THE LAST LESSON BY ALPHONSE DAUDET 06.07.

2020 02
INTRODUCTION
The prose ‘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. The story describes the last day of one such French
teacher, M.Hamel. M.Hamel had been transferred and could no longer remain in his old school. Still he gave last lesson to his students with
utmost devotion and sincerity as ever. The story depicts the pathos of the whole situation about how people feel when they don’t learn their
own language and then losing an asset in M.Hamel’s. One of his student Franz who dreaded French class and M.Hamel’s iron rod, came to the
school that day thinking he would be punished as he had not learnt his lesson. But on reaching school he found Hamel dressed in Sunday
clothes and all the old people of the village sitting there. It was due to an order on the bulletin board. That was the first day when he realized
for the first time that how important French was for him, but it was his “Last Lesson” in French.
FULL SUMMARY
The prose ‘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. The story describes the last day of one such French,
M.Hamel. Mr. M.Hamel had been transferred and could no longer remain in his old school. Still he gave last lesson to his students with utmost
devotion and sincerity as ever.
One of his student Franz who feared French class and M.Hamel’s iron rod, came to the school that day thinking he would be punished as he had
not learnt his lesson. But on reaching school he found Hamel dressed in Sunday clothes and all the old people of the village sitting there. It was
due to an order on the bulletin board. That was the first day when he realized for the first time that how important French was for him, but it
was his LAST LESSON in French.
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. The people of Alsace always thought they had plenty of time to learn the lessons;
therefore, they did not give much importance to school. They preferred their children to work on the farms and mills instead of having them
learn the lessons. Even Franz, the narrator, always looked for opportunities to skip the school and collect birds’ eggs. However, the unexpected
happens and an order is received from Berlin regarding compulsory teaching of German in the schools of Alsace and Lorraine. It is then that
they realize that they would be deprived of what they had been evading all this while.
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. The
marching soldiers under the windows represent the dawn of Prussia in France, defeat of the French people and the resultant threat to their
language and culture.
The story is aptly titled as it evokes the consciousness in the reader not to put off things and do what one can do that day. M. Hamel’s bold ‘Long
live France’ on the blackboard becomes substantial evidence of his sadness, patriotism and finality that is reflected in his motionless posture, his
fixed gaze on things in the classroom and his eventual words- ‘School is dismissed – You may go’.
KEY NOTES
Franz fears while going to school
Late for school.
· Afraid of scolding
· Had not learnt lesson on participle
· Thought of running away, spending the day outside as the day was bright & warm.
· Birds chirping
· Tempted to watch drilling of Prussian soldiers
· Overcome temptation and rushed to school
Scene at the town hall
· Bulletin board a, source of bad news
· Crowd in front of Bulletin board
Usual scene at school
· Hustle and bustle
Notes of opening and closing desk.
· Repetition of lesson in unison
· Striking of teachers rule again not the table
Changes in school noticed by Franz
· Everything was silent
· M. Hamel was in occasional dress
· Classmates were already in their places
· Surprising things in classroom
· Kindness of M. Hamel
· Serious look of the school
· Village elderly people sitting on back benches.
M. Hamel’s addressing to students
· M. Hamel demanded full attention
· Last lesson of French
· German will be taught in the schools of Alsace and Lorraine
· Franz felt sorry for ignoring his lesson
· Deeply pained at the thought of M. Hamel going away
A Tribute to Teacher by the villagers gathered in the class room.
· Repentance for not having attended in the school.
· To thank the master for 40 years’ service.
· As a mark, of respect for the country.
Lack of learning: Hamel’s view
· Parents ignorant; not anxious to have their children learn
· Children preferred to be put to work on farms or mills.
· Also blamed himself for sending children on errands
M. Hamel teaches his last lesson.
· Calls the French language the most beautiful language.
· Gives them their lesson in grammar
· Wants to teach them everything in one go
· Gives a lesson in writing
Student’s attention
· Set to work very quickly
· Pin drop silence.
· Even beetles fail to distract them.
M. Hamel’s dedication.
· Served school for forty year
· Nothing had changed
· Desks and benches had worn smooth
· Walnut trees grow taller, hopvine reached to the roof
M. Hamel’s courage
· Delivers his last lesson in history
· Tears roll down from the eyes of listeners
· Everyone gets emotional
M. Hamel spirit of patriotism
· Church clock strikes twelve
· Trumpets of the Prussian soldiers sound-under the window
· M. Hamel writes “vive la France” to dismiss the last class
· Leaves school by making a gesture with his hand
Gist of the lesson
 Franz is afraid of going to school as he has not learnt participles.
