The Last Lesson

Name – A Short Biography

Author
Alphonse Daudet is considered to be one it most iconic names of French
literature. Unlike many famous writers in world history, Alphonse wasn’t very
well educated; he wrote his first novel at the age of fourteen. His works drew
inspiration from instances of his life. His works Trente and de Paris’ and
‘Souvenirs dun home de letters’ seemed to be more like autobiographies.
Passed away in the final decade, his name is very popular amongst the
citizens of France. A lot of educational institutions in France have been
named after this famous writer. Alphonse is one of the handful writers who
portray human emotions in a very realistic manner.
Theme / Central Idea of the Lesson. Analysis of The Last Lesson
Theme
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 refers to the imposition of one language on others.
Language is considered to be the cultural identity of the people who use it.
The language is the pride of the country as it defines the cultural history.
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 imposing a language on others. The
child questions that when even the birds and animals can’t be forced to
abandon their language, then what forces a man to enforce a language on
others.
Sub Theme
The attitude of teachers and students towards learning and teaching.
Justify the title of (The Last Lesson )
Justification of Title
The story ‘The Last Lesson’ highlights the human tendency that there is
plenty of time to do things; hence, the 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 the 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 school and look
for birds’ nests or go sliding on the banks of the river Saar. However, the
unexpected happens and an order is received from Berlin regarding the
compulsory teaching of German in the schools of Alsace and Lorraine. It is
then that the people of Alsace realise that they would be deprived of what
they had not been valuing all this while. 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.
Moral/ Message of the lesson – (The Last Lesson )
Message
The story depicts the irony of the whole situation about how people feel when
they don’t learn their own language.
CHAPTER NUTSHELL
1.Franz’s reluctance to reach school:
(i) was worried as he started late from home.
(ii) was apprehensive of facing his teacher, M. Hamel as he had not prepared
his lessons on participles, which was to be questioned in class.
(iii) distracted by the chirping birds, warm and bright day and Prussian
soldiers drilling.
2.Usual scene of the classroom:
(i) great
commotion. (ii)
opening and the closing of the desks.
(iii) lessons being repeated in unison. (iv) teacher’s ruler
rapping on the table.
(v) back benches were usually empty.
3.The difference on the last day of School:
(i) the quiet atmosphere as on Sunday mornings.
(ii) all classmates occupying their respective places.
(iii) M. Hamel walking to and fro with his iron ruler under his arm-was formally
dressed-spoke to Franz in a gentle manner.
(iv) back benches were occupied by old Hauser, former Mayor, former
postmaster and several other villagers.
4. The response to M. Hamel and the class in the last lesson:
(i) M. Hamel taught the students without losing his temper-was patient-made
special notebooks putting in extra efforts-giving his best on the last day-
imparted knowledge about the importance of the mother tongue in each one’s
life.
(ii) children in the class were quiet and gave a patient ear to the teacher.
(iii) Old people of the village attended the class.
(iv)Franz made a special effort to understand the lesson for he found it
comfortable to grasp-was guilty of not paying attention earlier.
5. Old people of the village in the class:
(i) They were sorry that they had not gone to the school for longer.
(ii) they wanted to pay respect to the language which they would not be able
to learn anymore.
(iii) they wanted to thank M. Hamel for his unflinching service to the village
for the past forty years.
(iv) to show respect to the country which would not be theirs now.
6. Responsible for neglecting French:
(i) Alsace as a city was responsible for procrastinating.
(ii) Franz was responsible for delaying and avoiding the learning of the
language.
(iii) Parents were responsible for they were not keen for the education of their
children and made them run errands.
(iv) M. Hamel blamed himself for sending Franz to water his plants or even
taking an off, the day he wanted to go fishing.
7. 1W. Hamel on the French language:
(i) the most beautiful language in the world.
(ii) the clearest and most logical.
(iii) it had to be guarded.
(iv) it acts as a key to the prison if people are enslaved.
