Chapter 6 – The Browning Version

1 Who are the main characters in the play?
Frank (a young teacher), Taplow (a student), and Mr. Crocker-Harris (a strict classical teacher).

2 Why is Taplow waiting at school?
He came for extra work in Greek, as assigned by Mr. Crocker-Harris, even though it’s the last day of term.

3 What does Taplow think of Mr. Crocker-Harris?
He calls him strict, unemotional, and unlike other teachers. But he respects him for being fair and not showing favoritism.

4 Why does Taplow call Mr. Crocker-Harris “the Crock”?
It’s a nickname among students—meant to mock his old-fashioned, stern, and robotic personality, though not out of hate.

5 How does Frank feel about Mr. Crocker-Harris?
Frank mocks him lightly and seems amused by Taplow’s fear but also shows a bit of jealousy toward the respect students give him.

6 What subject does Mr. Crocker-Harris teach?
He teaches Classical Greek, a subject Taplow finds difficult but interesting due to the “murderous stories.”

7 What is Taplow’s attitude toward Greek?
He finds it difficult but exciting, especially the tragic stories. He enjoys it more because of the emotional intensity of the texts.

8 hy does Taplow fear not getting his remove (promotion)?
Because Mr. Crocker-Harris follows rules strictly and doesn’t show students their results until officially announced.

9 What does Frank encourage Taplow to do?
Frank jokingly suggests Taplow cut class and go play golf since Mr. Crocker-Harris is late.

10 Does Taplow skip the class?
No, he refuses. He’s too afraid of Mr. Crocker-Harris’s reaction and doesn’t want to disrespect his instructions.

11 How does Taplow imitate Mr. Crocker-Harris?
He mimics his voice and actions while reading a Greek tragedy, making Frank laugh. It shows both fear and subtle admiration.

12 What does Taplow say about Mr. Harris’s emotional side?
He says Mr. Crocker-Harris has no feelings and never laughs, but once smiled, which was surprising for the class.

13 How does Frank react to Taplow’s comments?
Frank enjoys Taplow’s mimicry, laughs, and encourages the boy, showing a more casual and less disciplined attitude toward teaching.

14 What is the setting of the play?
A classroom on the last day of school, where Taplow is waiting and talking with Frank before the arrival of Mr. Crocker-Harris.

15 What type of teacher is Mr. Crocker-Harris?
He’s traditional, strict, emotionless, yet fair. He maintains discipline and doesn’t reveal results or favor students.

16 Why is the play titled “The Browning Version”?
It refers to a translation of a Greek play that symbolizes Crocker-Harris’s rigid and traditional methods, and perhaps his unacknowledged inner emotional world.

17 What is the mood of the conversation?
Light, humorous, with underlying tension. Taplow is nervous but opens up with sarcasm and mimicry when Frank encourages him.

18 What is revealed about school culture?
Teachers are feared more than respected, students use nicknames, and there’s a gap between traditional and modern teaching styles.

19 Why is Taplow’s respect for Mr. Harris complex?
Though he criticizes him, he also fears and admires his honesty and fairness—unlike other teachers who flatter or favor students.

20 What irony is present in the play?
Taplow mocks his teacher but stays loyal. Frank, who’s more lenient, encourages disobedience—showing contrasting teacher personalities.

21 What does the play say about student-teacher relationships?
It explores fear, admiration, and misunderstanding between students and strict teachers, as well as casual versus disciplined teaching styles.

22 How does Mr. Crocker-Harris contrast with Frank?
Crocker-Harris is rule-bound and distant; Frank is friendly but less professional. Students respect the former, though they fear him.

23 What is the underlying message of the play?
True respect isn’t about being liked—it comes from fairness and dedication, even if the person isn’t expressive or charming.

24 What is Taplow’s tone while speaking of Crocker-Harris?
Mocking but not hateful—he mimics his teacher with humor but speaks truthfully about his fairness and dedication.

25 Does Frank behave ethically as a teacher?
Not fully—he encourages Taplow to break rules and gossips about a fellow teacher, showing some unprofessional behavior.

26 What does the short play focus on?
A student’s conflicted emotions—fear, respect, and humor—toward a strict teacher, and how different teachers impact students’ views.

27 How does the author build tension?
Through Taplow’s nervousness, Frank’s teasing, and the anticipation of Mr. Crocker-Harris’s arrival, creating suspense and humor.

28 Is Mr. Crocker-Harris truly emotionless?
Not necessarily. Taplow recalls a rare smile, suggesting there may be a softer, hidden side to him.

19 What is the role of humor in the play?
It makes the conversation light, shows student-teacher dynamics, and subtly critiques rigid school systems.

30 What can we learn from Mr. Crocker-Harris’s character?
That dedication, fairness, and discipline may not always earn popularity, but they do earn deep respect.