Here, you will find a summary, textual solutions, questions, answers, notes. pdf, extras to the chapter “The Last Lesson” by Alphonse Daudet which is a part of Class 10 English (Tresure Chest) syllabus for students studying under ICSE.
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Evergreen workbook answers/solutions
Multiple Choice Questions
1. Which of the options contains the same literary device that appears in the following line: “Besides, the whole school seemed so strange and solemn.”
(a) The boom of the fireworks scared the baby.
(b) The daffodils were tossing their heads in a sprightly dance.
(c) While I nodded, nearly napping.
(d) Her smile is a ray of sunshine.
Answer: (c) While I nodded, nearly napping.
2. Choose the option that lists the sequence of events in the correct order.
(i) Every time the young boy looked up from writing, during the last lesson, he found M. Hamel sitting motionless in his chair.
(ii) He had put on his fine Sunday clothes as he was delivering his last lesson.
(iii) The boy noticed that M Hamel, their teacher, was wearing his beautiful green coat, frilled shirt, and the little black silk cap. (Board’s Practice Question)
(a) (iv), (ii), (iii), (i)
(b) (ii), (iii), (iv), (i)
(c) (ii), (iii), (i), (iv)
(d) (iii), (i), (ii), (iv)
Answer: (c) (ii), (iii), (i), (iv)
3. Select the option that shows the correct relationship between statemetns I and II.
Statement I : My children, this is the last lesson I shall give you.
Statement II: The order has come from Berlin to teach only German in the schools of Alsace and Lorraine. (Board’s Practice Question)
(a) Statement I is true, and Statement II is false.
(b) Statement II is true, and Statement I is false.
(c) Statement I and Statement II are independent of each other.
(d) Statement II is the cause for Statement I.
Answer: (d) Statement II is the cause for Statement I.
4. Franz was quite ……………………. to his learning of French language. (Board’s Practice Question)
(a) serious
(b) attentive
(c) indifferent
(d) focussed
Answer: (c) indifferent
5. What is the pervasive tone of storytelling that the author has employed in the story The Last Lesson’?
(a) intense and emotional
(b) sombre
(c) mechanical and dispassionate
(d) humorous
Answer: (b) sombre
6. Will they make them sing in German, even the pigeons?’ What does this statement convey?
(a) bitterness
(b) irony
(c) excitement
(d) sarcasm
Answer: (b) irony
7. Select the option that shows the correct relationship between statement I and statement II.
I. Usually, when school began, there was a great bustle.
II. But now it was all so still.
(a) I is independent of II.
(b) I is an example of II.
(c) I is in contradiction of II.
(d) I is the cause for II.
Answer: (c) I is in contradiction of II.
8. Choose the option that lists the correct order of the events.
1. Franz Jumped over the bench and sat down at his desk.
2. The narrator reached M.Hamel’s little garden all out of breath.
3. There was a crowd in front of the bulletin-board.
4. M.Hamel syas, “My children, this is the last lesson I shall give you.”
(a) 2, 1, 3, 4
(b) 4, 3, 1, 2
(c) 2, 4, 1, 3
(d) 3, 2, 1, 4
Answer: (d) 3, 2, 1, 4
9. Select the word that best describes the narrator’s feelings when he saw the village people sitting on the back benches.
(a) angry
(b) frustrated
(c) surprised
(d) irritated
Answer: (c) surprised
10. Which of the following statements is NOT true.
(a) The order had come from Britain to teach only German.
(b) The new master was to come the next day.
(c) All the students and the villagers looked sad.
(d) Most of the French people could neither speak nor write their own language.
Answer: (a) The order had come from Britain to teach only German.