 He wants to enjoy beauty of nature. The bright sunshine, the birds chirruping in the woods, Prussian soldiers drilling but resisted.
 Bulletin board: all bad news, lost battles, the drafts and orders of the commanding officers: wondered what it could be now
 The changes he noticed in the school.
 Instead of noisy classrooms everything was as quiet as Sunday morning
 The teacher does not scold him and told him very kindly to go to his seat
 The teacher dressed in his Sunday best.
 Villagers occupying the last benches
 To pay tribute to M. Hamel for his 40 yrs of sincere service and also to express their solidarity with France.
 Hamel making the announcement that that would be the last French lesson; realizes that, that was what was put up on the bulletin board.
 Franz realizes that he does not know his own mother tongue
 Regretted why he had not taken his lessons seriously.
 Also realizes the reason why teacher was dressed in his Sunday best and villagers sitting at the back.
 Hamel realizes that all three, the children , the parents and he himself are to be blamed for losing respect and regard for the mother
tongue.
 Always keep the mother tongue close to your heart as it is the key to the prison of slavery.
 Atmosphere in class: teacher teaching sincerely and patiently, students and others studying with utmost sincerity.
 Franz wonders sarcastically if Prussians could force pigeons to coo in German.
 Hamel overcome with emotions could not speak and wrote on the black board “Long Live France”.
BIT/BITS
 1890, the year Prussia conquered two states of France – Alsace and Lorraine.
 A boy from Alsace is on his way to school. He is unwilling to school and scared of his teacher, Mr. Hamel.
 The boy’s name is Franz. Very lazy and very illiterate.
 While passing the Town Hall, Franz sees so many French citizens overcrowded in front of the bulletin board. They are reading the
latest order from the Prussians, their enemies.
 The order said, “No French school will hereafter teach French. All French teachers are hereby ordered to leave the country. Students
should attend their schools and learn German as their language. Teachers are already appointed.”
 Franz is illiterate so he cannot read the order. After halting for a while, Franz runs off to his school.
 In the school Franz is told of the new order and of his teacher’s leaving the school.
 Although never interested in learning, Franz for the first time felt like blaming himself.
 He listened to Mr. Hamel’s last lecture. Wonder! He understood every word, every grammar, every rule.
 The last class transformed him life and aptitude. He saw how important it is to be literate, how essential it is to love one’s mother
tongue and how painful it is to be denied the right to learn one’s mother tongue!
Dominant Theme raised in the text
LINGUISTIC CHAUVINISM
“Chauvinism” is a devotion for or against something, just based on what you feel (not necessarily what you may know).  So,  Linguistic
chauvinism is the idea that one’s language is superior to that of others. This happens generally when the language is that of the ruling class.
Linguistic chauvinism is the overt preference for one language over others. Language is considered to be  the cultural identity of a particular

group of people who use it.  Hence, imposing some other language on the people hammers their emotions and is a step to annex their
relationship with their culture. The language of any country is the pride of that country. It not only defines the culture but also tells us about
the people,literature and history of of the country.Language for some people is just the medium of communication but for others it is the
question of life and death.
‘The Last Lesson’ very prominently raises the question of linguistic and cultural hegemony of the colonial and imperial powers and their lust for
controlling the world and influencing their cultures and identities.
The Last Lesson raises the burning question very innocently through the words of little Franz that “Will they make them sing in German, even
the pigeons?” This raises the question of immorality of imposing imperial languages and cultures on the colonies. The child questions that
when even the birds and animals can’t be forced to abandon their language and speak others then what forces the man to think that it would
be prudent force other human beings to forcibly accept any language other than theirs.
The language of a country is not only a medium of communication for the people but also the link for identity, once the native language is
snatched away from the people. It’s not only the loss of convenient communicating medium but also the loss of identity for people for what
they have been and what they might become. When a small child like Franz can think of the irrationality behind snatching away the right of
language and identity from people then why can’t the war lords and colonizers understand the fact?
