Here is CBSE English Flamingo chapter 1 The Last Lesson summary, word meanings, explanation , Questions and Answers. Students may check out this for better understanding of The last lesson summary, theme, characters, questions answers.
The Last Lesson writer Alphonse Daudet
Alphonse Daudet (1840-1897) was a French novelist and short- story writer. He was born on 13 May 1840 in Nimes , France. He was unable to finish his schooling because his father had lost his money. He joined the Army but he fled the terror of the Paris Commune of 1871 due to Frenco- Prussian War (1870-1871). He suffered from a bad health for a long time due to poverty and venereal disease. He died on 16 December 1896.
He wrote his fist novel at the age of 14. He was famous for his humorous and sentimental representation of life and characters of southern France. His famous works are – Monday Tales ()1873), L’Arlesienne (1872) , The Nabob (1877) and Sappho (1884).
The Last Lesson Introduction
‘The Last Lesson’ was written by Alphonse Daudet. The story is about a time when there was a big war between France and Prussia in the years 1870-1871. Prussia, led by Bismarck, attacked France and won. Prussia was made up of Poland, Germany, and some parts of Austria at that time. The French areas called Alsace and Lorraine became part of Prussia. The new rulers in Prussia didn’t allow the teaching of French in schools there. They ordered that only German should be taught. The French teachers were told to leave.
The Last Lesson Background of the story
The story in “The Last Lesson” happened during a big war called the Franco-Prussian war from 1870 to 1871. Prussia, led by a person named Bismarck, attacked France and won. Prussia was a country made up of Poland, Germany, and some parts of Austria back then. The French places called Alsace and Lorraine became part of Prussia after the war. The new rulers in Prussia didn’t let people teach French in schools there. They said only German could be taught. The French teachers had to go away.
The Last Lesson Characters
Major Characters
- M. HAMEL – A FRENCH TEACHER Who was teaching French in a School of ALSACE.
- FRANZ – One of the students of M. Hamel & narrator of the story.
Minor Characters
- Wachter-Black smith
- Old Hauser
- Former Mayor
- Former Post Master
The Last Lesson Setting
“The Last Lesson” is set in the town of Alsace, which was under German control during the Franco-Prussian War in the late 19th century. The story unfolds in a school where the French language is being replaced by German following an order from Berlin. The setting captures the atmosphere of a community grappling with the changes imposed by war, specifically the impact on education and language instruction. The backdrop of Alsace, a region with a strong French cultural influence, adds depth to the narrative as the characters navigate the challenges brought about by political upheaval.
The Last Lesson Theme
- Negligence of Mother Tongue –
- Impact of Franco- Prussian War
- Linguistic chauvinism – Feeling pride in one’s language / Love for one’s own language
- Pain inflicted by taking away the right to study or speak their own Mother language.
Negligence of Mother Tongue –
In “The Last Lesson,” the negligence of the mother tongue, which is French in the context of the story, is a poignant theme. The narrative reflects the consequences of war and political changes on the preservation of cultural and linguistic heritage.
The German authorities, following their victory in the Franco-Prussian War, impose German as the language of instruction in schools previously teaching in French. The abrupt change in language instruction signifies a loss of cultural identity for the people of Alsace. Language is not just a tool for communication; it is deeply intertwined with cultural expressions, traditions, and a sense of belonging.
The French teachers, who are carriers of the mother tongue, are asked to leave. This displacement of educators who represent the French language and culture in the community accentuates the disregard for the linguistic and cultural heritage associated with the mother tongue.
The characters, especially the students like Franz, experience a profound emotional impact due to the negligence of their mother tongue. The title “The Last Lesson” itself suggests a symbolic farewell to the mother tongue. The finality of this last class emphasizes the neglect and abandonment of the linguistic tradition, marking the end of an era for the community.