11. What was Franz’s fear as he was going to school?
(a) fear of the bullies
(b) scolding by M. Hamel
(c) punishment for being late
(d) none of the above
Answer: (b) scolding by M. Hamel
12. What seemed tempting to Franz while going to school?
(a) playing with the village boys
(b) swimming in the river
(c) enjoying open nature and chirping of birds
(d) going to a friend’s house
Answer: (c) enjoying open nature and chirping of birds
13. The bulletin board showed ……………………. news.
(a) cheerful
(b) horrible
(c) routine
(d) sad
Answer: (d) sad
14. Who was Wachter?
(a) Franz’s classfellow
(b) Franz’s father
(c) a blacksmith
(d) school gardener
Answer: (c) a blacksmith
15. What dress was M. Hamel wearing?
(a) a formal Sunday dress
(b) dress worn on inspection days and prize days
(c) casual dress
(d) funny dress
Answer: (b) dress worn on inspection days and prize days
16. Who among these was not there on the back benches ?
(a) former mayor
(b) former postman
(c) the headmaster
(d) old Hauser
Answer: (c) the headmaster
17. What came as ‘a thunder clap’ to Franz ?
(a) scolding by the teacher
(b) Berlin order against teaching French
(c) Franz’s failure in the exams
(d) defeat of the French forces
Answer: (b) Berlin order against teaching French
18. Which of these was difficult to learn for Franz ?
(a) History lesson
(b) German language
(c) Mathematical formulae
(d) Participles
Answer: (d) Participles
19. What was written in the new copies in the handwriting of M. Hamel ?
(a) Country’s slogans
(b) France
(c) Freedom
(d) France, Alsace, France, Alsace
Answer: (d) France, Alsace, France, Alsace
20. The story, The Last Lesson’, advocates :
(a) love for one’s teacher
(b) obedience for one’s teacher
(c) love for one’s mother tongue
(d) love for one’s mother
Answer: (c) love for one’s mother tongue
Comprehension passage
PASSAGE-1
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 saw-mill the Prussian soldiers were drilling.
(i) What does ‘running away’ signify in the context of the story ? What does this expression convey about the narrator Franz? (Understanding and Analysis)
Answer: In the context of the story, ‘running away’ signifies the narrator Franz’s thought of skipping school for the day. This expression conveys that Franz was not eager to go to school that morning, partly because he was late and especially because he was in great dread of a scolding from M. Hamel, who was to question the students on participles, about which Franz knew nothing. The temptation to spend the day outdoors was strong.
(ii) What did Franz crave for? (Understanding)
Answer: Franz craved for spending the day out of doors. He found the warm and bright weather, the chirping of birds at the edge of the woods, and the sight of Prussian soldiers drilling in the open field behind the saw-mill to be much more tempting than the rule for participles.
(iii) Comment on the line ‘It was so warm, so bright’. (Analysis)
Answer: The line ‘It was so warm, so bright’ emphasizes the attractiveness of the outside world to Franz, especially in contrast to the impending lesson on participles he was unprepared for. It highlights the strong temptation he felt to avoid school and enjoy the pleasantness of the day.
(iv) What is the significance of the reference to the drills by the alien soldiers in France ? (Analysis)
Answer: The reference to the drills by the Prussian soldiers, who were alien occupiers in France, is significant as it sets the historical context of the Franco-Prussian War and the subsequent occupation of Alsace. It subtly introduces the theme of lost freedom and the presence of the conquering force, which is the reason for the “bad news” that usually came from the bulletin-board and the central conflict of the story – the imposition of German language.
(v) What temptations did the narrator overcome ? Where was he going? (Understanding)
Answer: The narrator, Franz, overcame the temptation of running away and spending the day out of doors, which included enjoying the warm, bright weather, listening to the birds chirping, and watching the Prussian soldiers drilling. Despite these temptations being much more appealing than the rule for participles, he had the strength to resist and hurried off to school.
PASSAGE-2
Through the window I saw my classmates, already in this places, and M. Hamel walking up and down with his terrible iron ruler under his arm. I had to open the door and go in before everybody. You can imagine how I blushed and how frightened I was.
(i) What kind of teacher was M. Hamel ? What did he teach? (Understanding)
Answer: M. Hamel was a teacher who was generally perceived as strict by Franz, as indicated by the mention of his “terrible iron ruler” and Franz’s fear of a scolding. However, on this particular day, he acted very kindly. He taught French. The summary also describes him as a dedicated teacher and a strict disciplinarian.
(ii) What was M. Hamel doing when Franz looked through the window? Was it a pleasant sight? (Understanding)
Answer: When Franz looked through the window, M. Hamel was walking up and down in the classroom with his terrible iron ruler under his arm. For Franz, who was late and unprepared for the lesson on participles, this was not a pleasant sight as he was already frightened and anticipating a scolding.
(iii) Why was Franz frightened ? (Analysis)
Answer: Franz was frightened because he was very late for school and, more importantly, because M. Hamel had said he would question the students on participles, and Franz did not know the first word about them. He was also frightened at the thought of having to open the door and enter the quiet classroom before everybody, imagining how he would blush.
