadist, contrasting with Crocker-Harris)
  • "He's all shrivelled up inside like a nut..." (Taplow's description of Crocker-Harris's emotional state)
  • "The Crock" (Informal, slightly disrespectful nickname for Crocker-Harris)
  • "My dear Taplow, I have given you exactly what you deserve. No less; and certainly no more." (Taplow mimicking Crocker-Harris)
  • "...one of his classical jokes. I didn't understand it myself..." (Taplow recounting Crocker-Harris's failed joke)
  • "He might be delayed. Why don’t you run off...?" (Millie suggesting Taplow leave)
  • "Suppose he gets here before I get back?" ... "Well, I'll take the blame." (Millie taking responsibility)

7. Relevance for Government Exams:

  • Focus on character analysis – traits, motivations, comparisons (Frank vs. Crocker-Harris).
  • Understand the central themes, especially the teacher-student dynamic.
  • Be familiar with key plot points and the sequence of the conversation.
  • Note specific details mentioned by Taplow about Crocker-Harris and the 'Agamemnon'.
  • Understand the significance of Millie's brief appearance and actions.
  • Vocabulary: Words like 'remove', 'sadist', 'muck', 'slackers', 'kept in'.

Multiple Choice Questions (MCQs):

  1. Why was Taplow waiting for Mr. Crocker-Harris?
    a) To get his exam results early.
    b) To apologize for misbehaving in class.
    c) To do extra work because he had missed a class.
    d) To discuss his interest in science with him.

  2. Which subject did Mr. Crocker-Harris teach?
    a) Science
    b) Mathematics
    c) History
    d) Classics (Latin/Greek)

  3. How did Taplow describe Mr. Crocker-Harris's emotional state?
    a) Cheerful and friendly
    b) Angry and intimidating
    c) Shivelled up inside like a nut
    d) Open and expressive

  4. According to Taplow, Mr. Crocker-Harris was NOT a "sadist" because:
    a) He never punished students.
    b) He seemed to dislike causing pain or fear.
    c) He often told jokes in class.
    d) He was leaving the school soon.

  5. What was Frank's reaction to Taplow's description of Mr. Crocker-Harris's influence?
    a) He strongly disagreed.
    b) He expressed envy.
    c) He seemed indifferent.
    d) He criticized Mr. Crocker-Harris.

  6. What piece of literature did Taplow refer to as "muck"?
    a) The Odyssey
    b) The Agamemnon
    c) The Canterbury Tales
    d) Macbeth

  7. Who encouraged Taplow to mimic Mr. Crocker-Harris?
    a) Millie Crocker-Harris
    b) Another student
    c) Frank
    d) No one, he did it spontaneously.

  8. What reason did Millie Crocker-Harris give for sending Taplow away?
    a) He was disturbing her.
    b) Mr. Crocker-Harris was not coming back.
    c) She needed him to run an errand to the chemist.
    d) Frank wanted to speak to her privately.

  9. What does the term 'remove' mean in the context of the play?
    a) Expulsion from school
    b) A type of punishment
    c) Promotion to the next grade/form
    d) A school holiday

  10. The overall tone of the conversation between Taplow and Frank regarding Mr. Crocker-Harris is primarily one of:
    a) Undiluted admiration
    b) Open hostility
    c) Fear mixed with grudging respect and curiosity
    d) Complete indifference

Answer Key:

  1. c) To do extra work because he had missed a class.
  2. d) Classics (Latin/Greek)
  3. c) Shivelled up inside like a nut
  4. b) He seemed to dislike causing pain or fear.
  5. b) He expressed envy.
  6. b) The Agamemnon
  7. c) Frank
  8. c) She needed him to run an errand to the chemist.
  9. c) Promotion to the next grade/form
  10. c) Fear mixed with grudging respect and curiosity

Study these notes thoroughly. Understanding the characters' perspectives and the underlying themes is key. Let me know if any part needs further clarification.

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