Impact of Franco- Prussian War
The Franco-Prussian War (1870-1871) had a profound impact on Europe, particularly on France and Germany. Some key effects of the war are Territorial Changes, Formation of the German Empire, End of the Second French Empire, Rise of Bismarck and German Unification , Cultural and Linguistic Impact, Impact on European Balance of Power..etc.
Linguistic chauvinism
“Linguistic chauvinism” refers to an attitude of superiority or prejudice based on one’s language, often accompanied by a disregard or belittling of other languages. In “The Last Lesson” by Alphonse Daudet, there is a clear portrayal of linguistic chauvinism as a result of the Franco-Prussian War. Here are some instances where linguistic chauvinism is evident:
- Imposition of German Language
- Banning of French Teaching
- Mandatory Teaching of German
- Forced Departure of French Teachers
- Symbolism of the Blackboard
In “The Last Lesson,” linguistic chauvinism is a central theme, depicting the impact of political power struggles on language and culture. The story explores the emotional and cultural repercussions of imposing one language over another, emphasizing the broader consequences of linguistic dominance during times of war and conquest.
The Last Lesson Significance of Title
The story ‘The Last Lesson’ teaches us that sometimes we think there’s a lot of time to do things, so we delay important lessons in life. In the town of Alsace, people always believed they had plenty of time to learn, so they didn’t value the school much. They preferred their kids to work on farms instead of going to school. Even the narrator, Franz, liked to skip school to do other things.
But then something unexpected happened. An order came from Berlin saying that German must be taught in the schools of Alsace and Lorraine. This made the people of Alsace realize that they were going to lose something they hadn’t appreciated before.
The story’s title is fitting because it makes us think about not delaying important things and doing what we can today. The words ‘Long live France’ written boldly on the blackboard by M. Hamel show his sadness, love for his country, and that things have come to an end.
The Last Lesson Word Meaning
- Sawmill: a factory for cutting wood
- Drilling: exercising
- Tempting: attracting
- Resist: to stay away
- bulletin-board: a notice board for putting up the latest news and communication
- Apprentice: trainee
- a great bustle: a lot of noise created by many people
- in unison: at the same time
- rapping: striking
- counted on: depended upon
- commotion: noise and confusion
- Solemn: serious.
- Blushed: face turned red in colour due to shame
- Primer: basic reader of any language
- Thumbed: torn and damaged
- Grave: serious
- Thunderclap: used in comparison to refer to something startling or unexpected
- Wretches: here, it refers to an unfortunate happening
- Saar: a river which passes through France
- Nuisance: problem, burden
- couldn’t give up: cannot leave
- Cranky: strange, short – tempered
- Dreadful: frightening
- mixed up: confused
- where we’ve come out: result
- Pretend: show
- to reproach: blame
- at one stroke: at once, in one go.
- beetles: a large-sized insect
- Cooed: the sound made by the pigeons
- 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.
- Gazing: looking intently
- fix in his mind: store or keep forever
- twined: twisted
- Angelus: prayer song in the church, the start is marked by the ringing of the bell.
- Trumpets: a musical instrument.
- Pale: used to describe a person’s face or skin if it has less colour than usual
- Choked: became unable to speak due to strong emotions
- Gesture: a signal
The Last Lesson Summary
Franz was running late for school that morning. His French teacher, Mr. Hamel, had said he would ask questions about participles, but Franz didn’t know anything about them. He was scared of getting scolded by his teacher, so he didn’t want to go to school. The day was so nice outside with birds singing and soldiers practicing, and Franz thought it would be more fun than learning about participles. But he made himself go to school quickly.
On the way, he saw a crowd in front of the town hall’s bulletin board. For the past two years, all the bad news, suggestions, and orders from officers came from there. Franz wondered what could be happening. The blacksmith, Wachter, who had read the bulletin, told Franz not to rush and that there was plenty of time. However, Franz didn’t believe him. He thought the blacksmith was making fun of him and continued on his way to school in a hurry.
