CHAPTER 1 THE LAST LESSON by ALPHONSE DAUDET

INTRODUCTION

‘THE LAST LESSON’ written by ALPHONSE DAUDET narrates about the

year 1870 when the PRUSSIAN forces under Bismarck attacked and captured
FRANCE. The French districts of ALSACE and LORRAINE went into Prussian
hands. The new Prussian rulers discontinued the teaching of French in the schools
of these two districts The French teachers were asked to leave. Now M. Hamel
could no longer stay in his school. Still he gave last lesson to his students with
utmost devotion and sincerity.
„The Last Lesson‟ is also an account of the students who were to study German as
per new order. The students and other citizens who identified themselves as French
had not valued their mother tongue. The lesson renders an emotional adieu to the
identity of the French who were being deprived not only of their political freedom
but also their identity.

ABOUT THE AUTHOR

ALPHONSE DAUDET (1840-1897) was a French novelist and short story writer.
He was a school teacher and quit it to make a living as a journalist in Paris. He
wrote his first novel at the age of fourteen. He is considered to be one of the
handful writers who portray human emotions in a very realistic manner.

FRANCO-PRUSSIAN WAR

The Franco-Prussian War of 1870-71 was the first modern war in Europe. It
was the most prolonged military conflict fought on European soil since the end
of the Napoleonic Wars.

SIGNIFICANCE OF THE LAST LESSON

The last French lesson taught by M. Hamel symbolizes the loss of language and the
loss of freedom for France. It becomes an emotional lesson rendered by M. Hamel
to the villagers, signifying the changing order of life and its impact on the
sensibilities and emotions of people.

JUSTIFICATION OF THE TITLE

The story 'The Last Lesson' highlights the human tendency that there is plenty of
time to do things; hence, man keeps postponing the lessons of life, oblivious to the
fact that life is subject to change and soon there might be no time left to do things
that you have been putting off.

THEME OF "THE LAST LESSON"

Patriotism, freedom of language and love for one's mother tongue are
predominant in the story.

LINGUISTIC CHAUVINISM is a term applied to the concept of preference for one

language over another. The people living in the regions of Alsace and Lorraine are
the victims of this aggressive concept of linguistic chauvinism. They are forcibly
made to learn German. In this story, the author brings into limelight the oppression
of the majority.

LANGUAGE AS NATIONAL IDENTITY - Nationality creates a collective feeling of

belonging among people. M. Hamel says that the only way to free themselves from
the enslavement is by clinging to their own language.

PROCRASTINATION - One of the themes of the story is moral instruction: don't put
off things, learning or doing things until tomorrow because the opportunity may be
taken from you by then.

NOTES

Franz fears while going to school

(a) Late for school.
(b) Afraid of scolding
(c) Had not learnt lesson on participle
(d) Thought of running away and spending the day outside because
 the day outside was bright and warm.
 the birds were chirping
 Prussian soldiers were drilling

Scene at the town hall

(a) A crowd in front of Bulletin board
(b) Bulletin board- a source of bad news; the lost battles, the draft, the
orders of commanding officer
 (c) Franz did not wait, was already late for school, so he rushed to school.
(d) Astounded by the blacksmith Wachter‟s remark that there was plenty of time
to reach school

Usual scene at school

(a) Great bustle, could be heard out in the street

(b) The opening and closing of desks
(c) Lessons repeated in unison, very loud
(d) Teacher‟s great ruler rapping on the table

Changes in school noticed by Franz

(a) Everything was as quiet as Sunday morning.

(b) His classmates were already in their places.
(c) M. Hamel was in formal dress- a green coat, frilled shirt and a black silk cap.
(d) The whole school seemed so strange and solemn.
(e) Kindness of M. Hamel
(f) The old people of the village sitting on the back benches.

M. Hamel's address to the students

(a) M. Hamel spoke in a grave and gentle tone

(b) M. Hamel demanded full attention
(c) He told them about
 the last lesson of French
 the order from Berlin
 only German will be taught in the schools of Alsace and Lorraine
 the new master would come the next day.

Franz’s reaction

(a) felt sorry for ignoring his lesson for seeking birds‟ eggs, or going sliding on
the Saar!
(b) His books that had seemed such a nuisance and very heavy a while ago,
were now his old friends that he couldn‟t give up.
(c) deeply pained at the thought of M. Hamel going away that he forgot about
his ruler and how cranky he was.
Presence of the old men of the village in the class

(a) They were sitting in the back of the room.

(b) A sudden feeling of patriotism and guilt aroused in their hearts.
(c) They were sorry that they had not gone to school more.
(d) They wanted to
 show their respect to their country that was theirs no more
 thank their teacher for his forty years of his faithful service.

Lack of learning: Hamel's view

(a) Parents ignorant; not anxious to have their children learn.

(b) Children were preferred to be put to work on farms or mills.
(c) Also blamed himself for
 sending children on errands e.g. watering plants
 declaring holidays for going to fishing
Student's attention

(a) Set to work very quickly

(b) Pin drop silence.
(c) Even beetles failed to distract them.

M. Hamel's dedication

(a) Served school for forty year

(b) Nothing had changed
(c) Desks and benches had worn smooth
(d) Walnut trees grew taller, hopvine reached to the roof

M. Hamel’s last lesson

(a) called the French language the most beautiful language - the clearest, the
most logical
(b) told them to guard and never forget it (French language)
(c) wanted to teach them everything in one go
(d) gave them their lesson in grammar and writing
 (e) brought them new copies
(f) delivered his last lesson in history
(g) everyone got emotional
(h) M. Hamel became emotional too and wrote “Vive la France!” to dismiss the
last class.

M. Hamel's courage

(a) delivered his last lesson

(b) tears rolled down from the eyes of listeners
(c) Everyone became emotional

M. Hamel’s spirit of patriotism

(a) M. Hamel wrote „Vive La France!' to dismiss the last class

(b) Dismissed school by making a gesture with his hand