Here, you will find a summary, textual solutions, questions, answers, notes. pdf, extras to the chapter “The Last Lesson” by Alphonse Daudet.
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Summary
Alphonse Daudet is the author of “The Last Lesson.” The author recounts events in the year 1870, when France was seized by Bismarck-led Prussian soldiers and French teaching was discontinued in several places. This story shows how people feel when they are unable to learn their mother tongue. The story is narrated by a French boy, Franz. He is lazy but sensitive and likes to play. He dislikes studying French and hates his teacher M. Hamel.
After conquering its French districts of Alsace and Lorraine, Berlin has ordered that German be taught in schools instead of French. It is the last day of M. Hamel’s forty-year career as their French teacher. He is overcome with grief, nostalgia, and patriotism. The village men also attend his ‘final lesson’ to show their appreciation for his hard work. They are disappointed since they did not learn their mother tongue, French, as children.
Franz is surprised to learn that this is his final lesson because he does not speak French. Now, all of a sudden, he is interested in learning it and understands everything that was taught that day! He instantly likes and appreciates his teacher, M. Hamel, for his sincerity and hard effort. He is saddened by his departure and embarrassed by his inability to recite the participles instruction.
M. Hamel reminds them that they are all to blame for not being willing to learn and putting it off until the next day. He blames himself for failing to teach them sincerely. His patriotism is shown in his appreciation for the French language as the world’s most beautiful and logical language. He warns the students to defend their language because knowing one’s language is the key to escaping the prison of enslavement. It will aid them in their escape from the Germans.
They recognise the significance of studying their mother tongue and the fact that they were vanquished by the Germans due to their illiteracy. Franz believes that it is impossible to take away a person’s language because it is natural to each being, whether it is “coo” to pigeons or “French” to Frenchmen.
Additional/extra questions and answers/solutions
1. What was Franz supposed to prepare on that particular day?
Answer: M. Hamel had stated that he would question them on participles that day, therefore Franz was expected to be prepared with them. Franz had no idea what participles were.
24. What is ‘The Last Lesson”‘s underlying message?
Answer: The story exemplifies what happens when we are unconcerned about our country or our language. To protect one’s motherland, culture, and language, patriotism is a necessary quality in every citizen.
25. ‘What was Alsace’s fault, according to M. Hamel? Whom did he hold responsible?
Answer: According to M. Hamel, Alsace’s fault was the harmful habit of procrastination. The habit was more pronounced when it came to education. Everything else came first, including the studies. It was always postponed to a later date that never came.
M. Hamel blamed the Alsatian people collectively for this. Schooling was viewed as a waste of time by the parents. They would rather put their children to work and contribute to the family income. The children themselves were not looking forward to going to school. M. Hamel had also neglected his primary responsibility by delegating garden care to his children or declaring a holiday whenever he wanted to go fishing.
26. What does M. Hamel think about the French language?
Answer: As a Frenchman, M. Hamel held his mother tongue in high regard. He went on to praise the language and emphasise the importance of its preservation on the last day of class. He claimed that French is the most beautiful language in the world, that it is coherent and well-organized, and that its clarity and distinctness make it simple to understand. He urged everyone to take special care to preserve their native tongue because it is the only platform on which people can unite. This unity will provide them with the strength they require to defeat the powerful Germans and reclaim their independence. As a result, language will always be a unifying factor for their country’s citizens.
27. Extract 1
“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. 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) Why was Franz late for school that morning?
Answer: Franz was late for school because he dreaded being questioned on participles, which he had not prepared for.
(ii) What did Franz consider doing instead of going to school?
Answer: Franz considered running away to spend the day outdoors, enjoying the warm, bright day and the sights of birds chirping and soldiers drilling.
(iii) Why did Franz resist the temptation to skip school?
Answer: Despite the temptation, Franz gathered his strength and chose to go to school because he knew he should not avoid it.
(iv) What was happening in the open field that caught Franz’s attention?
Answer: In the open field near the saw-mill, Prussian soldiers were drilling, which added to the temptation to stay outdoors.
(v) How does this passage reflect Franz’s initial attitude toward school?
Answer: This passage shows Franz’s reluctance and fear toward attending school, as he felt unprepared and found the outdoor world much more enticing.
28. Extract 2
“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?'”
(i) What significance did the bulletin board have for the townspeople?
Answer: The bulletin board was where all the bad news, such as lost battles and orders from the Prussian command, had been posted over the past two years.
(ii) Why did Franz not stop to read the bulletin?
Answer: Franz did not stop to read the bulletin because he was already late for school and wanted to avoid further delay.
(iii) What kind of news had the town been receiving for two years?
Answer: The town had been receiving news of defeats, drafts, and other negative events related to the Prussian occupation.
(iv) How does this passage set the tone for the story?
Answer: This passage sets a tone of uncertainty and foreboding, as it hints that more bad news might be coming.
(v) How does Franz feel about the bulletin board based on this passage?
Answer: Franz associates the bulletin board with unpleasant news and prefers not to stop and dwell on it, as he fears what it might reveal.
29. Extract 3
“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. I had to open the door and go in before everybody. You can imagine how I blushed and how frightened I was.”
(i) How does Franz feel upon arriving late to school?
Answer: Franz feels embarrassed and frightened as he enters the classroom late, knowing that everyone will see him.
(ii) What does Franz observe through the window before entering the classroom?
Answer: Franz sees his classmates already seated and M. Hamel pacing the room with his iron ruler.