When Franz got to school, he was really surprised because everything was quiet. Usually, there would be a lot of noise with desks opening and closing, and everyone repeating lessons together. Franz could usually sneak to his desk without anyone noticing. But that day, it was as quiet as a Sunday morning.
Also, something else was different. Mr. Hamel, the teacher, was wearing his beautiful green coat, his frilled shirt, and his fancy embroidered black silk cap. He usually wore these clothes only on special days like when there was an inspection or a prize day. But it wasn’t a special day, and Franz couldn’t understand why Mr. Hamel had put on his best clothes.
here was another surprise for Franz in the classroom.The back benches, which were usually empty, now had village people sitting on them. The old Mayor, the old postmaster, and the elderly Hauser with his special triangular cap were there, along with some other villagers. Everyone looked sad.
Mr. Hamel, the teacher, climbed onto his chair and spoke to his students in a gentle and serious way. He told them some important news: “An order has come from Berlin that we won’t be learning French in the schools of Alsace and Lorraine anymore. Instead, we will learn German. A German teacher will come tomorrow.” He explained that their lesson that day would be their Last Lesson in French, so they needed to pay attention.
Franz now understood what was on the Bulletin Board and why the blacksmith had told him not to hurry. He also realized why Mr. Hamel had put on his best clothes.
M. Hamel’s words hit Franz like a big surprise, and he started thinking deeply. He had just started to learn to read and write in French, and now it felt like he would have to stop forever. He regretted spending time looking for bird eggs or sliding on the Saar River. He used to enjoy being outside and didn’t like his books or M. Hamel and his strict ruler.
But something changed in Franz’s mind. He now felt that his books, which seemed annoying and heavy before, were actually good friends. He didn’t want to give them up. He didn’t mind M. Hamel’s ruler or scolding anymore. Now, he understood why the people from the village were in the classroom. They were also sorry they hadn’t gone to school more. They came to thank the teacher for his hard work.
M. Hamel asked Franz to explain the rules of the participle, but Franz couldn’t do it. M. Hamel didn’t scold him, but he felt disappointed. He said it wasn’t just Franz’s fault. The people in Alsace had never been interested in learning French and acted like they were Frenchmen only when it suited them. They always postponed learning.
Franz’s parents wanted him to work on a farm or at the mills to earn money, and sometimes Franz himself didn’t focus on his lessons. M. Hamel blamed himself too because sometimes he closed the school to go fishing.
M. Hamel talked about the French language. He said that French is the most beautiful, the clearest, and the most logical language in the world. He wanted the people of France to always take care of their language and never forget it. According to him, even if people of a country are being controlled by others, as long as they hold on to their language, it’s like having the key to their prison.
It was M. Hamel’s last day at school, and it was the final lesson in the French language. But M. Hamel had the courage and dedication to teach as he always did. He taught Grammar, and Franz was surprised to realize how well he could understand the lesson. Franz felt like he had never listened so carefully, and his teacher had never explained everything with so much patience.
It seemed like M. Hamel wanted to share all his knowledge with his students before leaving. After the Grammar lesson, there was another lesson about writing. For his students, M. Hamel had brought new copies with beautiful writing – France, Alsace, France, Alsace. They looked like little flags floating on the desks in the classroom. There was no sound, except for the scratching of pens on paper.
One day, some beetles flew into the room, but nobody really paid attention to them. Then, the pigeons outside on the roof started cooing softly. Franz wondered if the Prussians would make the pigeons sing in German. He thought about how they might try to force all the birds to sing in the German language.
When Franz looked up at M. Hamel during writing, he saw that M. Hamel was sitting very still in his chair, looking very carefully around the schoolroom. It seemed like he wanted to remember everything because he had been teaching in that school for forty years. He had a strong attachment to his garden outside the window and his classroom. It was really sad for him to leave them.
We could hear M. Hamel’s sister moving around in the room above the classroom, packing their things because they were going to leave the country the next day. After writing, we had a history lesson, and then the students chanted their letters – ba, be, bi, bo, bu. Even old Hauser, who was an elderly man, spelled the letters with them and started crying with an emotional voice.