(iv) Did the teacher punish Franz ? What happened when Franz entered the classroom? (Analysis)
Answer: No, the teacher, M. Hamel, did not punish Franz. When Franz entered the classroom, M. Hamel saw him and, instead of scolding, spoke very kindly, saying, “Go to your place quickly, little Franz. We were beginning without you.”
(v) Which kind of dress was M. Hamel wearing? Why? (Understanding and Analysis)
Answer: M. Hamel was wearing his beautiful green coat, his frilled shirt, and the little black silk cap, all embroidered. He wore this special attire because it was his last French lesson; he never wore these clothes except on inspection and prize days, and this day was significant as it was in honor of the last lesson.
PASSAGE-3
“I think, too, that I had never listened so carefully, and that he had never explained everything with so much patience.” (Board’s Practice Question)
(i) Who are ‘I’ and ‘he’ in the above extract ? What kind of a teacher was ‘he’? (Recall & Evaluate)
Answer: In the above extract, ‘I’ refers to Franz, the narrator of the story and a student in M. Hamel’s class. ‘He’ refers to M. Hamel, the French teacher. On this particular day, ‘he’ was a teacher who explained everything with so much patience that it seemed he wanted to give his students all he knew before going away, and to put it all into their heads at one stroke. Franz felt he had never listened so carefully before, indicating the teacher’s effectiveness on this occasion.
(ii) Why was the lesson called “The Last Lesson’? (Recall)
Answer: The lesson was called “The Last Lesson” because M. Hamel announced to his students that an order had come from Berlin to teach only German in the schools of Alsace and Lorraine. He stated that the new master would come the next day, and therefore, this was their last French lesson.
(iii) What did ‘I’ notice that was unusual about the school that day ? (Recall)
Answer: ‘I’, Franz, noticed several unusual things about the school that day. Firstly, the usual great bustle was missing, and everything was as still and quiet as a Sunday morning. Secondly, M. Hamel was wearing his fine Sunday clothes – his beautiful green coat, frilled shirt, and embroidered black silk cap – which he only wore on inspection and prize days. Thirdly, and most surprisingly, the back benches of the classroom, which were always empty, were occupied by village people like old Hauser, the former mayor, the former postmaster, and several others, all sitting quietly and looking sad. The whole school seemed so strange and solemn.
(iv) What is the mood in the classroom among the adults and the children in the story The Last Lesson’ ? Give an alternative title to the story. (Analysis, Evaluate & Create)
Answer: The mood in the classroom among the adults and children was one of solemnity, sadness, and regret. Everybody looked sad. Franz felt sorry for not learning his lessons, and the village elders were there to show their respect for M. Hamel’s forty years of faithful service and for the country that was theirs no more. There was an atmosphere of hopelessness. An alternative title for the story could be “The Stolen Mother Tongue.”
(v) What does this statement reveal about ‘I’? What kind of a pupil was the young boy earlier ? What was the most important lesson he had learnt ? (Analysis and Evaluate)
Answer: This statement reveals that ‘I’, Franz, had undergone a change in his attitude towards learning. He was now listening with rapt attention and understanding the lesson well, which was a new experience for him. Earlier, the young boy Franz was a carefree and easily distracted pupil who did not attach much importance to learning his lessons, especially French. He would often think of running away from school to seek birds’ eggs or go sliding on the Saar. He was a victim of procrastination. The most important lesson he had learned on this day was the value and importance of his mother tongue, and the regret that comes from neglecting opportunities until it is too late.
PASSAGE-4
Ah, that’s the great trouble with Alsace; she puts off learning 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 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.”
(i) What do you learn about the narrator? (Analysis)
Answer: From this passage, spoken by M. Hamel but reflecting on Franz’s situation, I learn that the narrator, Franz, is representative of a general tendency in Alsace to postpone learning. While he is being told he is not the worst, it implies he too has been neglectful. He is now in a position where his lack of proficiency in his own language can be used against him and his people.
(ii) What is the regret in his mind? (Understanding)
Answer: The regret in Franz’s mind, as understood from the broader context of the story, is for not having learned his French lessons more diligently when he had the chance. He regretted seeking birds’ eggs or going sliding on the Saar instead of focusing on his studies, and now, with the impending loss of French instruction, this regret is acute.