(iii) How does the usual behavior of M. Hamel with the ruler contribute to Franz’s fear?
Answer: M. Hamel’s iron ruler represents discipline and punishment, and Franz is afraid of being scolded for his tardiness.
(iv) Why is the scene described as particularly intimidating for Franz?
Answer: The scene is intimidating because Franz knows he will have to face the entire class and M. Hamel, whom he fears, especially with the ruler in hand.
(v) How does this moment contribute to the overall tension in the story?
Answer: This moment builds tension by highlighting Franz’s fear of authority and his sense of guilt, foreshadowing the important lesson that follows.
30. Extract 4
“‘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) What shocking news does M. Hamel reveal to the class?
Answer: M. Hamel reveals that this is the last French lesson because an order from Berlin mandates that only German be taught in the schools of Alsace and Lorraine.
(ii) Why is this lesson particularly significant for the students and villagers?
Answer: This lesson is significant because it marks the end of their ability to learn and use French, their native language, in school.
(iii) How does M. Hamel want the students to approach this final lesson?
Answer: M. Hamel urges the students to be very attentive during this final lesson, recognizing its importance.
(iv) What does this reveal about the broader political situation at the time?
Answer: This reveals that Alsace and Lorraine have been annexed by Prussia, and the imposition of the German language is part of the occupation’s cultural control.
(v) How does this announcement affect Franz emotionally?
Answer: Franz is shocked and deeply saddened, realizing that he will no longer be able to learn French, and feels regret for not paying more attention in school before.
31. Extract 5
“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. They looked like little flags floating everywhere in the school-room.”
(i) What symbolic significance do the new writing copies have?
Answer: The new writing copies symbolize the French identity of the people in Alsace and Lorraine, as well as their connection to their homeland, which is now under threat.
(ii) Why does M. Hamel choose the words “France” and “Alsace” for the writing lesson?
Answer: M. Hamel chooses these words to reinforce the students’ connection to their French heritage and to remind them of their identity, even in the face of foreign occupation.
(iii) How does the writing activity reflect the theme of the story?
Answer: The writing activity reflects the theme of language as a core part of identity, and the students’ task represents the preservation of their cultural heritage.
(iv) What does Franz observe about the students during this lesson?
Answer: Franz observes that all the students, even the youngest, are working diligently and silently, taking the lesson very seriously.
(v) How does the image of “little flags” contribute to the emotional tone of the lesson?
Answer: The image of “little flags” evokes a sense of patriotism and resistance, as the students’ writing becomes a quiet act of defiance and remembrance of their French identity.
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32. Extract 6
“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.”
(i) How does M. Hamel describe the French language?
Answer: M. Hamel describes the French language as the most beautiful, the clearest, and the most logical language in the world.
(ii) What is the significance of holding on to a language according to M. Hamel?
Answer: M. Hamel believes that holding on to one’s language is like holding the key to freedom, even when a people are enslaved.
(iii) Why does M. Hamel stress the importance of preserving the French language?
Answer: He stresses this because he fears that the Prussian occupation will suppress the French identity, and language is a critical part of that identity.
(iv) How does M. Hamel’s view on language tie into the theme of the story?
Answer: His view emphasizes the theme of resistance through cultural preservation, where language becomes a symbol of freedom and identity.
(v) What effect does this speech have on Franz?
Answer: This speech makes Franz more aware of the value of his native language, filling him with regret for not having appreciated it sooner.
33. Extract 7
“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. Fancy! For forty years he had been there in the same place.”
(i) What is M. Hamel doing while the students write?
Answer: M. Hamel is sitting still, looking around the room, as if trying to commit every detail to memory.
(ii) How long has M. Hamel been teaching in this school?
Answer: M. Hamel has been teaching in the same school for forty years.
(iii) Why does M. Hamel gaze around the classroom during the lesson?
Answer: M. Hamel gazes around the classroom as a way of taking in his surroundings for the last time before leaving.
(iv) How does this passage reflect M. Hamel’s emotional state?
Answer: This passage reflects M. Hamel’s sadness and nostalgia as he prepares to say goodbye to the school and community he has been part of for so long.
(v) What does this moment reveal about M. Hamel’s connection to his work and the school?
Answer: It reveals that M. Hamel has a deep emotional connection to the school, his work, and the students, and it is painful for him to leave after so many years.
34. Extract 8
“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) What does M. Hamel write on the blackboard at the end of the lesson?
Answer: M. Hamel writes “Vive La France!” on the blackboard.
(ii) Why does M. Hamel write “Vive La France” on the blackboard?
Answer: M. Hamel writes this to express his patriotism and to make a final, defiant statement in support of France before he leaves.
(iii) How does the phrase “Vive La France” reflect the central themes of the story?
Answer: The phrase reflects the themes of resistance, patriotism, and the enduring connection to one’s homeland and identity, even under foreign rule.
(iv) How does this moment affect the students?
Answer: This moment is emotionally powerful for the students, marking the end of an era and stirring their own sense of national pride and loss.
(v) What emotional tone does this final gesture of M. Hamel create?
Answer: This final gesture creates a tone of defiance mixed with sorrow, as it is both a proud declaration of love for France and a poignant farewell.
Ron’e Dutta is a journalist, teacher, aspiring novelist, and blogger who manages Online Free Notes. An avid reader of Victorian literature, his favourite book is Wuthering Heights by Emily Brontë. He dreams of travelling the world. You can connect with him on social media. He does personal writing on ronism.
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Thank you nbse great help for the students as well as teacher’s.