Franz had the courage to listen to every lesson until the very end. He remembered all the lessons really well that day. Suddenly, the church clock struck twelve, signaling it was time for prayer. At the same time, the Prussian trumpets sounded, indicating they were returning from parade.
M. Hamel stood up in his chair. He tried to speak, but something stopped him. Then, he turned to the blackboard, took a piece of chalk, and wrote as big as he could – Vive La France! He gestured to the students with his hand, facing the wall, and said, “School is dismissed – you may go.”
The Last Lesson Summary in Hindi
फ्रांज स्कूल के लिए उस सुबह देर से जा रहा था। उसके फ्रेंच शिक्षक, मिस्टर हैमेल, ने कहा था कि वह कक्षा से पर्टिसिपल्स के बारे में सवाल पूछेंगे, लेकिन फ्रांज उनके बारे में कुछ भी नहीं जानता था। उसको अपने शिक्षक से डांटने का डर था, इसलिए उसने स्कूल जाना नहीं चाहा। बाहर का मौसम बहुत अच्छा था, पक्षियाँ गा रही थीं और सैनिक अभ्यास कर रहे थे, और फ्रांज को लगा कि यह पर्टिसिपल्स के बारे में सीखने से ज्यादा मजेदार होगा। लेकिन उसने जल्दी ही स्कूल जाने का फैसला किया।
रास्ते में, उसने टाउन हॉल के बुलेटिन बोर्ड के सामने एक भीड़ देखी। पिछले दो सालों से, वहां से सभी बुरी खबरें, सुझाव और अधिकारियों के आदेश आते थे। फ्रांज को यह हैरानी हुई कि कुछ हो क्या रहा है। ब्लैकस्मिथ, वैक्टर, जिन्होंने बुलेटिन पढ़ रखा था, ने फ्रांज से कहा कि वह जल्दी न भागे और बहुत समय है। हालांकि, फ्रांज उस पर विश्वास नहीं करता था। उसने सोचा कि ब्लैकस्मिथ उसका मजाक उड़ा रहा है और जल्दी ही स्कूल की ओर बढ़ता रहा।
जब फ्रांज स्कूल पहुंचा, उसको सब कुछ शांत दिखा। सामान्यत: डेस्क खुलने और बंद होने की बहुत शोर होती थी, और सभी मिलकर पाठ दोहराते थे। फ्रांज आमतौर पर बिना किसी को पता चले अपने डेस्क पर पहुंच जाता था। लेकिन उस दिन, स्कूल का माहौल किसी भी रविवार की सुबह की तरह शांत था।
शिक्षक, मिस्टर हैमेल, ने अपनी सुंदर हरा कोट, फ्रिल्ड की शर्ट, और सुसज्जित काली रेशमी कैप पहनी थी। वह इसे बस विशेष दिनों जैसे की जांच या पुरस्कार दिनों में ही पहनता था। लेकिन यह एक विशेष दिन नहीं था, और फ्रांज को समझ नहीं आया कि मिस्टर हैमेल ने अपने सबसे अच्छे कपड़े क्यों पहने थे।
कक्षा में फ्रांज के लिए एक और सरप्राइज था। वहां जो कुर्सियां सामान्यत: खाली होती थीं, उनमें गाँव के लोग बैठे थे। पूराने मेयर, पूराने पोस्टमास्टर, और बड़े हॉउसर जो कि एक विशेष त्रिकोणीय टोपी में थे, उनके साथ कुछ और गाँववाले भी वहां थे। सभी दुखी दिख रहे थे।