Sub Theme
Attitude of teachers and students towards learning and teaching
Main Characters
1. M. Hamel
 Sincere French teacher  Proud of being French  last day – exercises on all aspects of
  knows subject well   upset by occupation of Alsace by language
 Passionate about French German  Sensitive, Honest
  considers French-clearest, most  attached to town, school, people  blames himself for selfishness
beautiful, logical  Hard Task Master  emotional by sound of Prussian
  feels-key to person’s sense of  particular about discipline and soldiers
freedom learning
  advises to hold on to French   students scared
2. Franz
 Sensitive, Honest  As a student, repents,
 Blames himself for ignoring lessons  Good observer, notices changes.
  Wonders if pigeons will coo in German  Empathizes with M. Hamel
 Understands feelings of Hauser   Understands emotions, accepts him with faults
 Loves outdoors, sunshine, birds, butterflies, collecting bird’s
eggs
 Alphonse Daudet Born in 1840 in France Died in 1897
Alphonse Daudet was a French novelist and short-story writer. 
Formerly, a schoolteacher, he quit it to make a living as a journalist in Paris. He took to writing, his poems collected into a volume called “Les
Amoureuses”.
CHAPTER AND EXPLANATION
in great dread of: fear of
I started for school very late that morning and was in great dread of a scolding, especially because M. Hamel had said that he would question us
on participles, and I did not know the first word about them.
The narrator of the story is a young school going boy named Franz. That morning, he was scared as he was late for school. Also, as their teacher
M. Hamel had announced the previous day that he would test them on the topic of ‘Participles’ and Franz did not know anything at all, he was
more scared of being scolded.
 For a moment I thought of running away and spending the day out of doors. It was so warm, so bright! The birds were chirping at the edge of
the woods; and in the open field back of the sawmill the Prussian soldiers were drilling.
Sawmill: a factory for cutting wood
Drilling: exercising
 Franz had another option in his mind – to miss school and enjoy the day out in the warm and bright weather. He describes the scene – there
were birds chirping on the trees and the noise of the Prussian soldiers doing the drill behind the sawmill could also be heard.
 It was all much more tempting than the rule for participles, but I had the strength to resist, and hurried off to school.
Tempting: attracting
Resist: to stay away
 The scene outside was more attractive than the school but Franz controlled the temptation and chose to attend school.
 When I passed the town hall there was a crowd in front of the bulletin-board. For the last two years all our bad news had come from there —
the lost battles, the draft, the orders of the commanding officer — and I thought to myself, without stopping, “What can be the matter now?”
 bulletin-board: a notice board for putting up the latest news and communication
 As Franz walked past the town hall, he noticed a huge crowd at the notice board. The war with Prussia had begun two and a half years ago and
since then all the bad news like losing the war, occupation of Alsace and Lorraine by the enemy i.e. Prussia, etc had been communicated to the
people through this bulletin board. Franz kept on walking towards the school and thought in his mind that what news could have been put up
at the board now.
Apprentice: trainee
Then, as I hurried by as fast as I could go, the blacksmith, Wachter, who was there, with his apprentice, reading the bulletin, called after me,
“Don’t go so fast, bub; you’ll get to your school in plenty of time!”
 I thought he was making fun of me, and reached M. Hamel’s little garden all out of breath.
 As he walked hurriedly towards the school, the blacksmith who was also reading the news and had come along with his trainee called out to
Franz from behind and said that he needn’t go in such a hurry as there
was plenty of time for him to reach school.  

Franz thought that the blacksmith was making fun of him as he was already late for school. When Franz reached the garden outside the school,
he was out of breath as he had walked very fast.
 Usually, when school began, there was a great bustle, which could be heard out in the street, the opening and closing of desks, lessons repeated
in unison, very loud, with our hands over our ears to understand better, and the teacher’s great ruler rapping on the table.
 a great bustle: a lot of noise created by many people
in unison: at the same time
rapping: striking
 Franz describes the usual scene at the school in the mornings – a lot of noise created by the moving of desks, children repeating their lessons
and teachers striking the tables with the rulers could be heard.
 But now it was all so still! I had counted on the commotion to get to my desk without being seen; but, of course, that day everything had to be
as quiet as Sunday morning.
counted on: depended upon
commotion: noise and confusion
 That day was unusual as there was no such sound coming out of the school and it seemed that the school was closed as it used to be on a
Sunday morning. Franz had planned that he would take cover under the commotion and reach the class without being noticed but that did not
seem possible.
 Through the window I saw my classmates, already in their places, and M. Hamel walking up and down with his terrible iron ruler under his
arm.
 Franz peeped inside his class and saw his classmates seated and M. Hamel, their teacher walking in the class with the ruler made of iron placed
under his arm. Franz feared a beating.