(iii) Who are ‘those fellows’? How would they mock at the villagers ? (Understanding)
Answer: ‘Those fellows’ refers to the Prussians, the occupying forces who have issued the order to teach only German. They would mock the villagers of Alsace by pointing out their inability to speak or write their own French language, despite claiming to be Frenchmen. They would question their identity by saying, “How is it; you pretend to be Frenchmen, and yet you can neither speak nor write your own language?”
(iv) Who, according to the speaker, were to be blamed for the present situation ? (Understanding and Analysis)
Answer: According to the speaker, M. Hamel, everyone in Alsace had a great deal to reproach themselves with for the present situation where they were deficient in their own language. He specifically mentioned that parents were not anxious enough to have their children learn, preferring to put them to work on a farm or at the mills for more money. He also blamed himself, the teacher, for sometimes sending students to water his flowers instead of learning their lessons, or giving them a holiday when he wanted to go fishing. And, by implication, students like Franz were also to blame for putting off learning.
(v) Later, what does the speaker say about the French language ? (Recall)
Answer: Later, the speaker, M. Hamel, goes on to talk about the French language, saying that it was the most beautiful language in the world—the clearest, the most logical. He emphasized that they must guard it among them 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.
PASSAGE-5
“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?”
(i) Who is addressing and whom, and on what occasion? (Understanding)
Answer: M. Hamel is addressing little Franz, and by extension, all the students and the villagers present in the classroom. This is happening on the occasion of his last French lesson, as an order has come from Berlin that only German will be taught in the schools of Alsace and Lorraine from the next day.
(ii) Who were put to earn more money for the parents ? What does it show about them? (Understanding and Analysis)
Answer: The children, the students like Franz, were put to work on a farm or at the mills by their parents so as to have a little more money. This shows that their parents were not anxious enough to have their children learn; they prioritized immediate, though small, financial gains over their children’s education and the learning of their mother tongue.
(iii) What made the speaker blame himself? (Understanding)
Answer: The speaker, M. Hamel, blamed himself because he acknowledged that he had not always prioritized his students’ learning. He admitted that he had often sent them to water his flowers instead of them learning their lessons, and when he wanted to go fishing, he had simply given them a holiday.
(iv) What do you think of the speaker ? (Analysis)
Answer: I think the speaker, M. Hamel, is an honest and self-aware individual. He is not afraid to admit his own faults and share the responsibility for the neglect of the French language. This makes his subsequent passionate plea for the language even more impactful. He is also shown to be a devoted teacher, deeply regretting the circumstances and his past actions, and filled with patriotic fervor.
(v) Why does the speaker focus on the importance of learning mother tongue later in the context? (Analysis)
Answer: The speaker focuses on the importance of learning the mother tongue later in the context because the opportunity to learn French is being forcibly taken away from the people of Alsace and Lorraine. It is only when they are faced with this loss that the true value of their language, as a cornerstone of their identity and a “key to their prison,” becomes critically apparent. He emphasizes its importance now to instill a lasting sense of duty to preserve it.
PASSAGE-6
… 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.
(i) Which language is being referred to here ? What is the occasion of this observation? (Understanding)
Answer: The French language is being referred to here. The occasion of this observation is M. Hamel’s last lesson in French, delivered to his students and the assembled villagers in a school in Alsace, after an order from Berlin mandated that only German be taught henceforth.
(ii) What does the speaker think of the language being referred to ? (Analysis)
Answer: The speaker, M. Hamel, thinks that the French language is the most beautiful language in the world. He also describes it as the clearest and the most logical.
(iii) What is his advice to the listeners ? (Understanding)
Answer: His advice to the listeners is that they must guard the French language among themselves and never forget it.
(iv) Why should the enslaved people not forget their language? (Evaluate)
Answer: According to the speaker, enslaved people should not forget their language because as long as they hold fast to their language, it is as if they had the key to their prison. This implies that their language is a vital tool for maintaining their identity, culture, unity, and ultimately, for their liberation.
(v) What, according to the speaker, had been the attitude of the people towards their own language ? Why should they need to change it ? (Understanding and Analysis)
Answer: According to the speaker, M. Hamel, the attitude of the people of Alsace towards their own French language had been one of neglect and procrastination; they, including students, parents, and even he himself, had not given its learning the priority it deserved. They needed to change this attitude urgently because their right to learn and use French was being taken away by the Prussian conquerors. Holding fast to their language was now crucial for preserving their identity and was metaphorically their key to freedom from enslavement.