शिक्षक, मिस्टर हैमेल, ने अपने छात्रों से कहा, “बर्लिन से एक आदेश आया है कि हमें अब एल्सेस और लोरेन के स्कूलों में फ्रेंच सीखने का अधिकार नहीं है। इसके बजाय, हमें जर्मन सीखना होगा। कल एक जर्मन शिक्षक आएगा।” उन्होंने समझाया कि उनका आज का पाठ उनका आखिरी पाठ होगा, इसलिए ध्यान से सुनना होगा।
अब फ्रांज को समझ में आ गया कि बुलेटिन बोर्ड पर क्या था और ब्लैकस्मिथ ने उसे जल्दी न भागने का क्यों कहा था। उसे समझ में आया कि मिस्टर हैमेल ने अपने सबसे अच्छे कपड़े क्यों पहने थे।
मिस्टर हैमेल के शब्द ने फ्रांज को बड़े ही चौंकाने से हिट किया, और उसने गहराई से सोचना शुरू किया। उसने तो अभी फ्रेंच में पढ़ाई और लिखना शुरू किया था, और अब लग रहा था कि वह शायद हमेशा के लिए रुकना होगा। उसने पक्षियों की खोज में समय बर्बाद करने और सार नदी के किनारे पर स्लाइडिंग करने पर खेद किया। उसे बाहर होना अच्छा लगता था और उसे अपनी किताबें या मिस्टर हैमेल और उसके कड़ी नियम की चिढ़ात नहीं थी।
लेकिन फ्रांज के मन में कुछ बदल गया। अब उसे यह अनुभूत हो रहा था कि उसकी पुस्तकें, जो पहले परेशान करने वाली और भारी लगती थीं, वास्तव में अच्छे दोस्त थीं। उसको उन्हें छोड़ना नहीं था। उसको अब मिस्टर हैमेल की सीधी रूलर या डांट से कोई परेशानी नहीं होती थी। अब, उसने समझा कि गाँव के लोग कक्षा में क्यों हैं। उन्हें भी खेद था कि उन्होंने स्कूल ज्यादा नहीं जाया। वे शिक्षक को उनके कठिन प्रयास के लिए धन्यवाद देने आए थे।
मिस्टर हैमेल ने फ्रांज से पार्टिसिपल के नियमों को समझाने के लिए कहा, लेकिन फ्रांज नहीं कर सका। मिस्टर हैमेल ने उसे डांट नहीं किया, लेकिन उसे इसे खेद था। उन्होंने कहा कि यह सिर्फ फ्रांज की गलती नहीं थी। एल्सेस के लोग कभी भी फ्रेंच सीखने में रुचि नहीं रखते थे और जब चाहा तब वे फ्रेंचमैन बनते थे। वे सीखने को हमेशा टालते रहते थे।
फ्रांज के माता-पिता चाहते थे कि उस किसानी में या मिल में काम करे और पैसे कमाएं, और कभी-कभी फ्रांज खुद भी अपनी पढ़ाई पर ध्यान नहीं देता था। मिस्टर हैमेल ने खुद को भी दोषी महसूस किया क्योंकि कभी-कभी उन्होंने स्कूल बंद कर दी ताकि वह मछली पकड़ने जा सके।
मिस्टर हैमेल ने फ्रेंच भाषा के बारे में बात की। उन्होंने कहा कि फ्रेंच दुनिया की सबसे सुंदर, सबसे स्पष्ट, और सबसे तार्किक भाषा है। उन्होंने चाहा कि फ्रांस के लोग हमेशा अपनी भाषा की देखभाल करें और कभी न भूलें। उनके अनुसार, यदि किसी देश के लोग किसी अन्य द्वारा नियंत्रित हो रहे हैं, तब तक जब वे अपनी भाषा को बनाए रखते हैं, यह उनके कोषागार की तरह है।
यह मिस्टर हैमेल का आखिरी दिन था स्कूल में, और यह फ्रेंच भाषा का अंतिम पाठ था। लेकिन मिस्टर हैमेल के पास उसे हमेशा की तरह पढ़ाने का साहस और समर्पण था। उन्होंने व्याकरण पढ़ाया, और फ्रांज को आश्चर्य हुआ कि उसने पाठ को कितनी अच्छी तरह से समझ लिया। फ्रांज को लगा कि उसने कभी इतनी ध्यान से सुना नहीं था, और उसके शिक्षक ने कभी इतनी सब्र के साथ सब कुछ समझाया नहीं था।