 I had to open the door and go in before everybody. You can imagine how I blushed and how frightened I was.
Blushed: face turned red in colour due to shame
 Franz was ashamed of being late and feared a scolding as he had to enter the classroom in front of everyone.
 But nothing happened. M. Hamel saw me and said very kindly, “Go to your place quickly, little Franz. We were beginning without you.”
 Franz found it strange as M. Hamel did not say anything and on the contrary, politely asked him to get to his seat,as the class was about to
begin without him.
 I jumped over the bench and sat down at my desk. Not till then, when I had got a little over my fright, did I see that our teacher had on his
beautiful green coat, his frilled shirt, and the little black silk cap, all embroidered, that he never wore except on inspection and prize days.
 Franz hurried to his seat. After some time when he overcame the scare and became comfortable, he noticed that their teacher had worn his
best embroidered that day. The teacher normally wore it on occasions like inspection and prize distribution days. Franz wondered if that day
was a normal day, then what could be the reason for M. Hamel to wear his special dress.
Besides, the whole school seemed so strange and solemn. But the thing that surprised me most was to see, on the back benches that were
always empty, the village people sitting quietly like ourselves; old Hauser, with his three-cornered hat, the former mayor, the former
postmaster, and several others besides.
Solemn: serious.
 Franz felt that the atmosphere in the school was unusual and serious. To add to it, the last benches of the class room were occupied by the
senior village men – Hauser, who was wearing his three-cornered hat, the
retired mayor, postmaster, etc.
Everybody looked sad; and Hauser had brought an old primer, thumbed at the edges, and he held it open on his knees with his great spectacles
lying across the pages.
Primer: basic reader of any language
Thumbed: torn and damaged
 They all looked sad. Hauser had brought his reader which was old and torn. He had opened it, kept it on his knees and had placed his
spectacles on it.
 While I was wondering about it all, M. Hamel mounted his chair, and, in the same grave and gentle tone which he had used to me, said, “My
children, this is the last lesson I shall give you. The order has come from Berlin to teach only German in the schools of Alsace and Lorraine. The
new master comes tomorrow. This is your last French lesson. I want you to be very attentive.”
Grave: serious
 Franz was confused and could not figure out what was happening that day. Just then M. Hamel told them that it was their last lesson in French
as the Prussians in Berlin had ordered that French language would no longer be taught in the schools of Alsace and Lorraine and that German
language be taught instead. The German teacher would arrive the next day and as this was the last lesson in French, he wanted them to
pay attention.
 What a thunderclap these words were to me! Oh, the wretches ; that was what they had put up at the town-hall!

Thunderclap: used in comparison to refer to something startling or unexpected

Wretches: here, it refers to an unfortunate happening
Franz was shocked to know that he could not learn French any longer and now he knew the latest news that had been put up at the bulletin
board of the town hall.
 My last French lesson! Why, I hardly knew how to write! I should never learn any more! I must stop there, then! Oh, how sorry I was for not
learning my lessons, for seeking birds’ eggs, or going sliding on the Saar!
Saar: a river which passes through France
Franz regretted for not being serious towards studies and for wasting his time in hunting bird’s eggs and playing in the Saar river.
My books, that had seemed such a nuisance a while ago, so heavy to carry, my grammar, and my history of the saints, were old friends now that
I couldn’t give up.
Nuisance: problem, burden
couldn’t give up: cannot leave
Till now Franz considered his books to be an unwanted burden but suddenly, he starts considering them to be his best friends whom he could
never leave. The writer wants to show the change in Franz’s attitude towards study after hearing the news that he could not learn French any
longer.

And M. Hamel, too; the idea that he was going away, that I should never see him again, made me forget all about his ruler and how cranky he
was.
Cranky: strange, short – tempered
The news that their teacher M Hamel was leaving also had a similar impact on him. Franz did not want him to go away. He no longer thought
the teacher to be short – tempered and strict.
Poor man! It was in honour of this last lesson that he had put on his fine Sunday clothes, and now I understood why the old men of the village
were sitting there in the back of the room.
 Sunday clothes: the best dress that a person has.
Now Franz knew that M Hamel was wearing his best dress in honour of this last lesson. He also realized that the village men had come to pay
respect and thank M Hamel for his service of forty years in that school.