8. Franz on M. Hamel:
(i) Franz desperately wanted to give the answer on participles to reassure his
teacher that all his years of teachings have not been wasted.
(ii) Franz felt that M. Hamel was giving his best on the day of the last lesson
as he wanted to share all his knowledge before going away.
(iii) Franz felt that his teacher was sitting motionless and was staring at
things as he wanted to fix in his mind and take each memory with him from
that school room where he had taught for forty years.
(iv) Franz felt that the teacher must be heartbroken for he was to leave the
country the next day.
(v) Franz could well identify with the teacher’s sorrow as to what he felt on
hearing his sister move boxes to pack and leave.
9. M. Hamel as a teacher.
(i) had been teaching for forty years without wavering.
(ii) refused to give up on the last day of teaching-treated it as the most
important day was in his best fineries-had prepare copies for the children in
which he had written beautifully-was ready to teach all age groups without
reservation-decided to be patient and impart whatever he could even if it was
the last day-stood tall to bid and accept farewell.
(iii) imparted knowledge about the importance of the mother tongue.
(iv) instilled patriotism amongst his students with his wise words.
Short and Simple Summary of the lesson in English– (The Last Lesson ) /
Summary in simple Words/ Critical appreciation of the lesson – (The Last
Lesson )
Summary
The prose The Last Lesson’, written by Alphonse Daudet describes 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 class under M. Hamel. M. Hamel
could no longer remain in his old school. He gave his last lesson with utmost
devotion.
One of his students, Franz, who played truant with French class and feared
M. Hamel’s iron rod, came to the school that day thinking he would be
punished as he had not learnt his lesson on participles. On reaching school,
he found M. Hamel dressed in Sunday clothes and all the old people of the
village sitting there. (He later learned that it was due to an order on the
bulletin board.) That was when he realized for the first time how important
French was for him, that it was his Last Lesson in French.
The story ‘The Last Lesson’ highlights the human tendency to procrastinate
and put away things for tomorrow; hence, the 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 the school. They preferred
sending 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 the 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 It 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, the defeat of the
French people and the resultant threat to their language and culture.
Following is the complete question bank for (The Last Lesson )
MULTIPLE CHOICE QUESTIONS
MCQ Based Questions-
1.For the last two years, where did all the bad news come from?
(a) the Bulletin
Board
(b) Town Hall
(c)
school
(d) M. Hamel’s House
2.Who asked Franz not to hurry to school?
(a) Old
Hauser
(b) former Mayor
(c) former
Postmaster
(d) blacksmith Watcher
3.What was M. Hamel going to question Franz about?
(a)
participles
(b) adjectives
(c) old
primer
(d) Ba be bi bo bu
4. What was unusual about M. Hamel’s dress?
(a) wore clean
clothes
(b) wore a brand new outfit
(c) wore clothes he wore on prize days
(d) wore traditional French clothes
5. Who sat on the back bench on the last lesson?
(a)
Franz
(b) Prussians
 (c) the village
people
(d) The new teacher
6. What order had come from Berlin?
(a) to close the
school
(b) teach German in schools of Alsace and Lorraine
(c) to open a new school in Alsace and Lorraine
(d) that Hamel would have to leave
7. Why did Hamel blame himself?
(a) not having taught them enough French
(b) not being strict
(c) giving students a holiday at
times (d) not being responsible
8. What does the last lesson taught by Hamel symbolize?
(a) no more teaching of French (b)
domination of Prussia
(c) learning of German
(d) loss of language and loss of freedom
9.What is the moral that the Alphonse Daudet wants to bring out?
(a) not to put off things that one can do that day
(b) old order changed to new
(c) one should accept everything that happens
(d) teachers should be respected
10. What does the marching of soldiers under the windows represent?
(a) the departure of
Hamel (b) dawn of
Prussia in France
(c) freedom for
Franz
(d) sorrow of the villagers
11.What does M. Hamel’s motionless posture reflect?