ऐसा लग रहा था कि मिस्टर हैमेल चाहते थे कि वह जाने से पहले अपनी सारी ज्ञान को छांट लें। व्याकरण पाठ के बाद, एक और लेसन था लेखन का। उनके छात्रों के लिए, मिस्टर हैमेल ने सुंदर लेखन के साथ नए कॉपी लाए थे – फ्रांस, एल्सेस, फ्रांस, एल्सेस। वे कक्षा के डेस्कों पर तैरते हुए छोटे झंडे की तरह दिखते थे। कागज पर पेन की खर्की के अलावा कोई आवाज नहीं थी।
एक दिन, कुछ बीटल्स कमरे में उड़ आए, लेकिन किसी ने वास्तव में उन पर ध्यान नहीं दिया। फिर, छत पर बैठे कबूतर सुंदरता से कूकू करने लगे। फ्रांज ने सोचा कि क्या प्रसियाई बैठे कबूतरों को जर्मन में गाना गाने के लिए मजबूर करेगी। उसने यह सोचा कि वे सभी पंछियों को जर्मन भाषा में गाने के लिए कैसे मजबूर करने की कोशिश कर सकते हैं।
जब फ्रांज लेखन के दौरान एम. हैमेल की ओर देखा, तो उसने देखा कि एम. हैमेल अपनी कुर्सी में बहुत शांति से बैठा हुआ था, बहुत ध्यान से स्कूलरूम को घूम रहा था। ऐसा लग रहा था कि उसे सब कुछ याद रखना था क्योंकि उसने उस स्कूल में चालीस सालों तक पढ़ाया था। उसका सकारात्मक संलग्नता था उसकी खिड़की के बाहर के उसके बाग और उसके कक्ष से। उसे उन्हें छोड़ने में यह बहुत दुखी था।
हम स्कूल कक्ष के ऊपर रूम में एम. हैमेल की बहन को चीखते हुए सुन सकते थे, उनकी चीजें पैक करती हुई क्योंकि वे अगले दिन देश छोड़ने वाले थे। लेखन के बाद, हमें इतिहास का पाठ हुआ, और फिर छात्रों ने अपने पत्रों को जापाने लगे – बा, बी, बी, बो, बू। बूढ़े हौसर भी उनके साथ तालिका बजा रहे थे और एक भावनात्मक आवाज़ में रोने लगे।
फ्रांज ने साहस रखा कि वह प्रति पाठ शुनने का साहस रखेगा। उसने उस दिन सभी पाठों को बहुत अच्छे से याद किया। अचानक, गिरजाघर की घड़ी बारह बजी, जिससे प्रार्थना का समय हो गया था। उसी समय, प्रसाइयन ट्रम्पेट बजने लगे, जिससे प्रदर्शन से लौटते हुए सिद्धार्थ होता था।
एम. हैमेल अपनी कुर्सी से उठे। उसने बोलने की कोशिश की, पर कुछ उसे रोक दिया। तब उसने काली बोर्ड की ओर मुड़ा, एक टुकड़ा चाक लिया, और जितना बड़ा हो सके लिखा – विवा ला फ्रांस! उसने छात्रों की ओर अपने हाथ से इशारा किया, दीवार की ओर मुँह करके कहा, “स्कूल खत्म हो गया है – तुम जा सकते हो।”
The Last Lesson Important Topics
1. Franz’s reluctance to reach school
Franz was reluctant to go to school, so he left home late. He was worried about facing his teacher, M. Hamel, because he hadn’t prepared for the lesson on participles. In class, instead of focusing on the lesson, Franz was tempted by the pleasant sights and sounds around him – the chirping birds, the warm and bright day, and the Prussian soldiers drilling. He wanted to enjoy the beauty of nature, with the sunshine and birds in the woods, and even the soldiers, but he resisted the temptation.