It was because they were sorry, too, that they had not gone to school more. It was their way of thanking our master for his forty years of
faithful service and of showing their respect for the country that was theirs no more.
The village men had come to the class as they were also repenting for not have studied well in their childhood. They had come to thank their
teacher for his forty years of service as a teacher of French. Also, they wanted to show respect to their country and were sad as their mother
tongue – French would no longer be taught to them.
While I was thinking of all this, I heard my name called.
The teacher calls out to Franz as it his turn to recite the topic of participles.
It was my turn to recite. What would I not have given to be able to say that dreadful rule for the
participle all through, very loud and clear, and without one mistake?
Dreadful: frightening
As the news had impacted Franz, he was eager to study and so, he was desperate to show his eagerness. He wanted to be able to recite the topic
in one go and without any mistake and please his teacher. His desperation is reflected in his willingness to give away all that he had in return
for reciting the lesson well.
But I got mixed upon the first words and stood there, holding on to my desk, my heart beating, and not daring to look up.
mixed up: confused
As Franz did not know the lesson, he got confused and stood quietly. His heart was beating fast as he was ashamed of himself and did not have
the courage to face his teacher.
I heard M. Hamel say to me, “I won’t scold you, little Franz; you must feel bad enough. See how it is! Every day we have said to ourselves, ‘Bah!
I’ve plenty of time. I’ll learn it tomorrow.’ And now you see where we’ve come out.
where we’ve come out: result
M. Hamel said to Franz that he would not scold him as now he had realized his mistake. Everyday Franz told himself that he would study the
next day and now the opportunity to study had ended and he knew nothing.
Ah, that’s the great trouble with Alsace; she puts off learning till tomorrow. Now those fellows out there
will have the right to say to you, ‘How is it; you pretend to be Frenchmen, and yet you can neither speak nor write your own language?’ But you
are not the worst, poor little Franz. We’ve all a great deal to reproach ourselves with.”
Pretend: show
to reproach: blame
M Hamel says that all the people of Alsace were to be blamed as no one was serious towards learning. He tells the class that the enemies
(Prussians) would laugh at them and say that they only show to be Frenchmen as they
can neither speak nor write their own language. He says that Franz should not feel guilty as everyone is at fault.
“Your parents were not anxious enough to have you learn. They preferred to put you to work on a farm or at the mills, so as to have a little
more money. And I? I’ve been to blame also. Have I not often sent you to water my flowers instead of learning your lessons? And when I wanted
to go fishing, did I not just give you a holiday?”
M. Hamel says that Franz’s parents were not interested in getting him educated. They wanted him to work at a farm or a mill and earn some
money. He says that as a teacher, he was also not interested in teaching them. He would send them to his home to water the plants. Sometimes,
he would declare a holiday and go for fishing.
Then, from one thing to another, M. Hamel went on to talk of the French language, saying that it was the most beautiful language in the world
— the clearest, the most logical; that we must guard it among us and never forget it, because when a people are enslaved, as long as they hold
fast to their language it is as if they had the key to their prison.
M. Hamel praises their mother tongue – French language as being the most beautiful, clearest and most logical language in the world. He tells
the class to guard their language as it is the only way to free oneself from the prison of slavery. If a person knows his mother tongue well, no
one can enslave him. Knowing the mother tongue well as a language is a tool to fight domination.

Then he opened a grammar and read us our lesson. I was amazed to see how well I understood it. All he said seemed so easy, so easy! I think,
too, that I had never listened so carefully, and that he had never explained everything with so much patience.
It seemed almost as if the poor man wanted to give us all he knew before going away, and to put it all into our heads at one stroke.
at one stroke: at once, in one go.
The teacher took a lesson in grammar. That day Franz was surprised that he understood the lesson with ease. He felt that he had been
attentive, and that M. Hamel also explained the lesson with a lot of patience. Franz felt that the teacher wanted to give them all the knowledge
he had before leaving.  
After the grammar, we had a lesson in writing. That day M. Hamel had new copies for us, written in a beautiful round hand — France, Alsace,
France, Alsace.
After Grammar, they had a lesson in writing. M. Hamel gave the class new notebooks with “France, Alsace, France, Alsace” beautifully written
on them.
They looked like little flags floating everywhere in the school-room, hung from the rod at the top of our desks. You ought to have seen how
everyone set to work, and how quiet it was! The only sound was the scratching of the pens over the paper.
