AHSEC (ASSEB) Class 11 English Hornbill – Chapter 9 Solutions –The Browning Version | Assam Eduverse
Chapter Overview:
Assam Eduverse presents the summary and solutions of Class 11 English (AHSEC/ASSEB) – Hornbill, Chapter 9: The Browning Version by Terence Rattigan. This chapter from the Class 11 Hornbill textbook is an insightful play excerpt that explores teacher-student relationships, human character, perception, and personal integrity, making it essential for exam preparation with both summary and textbook solutions.
The play The Browning Version centers on Taplow, a student, who waits for his strict and reserved teacher, Mr. Crocker-Harris. In a conversation with another teacher, Frank, Taplow reveals his complex feelings for Crocker-Harris. He acknowledges that his teacher is tough and often unapproachable, seeming to derive satisfaction from being disliked, yet Taplow also respects and genuinely likes him. The dialogue highlights the subtle dynamics of admiration, fear, and understanding between students and teachers. Through Taplow’s reflections, the play explores themes of human character, morality, and the nuanced ways we perceive others’ intentions and behavior.
Chapter 9: The Browning Version emphasizes respect, understanding, and the ethical dimensions of relationships in educational settings. For Class 11 students (AHSEC/ASSEB), it provides a detailed summary and solutions to all textbook questions, making it a thought-provoking and emotionally nuanced chapter in the Hornbill textbook.
AHSEC (ASSEB) Class 11 English Hornbill – Chapter 9: The Browning Version Solutions & Question Answers
📖 Summary of The Browning Version
Chapter 9 – Class 11 Hornbill
This chapter presents an excerpt from a play by Terence Rattigan that explores the subtle dynamics between students and teachers. The narrative centers on Taplow, a student, who waits for his teacher, Mr. Crocker-Harris. In a conversation with another teacher, Frank, Taplow expresses his complex feelings about his master. He acknowledges that Crocker-Harris is strict, reserved, and often unapproachable, sometimes seeming to enjoy being disliked, yet he also respects and genuinely likes him.
Through Taplow’s reflections, the play examines themes of human character, morality, perception, and ethical relationships. The dialogue highlights how admiration, fear, and understanding coexist in the teacher-student relationship, revealing the subtleties of interpersonal dynamics in educational settings.
Conclusion: Chapter 9 underscores respect, understanding, and ethical conduct, offering insights into human relationships and the nuanced perception of others’ character.
— From the book Hornbill
Understanding the text
Q1. Comment on the attitude shown by Taplow towards Crocker-Harris.
Answer: Taplow has a very complicated attitude toward Mr. Crocker-Harris. He is both terrified of him (“I shouldn’t think it’s ever been done… cut the Crock”) and also deeply respects and likes him (“I do rather like him. I can’t help it.”). He sees him as a unique teacher who is strict but fair, even if he seems to be “shrivelled up inside.”
Q2. Does Frank seem to encourage Taplow’s comments on Crocker-Harris?
Answer: Frank definitely encourages Taplow. He asks leading questions like “Kept in, eh?” and “What was that Crocker-Harris said to you?” He also tells Taplow he can “cut” the extra work, showing that he doesn’t have the same strict views as Mr. Crocker-Harris.
Q3. What do you gather about Crocker-Harris from the play?
Answer: Mr. Crocker-Harris is a very strict and principled teacher. He follows the rules perfectly and does not show any favoritism. He is not a sadist, as Taplow points out, because he doesn’t enjoy giving pain, but he also seems to dislike being liked. He is a master who demands respect without trying to be popular, which makes him stand out.
Talking about the text
Q1. Talking about teachers among friends.
Answer: We all talk about our teachers with our friends! It’s a natural thing to do. We share stories, complain about homework, and sometimes even make fun of them. It’s a way to bond with our friends and let off some steam.
Q2. The manner you adopt when you talk about a teacher to other teachers.
Answer: This is very different from talking to friends! When talking to other teachers, we are usually very respectful and careful with our words. We wouldn’t use slang or make sarcastic remarks. It’s more formal because you’re talking to a person in a position of authority.
Q3. Reading plays is more interesting than studying science.
Answer: This is a matter of personal preference! Some people love the drama and human connection of a play, while others are fascinated by the logic and laws of science. A play can show you the complexities of human emotions, while science can show you the mysteries of the universe.
Working with words
A sadist is a person who gets pleasure out of giving pain to others.
Q. Given below are some dictionary definitions of certain kinds of persons. Find out the words that fit these descriptions.
- A person who considers it very important that things should be correct or genuine e.g. in the use of language or in the arts: Purist
- A person who believes that war and violence are wrong and will not fight in a war: Pacifist
- A person who believes that nothing really exists: Nihilist
- A person who is always hopeful and expects the best in all things: Optimist
- A person who follows generally accepted norms of behaviour: Conformist
- A person who believes that material possessions are all that matter in life: Materialist
Things to do
Q. Based on the text enact your own version of the play. Work in pairs.
Answer: This would be a great way to bring the text to life. You could focus on a different version of the conversation, perhaps with a different teacher, or with the conversation taking a different turn.
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