(a) the school is
dismissed (c)
changing order of life
(b) sense of
finality
(d) feeling of nostalgia
12. Why does Hamel blame the parents?
(a) they preferred children to work in farms
(b) they were not strict
(c) they did not come to M. Hamel’s class
(d) they did not love the French language
13. Franz thinks- will they make them sing in German- even the pigeons? What
could this mean?
(a) German would use brutal force over everyone
(b) harsh orders will be passed
(c) when people are deprived of their essence even the surroundings are
affected.
(d) the Germans will rob France of its language.
14. Why does the author urge the reader to respect his language?
(a) It is what makes you respect your countrymen.
(b) It is the key to freedom.
(c) You can express yourself.
(d) It is unique and reflects literature and art.
15. M. Hamel is introduced as a ruler-wielding teacher. This demonstrates
that:
(a) he is
concerned.
(b) he is adamant.
(c) he is
unfeeling.
(d) he is a hard taskmaster.
16. M. Hamel emerges as a when he teaches his last lesson.
(a) meek person (b) true patriot (c) repentant
man (d) defeated the man
17. What was Franz banking on to enter the class as he was late?
(a) M.Hamel’s teaching on the blackboard
(b) commotion in the class
(c) Hauser helping him sneak in
(d) to quietly walk in when everyone was preoccupied with participles
18. Which district came under the Prussian rule?
(a) Alsace and Berlin (b) Berlin and
Lorraine
(c) Alsace and Lorraine (d) the southern
districts of France
19. Franz looked for opportunities to skip school to do what?
(a) work on mills (b) go
fishing
(c) water the plants (d) collect
birds eggs
20. ‘Viva la France’ became an emotional evidence of M. Hamel’s?
(a) sadness and patriotism.
(b) finality and depression.
(c) nostalgia and emotional outburst.
(d) love for the school and teaching as a profession.
ANSWERS
1.(a) the Bulletin Board
2.(d) Blacksmith Watcher
3.(a) participles
4.(c) wore clothes he wore on prize days
5.(c) the village people
6.(b) teach German in schools of Alsace and Lorraine
7.( c) giving students a holiday at times
8.d) loss of language and loss of freedom
9.(a) not to put off things that one can do that day
10.(b) dawn of Prussia in France
11.(b) sense of finality
12. (a) they preferred children to work in farms
13.(c) when people are deprived of their essence even the surroundings are
affected.
14. (b) it is the key to freedom.
15. (d) he is a hard taskmaster.
16. (b) true patriot
17. (b) commotion in the class
18. (c) Alsace and Lorraine
10.(d) collect birds egg’s
20. (a) sadness and patriotism.
SHORT ANSWER TYPE QUESTIONS
Q1. What was Franz expected to be prepared with for school that day?
Ans. That particular day Franz was expected to be prepared with participles
as Mr Hamel, the French teacher was going to question the students in school
and Franz didn’t know it at all.
Q2. What did Franz notice that was unusual about the school that day?
Ans. There was no commotion and on that day everything was as quiet as a
Sunday morning. Even Mr Hamel was not annoyed when. Franz walked into
the classroom late. M. Hamel was in his Sunday best. There was village folk
sitting on the back benches.
Q3. What had been put up on the bulletin board?
Ans. The crowd in front of the bulletin board indicated the presence of an
important news item. Later, Franz realized that the news was that the order
had come from Berlin to teach only German in the schools of Alsace and
Lorraine. Mr Hamel announced that he would be teaching his last French
lesson that day.
Q4. Why were Mr. 1101? Hamel’s words like a thunderclap to Franz?
Ans. Franz was shocked when Mr Hamel announced that it would be the last
French lesson that day. He realized that he hardly knew how to write and
would not get a chance to learn any more French. He felt sorry for not having
learnt his lessons and for having wasted his precious time. The thought that
Mr Hamel would go away made him feel uneasy.
Q5. What was Franz’s reaction when he learnt that he was attending his
French lesson for the last time?