Franz felt that here was an air of patriotism in the class. The notebooks were like flags of France that were floating all around. The entire class
was busy writing and the only sound that could be heard was that of the
pen writing on the paper.
Once some beetles flew in; but nobody paid any attention to them, not even the littlest ones, who worked right on tracing their fish-hooks, as if
that was French, too.

beetles:  a large sized insect

not even the littlest ones: refers to the pigeons
who worked right on tracing their fish-hooks: scratching with their claws.
Once some mosquitoes flew into the class, but no one panicked as everyone was busy writing. The writer considers the pigeons sitting on the
roof of the class to be students as well and says that even the pigeons were busy scratching the roof with their claws and it seemed that they
were also busy writing the task of French language.
On the roof the pigeons cooed very low, and I thought to myself, “Will they make them sing in German , even the pigeons?”
 Cooed: the sound made by the pigeons
The ‘coo’ sound of the pigeons could be heard in the class and Franz wondered that would the Prussians force the pigeons also to change their
language and coo in German. The writer wants to say that language comes naturally to a being and it cannot be forced upon anyone – be it the
pigeons or the French men.
Whenever I looked up from my writing I saw M. Hamel sitting motionless in his chair and gazing first at one thing, then at another, as if he
wanted to fix in his mind just how everything looked in that little school-room.
Gazing: looking intently
fix in his mind: store or keep forever
In between writing, Franz looked at M. Hamel who sat still and stared at the different things in the classroom in succession as if he wanted to
memorize the appearance of everything before leaving.
Fancy! For forty years he had been there in the same place, with his garden outside the window and his class in front of him, just like that.
Only the desks and benches had been worn smooth; the walnut-trees in the garden were taller, and the hopvine that he had planted himself
twined about the windows to the roof.
worn smooth: had worn out and became smooth due to overuse
twined: twisted
M. Hamel had been teaching at that same place for the last forty years. The only changes were that the desks in the classroom had worn out
due to use over the years, the walnut trees in the garden outside had grown taller, the hopvine on the outer wall of the school building had
climbed up to the roof.
How it must have broken his heart to leave it all, poor man; to hear his sister moving about in the room above, packing their trunks! For they
must leave the country next day.
Franz feels that the teacher must be heartbroken to be sent away from a place where he had spent forty years of his life. The noises of his sister
packing and moving their luggage could be heard from the room upstairs as they had to leave the next day.
But he had the courage to hear every lesson to the very last. After the writing, we had a lesson in history, and then the babies chanted their ba,
be bi, bo, bu.
M. Hamel remained composed and heard the lesson from the entire class. After the writing task, there was a lesson of history followed by
phonetics where they recited the sounds of alphabets. Franz referred to the class as "babies" because although they were grown up, they were
reciting the lesson of phonetics which is usually done by younger children. So, he calls himself and his class to be ‘babies’.
Down there at the back of the room old Hauser had put on his spectacles and, holding his primer in both hands, spelled the letters with them.
You could see that he, too, was crying; his voice trembled with emotion, and it was so funny to hear him that we all wanted to laugh and cry.
Ah, how well I remember it, that last lesson!
Hauser had put on his spectacles and holding the primer in both his hands, recited the letters with the class. He was crying, his voice trembled
as he spoke. Franz had mixed feelings – he found it funny to see how an old man like Hauser was crying and trembling and on the other hand,
he also felt emotional like Hauser did. Franz could never forget this last lesson.
All at once the church-clock struck twelve. Then the Angelus.

Angelus: prayer song in the church, the start is marked by the ringing of the bell.
Just then the clock at the church struck twelve and the prayer song begun.
At the same moment the trumpets of the Prussians, returning from drill,
sounded under our windows. M. Hamel stood up, very pale, in his chair. I never saw him look so tall.
Trumpets: a musical instrument.
Pale: used to describe a person's face or skin if it has less colour than usual
At the same moment the sound of the trumpets played by the Prussian soldiers who were returning from the drill was heard. M. Hamel’s face
became dull and colourless as the time had come for the class to get over. He stood straight and motionless and Franz says that he had never
appeared to be so tall.
“My friends,” said he, “I—I—” But something choked him. He could not go on. Then he turned to the blackboard, took a piece of chalk, and,
bearing on with all his might, he wrote as large as he could — “Vive La France!”
Choked: became unable to speak due to strong emotions
M. Hamel began to speak but could not continue as he was overpowered by his emotions. He took a piece of chalk and wrote the words “Vive
La France” meaning ‘Long Live France’ on the blackboard as large as he could.