PASSAGE-7
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. On the roof the pigeons cooed very low, and I thought to myself, “Will they make them sing in German, even the pigeons?”
(i) Where did the beetles fly in ? How did the students react? (Understanding)
Answer: The beetles flew into the school-room. The students, including even the littlest ones, paid no attention to them; they were completely engrossed in their work.
(ii) What was being done, and by whom? Where was it being done ? (Understanding)
Answer: A writing lesson was being done by the students in the school-room. M. Hamel had given them new copies with “France, Alsace, France, Alsace” written in a beautiful round hand. The littlest ones were working on tracing their fish-hooks.
(iii) What made even the children do their work with full concentration ? (Analysis)
Answer: The solemn and charged atmosphere of the last French lesson, the realization of what they were losing, and M. Hamel’s earnest demeanor likely made even the children do their work with full concentration. The unusual quietness of the school and the presence of the sad village elders also contributed to this focused environment, where the only sound was the scratching of pens.
(iv) They ‘worked right on tracing their fish-hooks, as if that was French too’, Comment. (Analysis)
Answer: This comment, made by Franz, reflects his innocent yet profound understanding of the situation. It suggests that on this day, everything felt connected to their French identity. The act of tracing fish-hooks, a simple task for the youngest students, became imbued with the significance of their language and culture, as if even that activity was an expression of being French, which was now under threat.
(v) What is the tone in, “Will they make them sing in German, even the pigeons?” What does the statement signify. (Analysis and Evaluation)
Answer: The tone in Franz’s thought, “Will they make them sing in German, even the pigeons?” is one of poignant irony, bitterness, and a childlike questioning of the oppressors’ reach. The statement signifies the perceived absurdity and overreach of the Prussian order to impose their language. It highlights the deep sense of loss and the feeling that their entire way of life, even the sounds of nature, is being threatened. It questions the limits of the conquerors’ power to change fundamental aspects of their world and identity.
PASSAGE-8
“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 !”
(i) Who is ‘he’? Why was he so sentimental? (Understanding and Analysis)
Answer: ‘He’ is M. Hamel, the French teacher. He was so sentimental because this was his last day at the school after forty years of faithful service, and it was the very last French lesson he would give due to the order from Berlin. He was overcome with emotion at leaving his school, his students, his garden, and at the suppression of his mother tongue and the loss of his country’s identity in Alsace and Lorraine.
(ii) What could he not do ? Why? (Understanding)
Answer: He could not go on speaking to his friends, the students and villagers. He could not do so because something choked him; he was overwhelmed by strong emotion.
(iii) What did he write on the blackboard, and why? (Understanding and Analysis)
Answer: He wrote “Vive La France !” on the blackboard, as large as he could. He wrote this as a final, powerful expression of his deep love for his country, France, and his unwavering patriotism. It was a defiant assertion of French identity and a message of hope and resilience in the face of occupation and the suppression of their language.
(iv) What do you think of this person ? (Analysis)
Answer: I think this person, M. Hamel, is a deeply patriotic, devoted, and courageous man. Despite his earlier strictness, his actions on this last day reveal his profound love for his country, his language, and his people. His emotional struggle and the final act of writing “Vive La France!” with all his might show his strong spirit and his desire to leave an indelible mark of national pride and hope. He proves to be an ideal teacher, imparting a life lesson.
(v) ‘Vive La France’. What does it mean and symbolise ? What does it show about the speaker ? (Analysis and Evaluation)
Answer: ‘Vive La France’ means “Long live France!” It symbolises an undying love for one’s country, patriotism, a spirit of resistance against oppression, and hope for the nation’s enduring existence and glory. In this context, it particularly symbolizes the resilience of the French spirit and identity in Alsace and Lorraine despite the Prussian occupation. It shows that the speaker, M. Hamel, is a fervent patriot, deeply committed to his nation. His act reveals his courage, his profound sorrow at the current state of affairs, and his ultimate hope for France.