Ans. He felt sorry that he had not learnt his lessons and wasted his time in
seeking birds’ eggs and going sliding on the Saar. He felt that his books which
were such a nuisance a while ago and heavy to carry were now like old
friends that he didn’t want to give up at all. The teacher whom he thought to
be so cranky now appeared to be a friend.
Q6. Why were the old men of the village present in the classroom?
Ans. The old men of the village were sitting in the classroom. Franz felt that
they too, like him, we’re sorry for not having gone to school often. It was their
way of thanking the master for his forty years of faithful service and showing
their respect for the country that was no longer theirs.
Q7. What was Hamel’s reaction when Franz could not answer his question in
class, correctly?
Ans. Franz was scared of Mr Hamel’s reaction when he was unable to answer
the question. His heart started beating and he dared not look up. Mr Hamel,
instead, told Franz that he would not scold him. He blamed all Frenchmen for
not knowing how to speak or write their own mother tongue.
Q8. Who did Hamel blame for not knowing French?
Ans. Hamel not only blamed Franz and other Frenchmen for not loving their
mother tongue but held himself responsible for sending his students often to
water his flowers instead of learning their lessons. He also fell guilty of
having given them a holiday when he wanted to go fishing.
Q9. How had the teacher dressed on the day of the last lesson?
Ans. He was dressed in his beautiful green coat, his frilled shirt and little
black silk cap-all embroidered, something he never wore except on special
days like prize days and inspection days.
Q10.Why was Franz afraid of being scolded?
Ans. Franz was afraid of being scolded because his teacher M. Hamel was
to question the students on participles. Franz was not prepared and he had
started for school very late that morning.
Q11.What did Franz find much more tempting than the rule of participles?
What did Franz do?
Ans. It was a warm and bright day. The birds were chirping at the edge of
woods. The Prussian soldiers were drilling in the open field at the back of
sawmill. He could spend life out of doors. He resisted the temptation and
hurried off to school.
Q12.What was the usual scene when Franz’s school began in the morning?
Ans. Usually, there was a great bustle. The noise could be heard out in the
school. Students opened and closed their desks. They repeated the lessons
together very loudly. They kept their hands over their ears to understand
better. The teacher would go on rapping the table with his great iron ruler.
Q13.What did Wachter tell Franz? What was the latter’s response?
Ans. Wachter, the blacksmith on reading the latest bulletin about the
teaching of German told Franz not to go so fast. He added that he would get
to school in plenty of time. Franz thought Wachter was making fun of him so
he rushed to school.
Q14.What did M. Hamel tell the class about French language?
Ans. M. Hamel said that French was the most beautiful language in the world.
It was the clearest and the most logical language. The French should guard it
among them and never forget. He added that when people are enslaved, as
long as they held fast to their language, they had the key to their prison.
Q15.How was M. Hamel behaviour contrary to how he would usually behave?
Ans. M. Hamel was solemn and gentle. He was no longer the ruler-wielding
teacher. M. Hamel was wearing clothes he wore on special occasion. What he
taught seemed so easy to Franz. He explained everything with a lot of
patience. It seemed that he wanted to put into their heads at one stroke all
that he knew.
Q16.How did Franz enjoy their lesson in writing?
Ans. M. Hamel had made copies for the class. The words ‘France, Alsace,
France, Alsace’ were written on them in a beautiful round hand. The pupils set
to work quietly.
Q17.Why did Franz not want to go to a school that day?
Ans. Franz was reluctant to go to a school that day as he was unprepared
with his homework—the rules of participles. M. Hamel was to question the
class on the topic and he was scared of the teacher.
Q18.Why was Franz not scolded for reaching the school late that
day?
Ans. Franz was late for school. Usually, there was always a great hustle and
bustle in the morning. He had hoped to take advantage of that noise and
commotion. He wanted to get to his desk without being noticed. But that day
he had to go in before everybody. M. Hamel only asked him very politely to
take up his seat without scolding him as it was Hamel’s last lesson of French
in that school.