Then he stopped and leaned his head against the wall, and, without a word, he made a gesture to us with his hand — “School is dismissed —
you may go.”
Gesture: a signal
Then he stopped writing, bent towards the wall and without speaking anything signalled the class to leave as the class was over.
QUESTIONS 01
Q1. The people in this story suddenly realise how precious their language is to them. What shows you this? Why does this happen? 
Q2. Franz thinks, “Will they make them sing in German, even the pigeons?” What could this mean?
Q1: Answer in 30 – 40 words:                                                                           (2)
 What changes did the order from Berlin cause in the school?
Q2: Answer in 30 – 40 words:                                                                           (2)
How did Franz react to the declaration that it was their last French lesson?
Q3: Answer in 30 – 40 words:                                                                           (2)
Why were the elders of the village sitting in the classroom?
Q4. Answer the following question in 120 – 150 words:                           (6)

The order from Berlin aroused a particular zeal in the school. Comment. OR
 Q5: Answer the following question in 120 – 150 words:               (6)
QUESTIONS 02
Short Answer Type Questions (3 Marks, 30-40 words)
Question.1. What tempted Franz to stay away from school?
Question.2. What was unusual about M Hamel’s dress on his last day in the school?
Question.3. Why is the order from Berlin called a thunderclap by Franz? or
“What a thunderclap these words were to me!” What were the words that shocked
and surprised the narrator? :
Question.4. Who were sitting on the back benches during M Hamel’s last lesson? Why? or
Why had the villagers come to school on the day of the last lesson? or
Why were the elders of the village sitting in the classroom?
Question.5. Why does M Hamel reproach himself for his students, unsatisfactory progress in Studies?
Question.6. What shows M Hamel’s love for the French language? or
What did M Hamel tell them about the French language? What did he ask them to do and why?
Question.7. What words did M Hamel write on the blackboard before dismissing the last class? What did they mean?
Question.8. What made M Hamel cry towards the end of his last lesson?
Question.9. How did Franz react to the declaration that it was their last French lesson? or
What announcement did M Hamel make? What was the impact of this on Franz? or
‘‘This is your last French lesson.” How did Franz react to this declaration of M Hamel? or
What changes came over little Franz after he heard M Hamel’s announcement? or
What did the French teacher tell his students in his last French lesson? What impact did it have on them?
Question.10.What was the order from Berlin and what changes did it cause in the school? or
What changes did the order from Berlin cause in the school? or
What was the mood in the classroom when M Hamel gave his last French lesson?
Question.11. How did M Hamel say farewell to his students and the people of the town?
Question.12. What was Franz expected to be prepared with for the school that day? Question.13. What had been put up on the bulletin-board?
Question.14. Who did M Hamel blame for the neqlect of leaminq on the part of boys like Franz?
Question.15. Franz thinks, “Will they make them sing in German, even the pigeons?” What does this tell us about the attitude of the
Frenchmen?
Question.16. Mention two thingsLabout M Hamel that surprised Franz on his last day at school.
Question.17. How was the scene in the school in the morning of the last lesson different from that on other days?
Long Answer Type Question (6 Marks, 120-150 words)
Question.1. What changes did the narrator find in the school when the order from Berlin came?
QUESTIONS 03
1. Justify the title 'the last lessons'?
2. Describe the things franz saw while going to school?
3. What was franz expected to be prepared with for school that day?
4. What was the importance of french language? Why was franz even more surprised when he
5. entered the class?
6. M. Hamel stood up, very pale, in his chair. I never saw him look so tall. My question is why Franz finds M.Hamel so tall in looks at
that moment ?
7. The people in this story suddenly realise how precious their language is to them. what shows you this? Why does this happen ?
QUESTIONS 04
Short Questions:
1. What does M. Hamel say about the importance of language to an ‘enslaved people’?
2.  What does Hamel announce at the start of the lesson? How does this change Franz’s feelings towards his school?
3. “What a thunder clap these words to me!” What were the words that shocked and surprised the narrator?
4. “He had the courage to hear every lesson to the very last.” What led Franz to make this remark?
Long Questions:
1. Is it possible to carry pride in one’s language too far? Explain ‘linguistic chauvinism’.
2. What do you think is the theme of the story ‘The Last Lesson’? What is the reason behind its universal appeal?
QUESTIONS 05
1. What did Franz notice that was unusual about the school that day?
2. What had been put up on the bulletin-board?
3. What change did the order from Berlin cause in the school that day?
4. How did Franz’s feelings about M. Hamel and the school change?
5. “When a people are enslaved, as long as they hold fast to their language it is as if they have the keys to their prison.” What could this
mean?