Morning Star/Beeta workbook answers/solutions
Multiple Choice Questions II
1. Who is ‘I’ referred to in the first paragraph of the story?
A. The teacher, M. Hamel
B. Old Hauser
C. The narrator, Franz
D. The former mayor
Answer: C. The narrator, Franz
2. Why did the narrator dread going to school?
A. He had not learnt the poem
B. He had not studied about participles
C. He had forgotten his assignment at home
D. None of the above
Answer: B. He had not studied about participles
3. What was the first thought that came to the narrator’s mind when he started for school?
A. Spending the day outdoors
B. Going back home
C. Walking along the Saar river
D. None of the above
Answer: A. Spending the day outdoors
4. What was the usual thing that was missing when the narrator entered the school?
A. Absolute silence
B. Great bustle
C. Guards at the door
D. No students
Answer: B. Great bustle
5. What sort of attire was donned by Franz’s teacher during his last French class?
A. Worn on special occasions
B. Worn during sad events
C. Worn by the French soldiers
D. Worn to war
Answer: A. Worn on special occasions
6. Name the figure of speech used in the line given below:
“Besides, the whole school seemed so strange and solemn.”
A. Simile
B. Personification
C. Metaphor
D. Alliteration
Answer: D. Alliteration
7. Why were the village people sitting on the back benches in the class?
A. To attend M. Hamel’s last class
B. To thank M. Hamel for his services
C. To show their respect for their country
D. All of the above
Answer: D. All of the above
8. Why did M. Hamel say that it would be his last lesson?
A. He had been transferred to Prussia
B. French language would be replaced by German in the schools
C. He had been dismissed from his service
D. He was going to Germany to learn German
Answer: B. French language would be replaced by German in the schools
9. “The new master comes tomorrow.” Who was supposed to be the new master?
A. The teacher who would teach them the German language
B. The Prussian administrators
C. The new Principal of the school
D. None of the above
Answer: A. The teacher who would teach them the German language
10. “What a thunder-clap these words were to me!” The words were:
A. Loud
B. Pleasant
C. Startling
D. Soft
Answer: C. Startling
11. Choose the option that lists the sequence of events in the correct order.
- The news M. Hamel gave the class seemed as a thunder-clap to Franz
- Franz thought of skipping his class and spending the day outdoors.
- Franz saw the back benches in his class occupied by the village people
- In his school that day, everything was as quiet as Sunday morning.
A. 1, 2, 3, 4
B. 4, 3, 2, 1
C. 2, 4, 1, 3
D. 2, 4, 3, 1
Answer: D. 2, 4, 3, 1
12. Select the option that shows the correct relationship between statements (1) and (2):
- How is it; you pretend to be Frenchmen, and yet you can neither speak nor write your own language?
- Oh, how sorry I was for not learning my lessons, for seeking birds’ eggs, or going sliding on the Saar!
A. 2 is the cause for 1
B. 1 is an example of 2
C. 1 is independent of 2
D. 1 is a contradiction of 2
Answer: A. 2 is the cause for 1
Context questions and answers
Extract 1
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 saw-mill the Prussian soldiers were drilling. It was all much more tempting than the rule for participles, but I had the strength to resist, and hurried off to school.
(i) Who is referred to as “I” in the extract? Where was he? Why does he think of running away?
Answer: The “I” referred to in the extract is Franz, the narrator. He was on his way to school. He thought of running away because the weather was inviting, and it seemed far more enjoyable to be outdoors than attending school and studying grammar.
(ii) Why does he want to spend the day outdoors? Which of his characteristic traits is revealed from his wish?
Answer: Franz wanted to spend the day outdoors because it was warm and bright, and he was tempted by the pleasant sights and sounds of nature. His wish reveals his tendency to procrastinate and avoid unpleasant tasks, like studying.
(iii) What is the presence of Prussian soldiers a reference to, which is revealed later in the story? How does their presence affect the people?
Answer: The presence of the Prussian soldiers is a reference to the Franco-Prussian War, after which the regions of Alsace and Lorraine were annexed by Germany. Their presence signifies the occupation of the region, which deeply affects the people by imposing the new law to teach German instead of French.
(iv) What does the narrator find more tempting than the rule for participles? Does he fall for the temptation? What does he do?
Answer: The narrator finds the warm, sunny day and the chirping birds more tempting than the rule for participles. However, he does not fall for the temptation and instead hurries off to school.
(v) Explain briefly the characteristics of the person referred to as “I” in the extract.
Answer: The person referred to as “I,” Franz, is shown to be easily distracted and inclined to avoid his responsibilities, such as schoolwork. However, he also shows determination, as he ultimately resists temptation and fulfills his duty to go to school.