Q19.What did Franz wonder about when he entered the class that
day?
Ans. M. Hamel was to question the students on participles. Franz knew
nothing about them and feared a scolding. He also wondered about a big
crowd he had seen around the notice board at the Town Hall. For a moment
he was tempted to run away but he overcame his temptation and hurried off
to school.
Q20.Why were some elderly persons occupying the back benches that day?
[All India 2017]
Ans. Some elderly persons occupied the last benches on the day as it was
the last day of the teaching of French. They wanted to pay homage to their
country and respect to M. Hamel for his dedicated service of forty years. They
regretted having lost the opportunity to learn their own language.
Q21.”What a thunderclap these words were to me!” (Franz). What were those
words and what was their effect on
Franz?

Ans. Franz reached the school late on the day of the ‘ant lesson. M. Hamel
mounted on his chair. He spoke in a grave and gentle tone and made it clear
that it was his last French lesson as an order had come from Berlin. All the
schools of Alsace and Lorraine would teach only German from the next day
when a German teacher would replace him. The news left Franz shocked and
aggrieved as he was going to lose his teacher, and the opportunity to learn
his language.
Q22.How were the parents and M. Hamel responsible for the children’s
neglect of the French language?
Ans. M. Hamel didn’t scold Franz for neglecting the learning of French. Most
of the people of Alsace could neither speak nor write their own language.
Their parents preferred to put them to work on a farm or at the mills. Mr
Hamel didn’t even spare himself from blame. He had often sent his students to
water his flowers instead of learning their lessons.
Important Long/ Detailed Answer Type Questions- to be answered in about
100 -150 words each Value based questions-
Q1. ‘The Last Lesson’ teaches us important lessons in life. Discuss.
Or
Discuss the theme of the story ‘The Last Lesson’.
Ans. ‘The last lesson’ highlights the human tendency to postpone the
learning of things because one feels there is plenty of time to do so. One does
not realize that each day brings with it changing circumstances that affect
life for better or worse. Alphonse Daudet also fleetingly asks the reader to
value time, freedom and peace. One never knows what the new dawn will
bring with it that might end one’s hopes and aspirations. Through the narrator,
the author urges the reader to respect his country; its people, its culture and
especially its language for ‘it is the key to their freedom’. The natives of
Alsace realize their folly of not giving due importance to the study of French
when their country was free.
Q2, write a note on the character of M. Hamel as a teacher.
Ans. M.Hamel, the French teacher, comes across as an example of discipline,
punctuality and experience. He is introduced by is domineering and particular
the narrator as a ruler-wielding strict teacher who and is adamant that his
students learn their lessons well. He is a hard taskmaster student like Franz,
who were not good learners, are in great dread of being scolded by him.
1. Hamel, however, emerges as a dedicated, true facilitator and a guide for
his pupils when he teaches his last lesson. His domineering tone fades
away and becomes more patient. He is also seen as a true patriot for he
loves his country and its language. In the end, he emerges as a man of
deep emotions and sentiments when he proudly writes on the blackboard
‘Viva La France’. M. Hamel is thus a truly devoted teacher who is a
patriot to the core.
Q3. Justify the title of the story ‘The Last Lesson’.
Ans. The Last Lesson’ was set in the days of the Franco-Prussian war in
which France was defeated by Prussia. The French districts of Alsace and
Lorraine which form the background of the story passed into the hands of
Prussia.
Alphonse Daudet brings to fore the human tendency to procrastinate believing
that there is plenty of time to do things and hence man keeps postponing the
lessons of life, oblivious to the fact that life is subject to change. He does not
realize that life may cut short his learning and it may unexpectedly prove to
be his last lesson.