6. Franz thinks, “Will they make them sing in German, even the pigeons ?” What could this means?
VALUE BASED QUESTIONS   
1. Q. Franz’s feelings about M. Hamel and school changed gradually by the end of the text,
though he had a great disliking for both the beginning of the story. It is said that first impression is the last impression. Is it true in context of
“The Last Lesson”? Definitely not. Write a small paragraph of about 100 words penning down your views on, ‘A person can be best judged in
his first appearance only’.
2. Q. While speaking his mouth choked and wrote, ‘Vive La France’ and finally by gesture he said: “School is dismissed – you may go.” These
lines show that M Hamel was greatly attached to his motherland, profession and mother tongue. In other words, one should be attached to his
own land, cultures and customs. But today’s Indians are drowned in the western colours. It shows that there is need to spread awareness
about the feeling of patriotism and other related factors. Write a paragraph in about 100 words

3. Q. Read the following question and answer the question that follows: Then he turned to the blackboard,
took a piece of chalk and, bearing on with all his might, he wrote as large as he could – “vive la
France!” Abraham Lincoln, a former president of America said’ “I like to see a man proud of the place in which he lives. I like to see a man live
so that his place will be proud of him.” After reading  the lesson and the above quote of Abraham Lincoln you being to reflect on the lost spirit
of patriotism amongst the youth in India due to which there is no respect for once countrymen and no determination amongst the youth to
lead the country to be a better future. Write an article in about 100 words for a national magazine on the need for revival of patriotic spirit
amongst the youth of India.
SHORT QUESTIONS:
1. What was Franz expected to be prepared with for school that day? 2. What did Franz notice that was unusual about the school that day?
3. What had been put up on the bulletin-board? 4. What change did the order from Berlin cause in the school that day? 5. How did Franz’s
feelings about M. Hamel and the school change?
LONG QUESTIONS
1. Q“When a people are enslaved, as long as they hold fast to their language it is as if they have the keys to their prison.” What could this mean?
2. Q Franz thinks, “Will they make them sing in German, even the pigeons ?” What could this means?
ANSWER THE FOLLOWING IN 30-40 WORDS EACH.
1. Why was Franz afraid to go to school that morning?
2. What temptations did Franz overcome to proceed to school? (p-2 ,para-1)
3. What was the significance of the bulletin-board in the town hall? (p-2, para-2)
4. Why was Franz blushing and feeling frightened when he entered the class room? (was late ,easily noticed as everyone was settled)
5. How and why was M. Hamel dressed differently that day?(p-3 ,last para)
6. Why were the old men of the village present in the class room? (p-5 ,1st para)
7. How was the order from Berlin going to make a difference to the lives of the students?(not study the native language , will be
compelled to study a foreign language)
8. How did Franz’s attitude towards his books change after he heard about the order from Berlin? (p-4 ,2 nd last para)
9. What happened when Franz attempted to recite the rule for participles in class? (p-5 ,2 nd para: “But i got mixed up…….look up”
10. What does M. Hamel find wrong with the attitude of Alsace towards learning? (puts off learning till tomorrow)
11. How does M. Hamel held parents and himself responsible for students neglecting learning?(p-5 ,2 nd last para)
12. How does M. Hamel praise the French language? (p-5 ,last para)
13. How is the mother tongue important for the enslaved people?
14. Why was Franz able to understand everything?(Franz- listening carefully ,Hamel-explaining everything with patience)
15. How had the school changed in the forty years of M. Hamel’s stay ?(p-8 ,para-1)
16. “I never saw him look so tall”. Who is the person mentioned? What does the speaker mean by the above statement?
17. Why did M. Hamel make a gesture to the students to leave?(was choked up ,overwhelmed with emotions)
18.How does M. Hamel evoke feelings of patriotism in the class ?
Answer the following in about 150 words each
1. Justify the title “The Last Lesson.”
2. In the story M. Hamel emerges not only as a dedicated teacher but also as a sensitive and understanding human being”. Elaborate the
character of M. Hamel in light of the above
3*. “The importance of a thing dawns upon us when it is no longer with us”. Do you agree ? Give reasons based on the text ?