Extract 2
‘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.’
(i) Who is addressing whom in this extract? How has the narrator described his tone before the beginning of this extract?
Answer: M. Hamel is addressing his students, including Franz. The narrator, Franz, describes M. Hamel’s tone as grave and gentle before this moment, which contrasts with his usual strictness.
(ii) Why does the narrator say that it would be his last lesson? Which lesson is he talking about?
Answer: M. Hamel says it would be his last lesson because an order from Berlin has decreed that only German will be taught in the schools of Alsace and Lorraine. He is referring to the last lesson in French.
(iii) What order has come from Berlin? Why?
Answer: The order from Berlin mandates that only German will be taught in the schools of Alsace and Lorraine, as the region has been annexed by Germany after the Franco-Prussian War.
(iv) Who is referred to in the extract as ‘the new master’? How would this ‘new master’ affect the people of Alsace and Lorraine?
Answer: The ‘new master’ refers to the German teacher who will take over after M. Hamel. This new master symbolizes the loss of the French identity for the people of Alsace and Lorraine, as they will no longer be taught in their native language, furthering their assimilation into German culture.
(v) Explain briefly how ‘The Last Lesson’ is an appropriate title for the story.
Answer: ‘The Last Lesson’ is an appropriate title because it refers to the final French lesson that M. Hamel gives his students, symbolizing the end of an era for the people of Alsace and Lorraine. It reflects the loss of their language and cultural identity due to the German occupation.
Extract 3
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. 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?’
(i) What has Franz done for which M. Hamel said that he would not scold him? Why?
Answer: Franz had not prepared for the participle lesson, and M. Hamel said he would not scold him because the circumstances were already so sad, and Franz must have felt guilty enough for neglecting his studies.
(ii) To whom is M. Hamel referring to by using the pronoun ‘We’? What is suggested by it?
Answer: M. Hamel is referring to the people of Alsace, including himself and Franz, by using ‘We’. It suggests a collective procrastination in valuing and learning their own language.
(iii) What have they said every day to themselves? What are its consequences?
Answer: Every day they have said to themselves that they had plenty of time and would learn tomorrow. The consequence is that they never properly learned their language, and now they face the prospect of losing the opportunity to learn it at all.
(iv) Who are the ‘fellows’ referred to in this extract? What will they say to them? Are they right in saying so? Give reasons to support your answer.
Answer: The ‘fellows’ referred to are the Germans who will take control of Alsace and Lorraine. They will say that the people pretend to be French but cannot speak or write in their language. They are somewhat right because the people of Alsace neglected learning French, despite identifying as French.
(v) Explain briefly the theme indicated in this extract.
Answer: The theme in this extract is the importance of valuing one’s language and culture before it is too late. It highlights the regret of procrastination and the consequences of neglecting education and cultural identity.
Extract 4
Then, from one thing to another, M. Hamel went on a 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.
(i) What does M. Hamel say about the French language?
Answer: M. Hamel says that the French language is the most beautiful, clearest, and most logical language in the world. He stresses the importance of preserving it, as it acts as a key to freedom for an enslaved people.
(ii) What happens to people when they do not learn their language? How does the language act as a ‘key’ to the prison of the enslaved?
Answer: When people do not learn their language, they lose a vital part of their identity and freedom. Language acts as a ‘key’ because it preserves a sense of unity and culture, allowing people to hold on to their heritage even in times of oppression.
(iii) Why did Franz feel that he was able to clearly understand the last lesson taught by M. Hamel quite easily? Why could he not understand it earlier?
Answer: Franz was able to understand the lesson because, for the first time, he listened attentively and recognized the value of what was being taught. Previously, he had not paid attention or cared enough to understand.
(iv) Why did M. Hamel put extra effort to teach the students in his last class?
Answer: M. Hamel put extra effort into his last class because he wanted to pass on as much knowledge as possible before leaving. He knew it was his last opportunity to teach French to the students.
(v) Explain briefly how M. Hamel was a patriot who wanted to instill among his students the love for their language and respect for their country.
Answer: M. Hamel was a patriot because he believed that preserving the French language was essential for maintaining the people’s identity and pride in their country. Through his teaching, he tried to instill in his students a love for their language and a sense of national pride.
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Thank you so much for your help. I really appreciate it!
nice class