2. Bulletin Board in Town Hall
As Franz walked past the town hall, there was a group of people in front of a big board with notices. For the past two years, all the not-so-good news, advice, and orders from the commanders were posted on that board.
3. Order From Berlin / M Hamel’ s Announcement in class
An Order came from Berlin. German language would be taught in the schools of Alsace and Lorraine . French language would no longer be taught now. New GERMAN teacher will join next day.
4. Franz’s Regret / Change in Franz’ attitude towards M. Hamel
Franz was talking about their last French lesson. He felt sad because he didn’t know how to write well and believe he won’t learn anymore. He regretted not paying attention to their lessons and spending time on other things like looking for bird eggs or sliding on the Saar River. Now, the books he used to find annoying and heavy to carry have become like good friends. He also mentioned his teacher, Mr. Hamel, leaving, and the thought of never seeing him again makes them forget about how strict he used to be with his ruler.
5. Unusual atmosphere of School on the last day
The room was really quiet, like it usually is on Sunday mornings. All the classmates were in their usual spots. M. Hamel, the teacher, was dressed nicely, and he walked back and forth with his iron ruler under his arm. He spoke to Franz in a kind way. On the back benches, you could find old Hauser, the former Mayor, the former postmaster, and some other villagers.
6. Usual / regular atmosphere of the school
When school started, there was a lot of noise. You could hear it from outside on the street. Desks were opening and closing, lessons were being said together very loudly, and we had to cover our ears to hear better. The teacher used a big ruler to make a tapping sound on the table.
7. Villagers in the classroom on the last day
The elders-old Hauser, the former Mayor, the former postmaster, and some other villagers. in the village felt sorry that they hadn’t attended school for a longer time. They wished to show appreciation for the language they wouldn’t be able to learn anymore. They also wanted to express gratitude to M. Hamel for his dedicated service to the village over the last forty years. Additionally, they came to pay respect to the country that would no longer be theirs.
8. Neglecting Mother tongue
Alsace was responsible for procrastinating and neglecting mother tongue . Three – Franz, parents and M. Hamel are responsible for neglecting French language. Franz was responsible for delaying and avoiding the learning of the language. Parents were responsible for they were not keen for the education of their children and made them work in the mills and farms. M. Hamel also blamed himself for sending Franz to water his plants or even taking an off, when he wanted to go fishing..
9. M. Hamel’s expression on French Language
French is the most beautiful language. It’s the clearest and most logical language in the world. We should protect and remember it. If someone is captured or controlled, keeping their language is like having the key to escape from their prison.
10. Franz about M. Hamel
Franz really wanted to answer the participles question. He wanted to show his teacher that he learned a lot from him over the years.
M. Hamel, the teacher, seemed to be doing his best on the last day of class. He wanted to share all his knowledge before leaving. Franz noticed that the teacher was sitting still and staring at things. It seemed like he was trying to remember and take all the memories with him from the school where he taught for forty years.
Franz thought the teacher must be really sad because he was leaving the country the next day. Franz could understand that feeling because he felt the same way when he heard his sister packing and getting ready to leave.
11. M. Hamel as French Teacher
For forty years, Franz taught without giving up. On the last day of teaching, he treated it as the most important day. He wore his best clothes and had prepared copies with beautiful writing for the children. He was willing to teach all age groups without holding back. Even though it was the last day, he decided to be patient and share whatever knowledge he could. He stood tall to say goodbye.
Franz talked about the importance of the mother tongue and instilled patriotism in his students with his wise words.
12. The Class of the last lesson
M. Hamel taught the students without getting upset; he was patient and even created special notebooks with extra care. On the last day, he gave his very best and shared important knowledge about how our mother tongue is crucial in our lives.The children in the class were quiet and listened attentively to the teacher. Even the older people from the village came to the class. Franz tried extra hard to understand the lesson because he found it easier to grasp. He felt sorry for not paying attention earlier.