The story highlights an identical situation. The people of Alsace always
thought they had plenty of time to learn the lessons and so did not give much
importance to the school. They preferred their children to work on the farms
and mills instead of attending school. Even Franz the narrator always looked
for opportunities to skip school to collect birds’ eggs. However the
unexpected happens and the order is received from Berlin regarding the
teaching of German in the schools of Alsace and Lorraine. It is then that they
realize what they had been evading all this while will now be deprived to
them.
The last French lesson taught by M. Hamel symbolizes the loss of language
and the loss of freedom. It becomes an emotional lesson signifying the
changing order of life, its sensibility, its emotions and rule. The marching of
soldiers under the windows represents the defeat of the French people, its
language and culture.
Q4. Franz thinks, “will they make them sing in German, even the pigeons?”
The Last Lesson illustrates Linguistic Chauvinism. Discuss.
Ans. The Last Lesson deals with the Franco-Prussian war in which France
was defeated by Prussia. The French districts of Alsace and Lorraine passed
into Prussian hands. It showcases the fact that the oppressor wants
domination over Language. Language is the identity of the nation. Linguistic
chauvinism entails subjugation of the identity of the nation through the
imposition of one language over another one.
As Franz hears the pigeons cooing on the roof he wonders how far the
Germans will go in the imposition of the German language which is their
attempt to subdue the French.
 Q5. How do we know that Franz not only sympathized but also empathized
with his teacher?
Ans. Franz desperately wanted to give the answers on participles to reassure
his teacher that all his years of teaching had not been wasted. He could feel
that his teacher was giving his best on the day of the last lesson as he
wanted to share all his knowledge before going away. He realized his teacher
was trying to etch the memory of his classroom in his mind as he sat
motionless in the room where he had taught for forty years. He could identify
with the teacher’s sorrow as he heard M. Hamel’s sister pack their boxes in
the room above the classroom.
Q6. How did Old Hauser behave?
Ans. At the back of the room old Hauser had put on his spectacles and
holding his primer in both hands, spelt the letters with the little children. He
was crying his voice trembled with emotion.
Q7. What happened when the trumpets of the Prussians sounded under
windows?
Ans. When the church clock struck twelve, the trumpets of the Prussians
returning from drill sounded under the window. M. Hamel stood up very pale in
his chair. Franz comments that he had never seen him look so tall. He stood
tall and dignified.
Q8. How did M. Hamel behave at the end of the lesson?
Ans. M. Hamel stood up and looked very pale. He wanted to say some parting
words, but something choked him. Then he wrote “Viva La France!” on the
blackboard with a piece of chalk. He then stopped, leaned his head against
the wall, and without a word, he made a gesture with his hand that school is
over.
Value Based Questions and Answers of (The Last Lesson )
Q1. My Last French Lesson! Why! I hardly know how to write! The problem is
that students don’t take school seriously and parents are not keen to make
them study. Write an article on the role of society and the government in
solving the problem.
Ans. M. Hamel blames himself and the parents for the neglect of learning by
the students. The parents would rather send their children to work on farms
and in mills (for extra money, rather than attend school. M. Hamel, the
teacher would give students a holiday when he wanted to go fishing or
wanted them to water the flowers thus neglecting studies. India has a poor
literacy rate. The problem of illiteracy and school dropouts persists. This
problem can be solved with the efforts of the society and the government. The
NGOs and the government can make education need-based and incorporate
vocational training into the curriculum. The government can give incentives
so that children go to school. Midday meals, free uniform and books can be an
incentive. Media can create awareness about the importance of education for
removing backwardness and illiteracy.
Q2. What message does the story ‘The Last Lesson’ carry? How relevant is it
today?
Ans. The story carries the message of the importance of holding on to one’s
identity and culture and not losing it or taking it for granted. It emphasizes
the importance of holding onto one’s language as the key to our identity. It
highlights the importance of one’s language in preserving our heritage and
history. In the story, the oppressors were using the ultimate weapon of
imposing their language on their captives in a bid to wipe out their national
identity and pride. It, therefore, has a strong message for us to take pride in
our own language because it gives us our identity which once lost cannot be
regained.