The Last Lesson Explanation
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 sawmill 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
Explanation of the above passage – I was running late for school that morning, feeling really worried about getting scolded. M. Hamel had mentioned that he would ask us about participles, and I didn’t know anything about them. I briefly thought about skipping school and spending the day outside because the weather was warm and lovely. The birds were singing, and I could see Prussian soldiers practicing in the field. It all seemed more appealing than studying participles, but I managed to resist the temptation and quickly went to 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?” 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!
Explanation of the above passage – As I walked past the town hall, I saw a crowd in front of the bulletin-board. Lately, all the bad news like lost battles, the draft, and the orders from the commanding officer came from there. I kept going, wondering, “What’s happening now?” While I hurried past, the blacksmith Wachter and his apprentice, who were reading the bulletin, shouted at me, “Don’t rush, kid; you’ll get to your school on time!”
I thought he was making fun of me, and reached M. Hamel’s little garden all out of breath. 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. 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. 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.
Explanation of the above passage – I thought he was teasing me and finally got to M. Hamel’s little garden, all out of breath. Usually, when school started, there was a lot of noise – desks opening and closing, lessons being repeated loudly, and the teacher’s ruler tapping on the table. But this time, everything was quiet! I hoped for some commotion to sneak to my desk without being noticed, but that day was unusually quiet, like a calm Sunday morning.
Looking through the window, I saw my classmates already in their places, and M. Hamel pacing with his strict iron ruler under his arm. I had to open the door and enter before everyone. You can imagine how embarrassed and scared I felt.
But nothing happened. M. Hamel saw me and said very kindly, “Go to your place quickly, little Franz. We were
beginning without you.” 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. Besides, the whole school seemed so strange and solemn.
Explanation of the above passage – But nothing bad happened. M. Hamel noticed me and said in a friendly way, “Hurry to your seat, little Franz. We already started without you.” I quickly jumped over the bench and sat down at my desk. It was only then, when I was less scared, that I noticed our teacher was wearing his nice green coat, frilly shirt, and a little black silk cap with embroidery. He only wore those on special occasions like inspections and prize days. The whole school seemed different and serious that day.
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 for mer mayor, the former postmaster, and several others besides. 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.
Explanation of the above passage -But what surprised me the most was seeing the people from our village sitting on the back benches that were usually empty. They were sitting quietly just like us. Old Hauser, wearing his three-cornered hat, the ex-mayor, the ex-postmaster, and a few more were there. Everyone seemed sad, and Hauser had an old primer, all worn at the edges. He held it open on his knees with his big glasses lying across the pages.
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.” What a thunderclap these words were to me! Oh, the wretches; that was what they had put up at the town-hall !
Explanation of the above passage – While I was thinking about everything, Mr. Hamel stood up on his chair. In the same serious and kind way he spoke to me, he said, “My children, this is the final lesson I’ll be giving you. The command has arrived from Berlin to only teach German in the schools of Alsace and Lorraine. The new teacher will be here tomorrow. This is your last French lesson. Pay close attention.” These words shocked me like a sudden loud noise! Oh, the troublemakers; that’s what they had posted at 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! 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. 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.
Explanation of the above passage – This was my final French lesson! I could barely write, and now I won’t learn more. I have to stop learning French. I feel sorry for not paying attention to my lessons, for spending time on things like finding birds’ eggs or sliding on the Saar! My books, which used to be annoying and heavy, like my grammar and history of the saints, are now like old friends I can’t let go of. Even M. Hamel, my teacher, leaving and knowing I won’t see him again, makes me forget about his strict ruler and how cranky he used to be.
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. 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.
Explanation of the above passage –The poor man! He wore his best Sunday clothes for this final lesson. Now, I understand why the old men from the village were sitting at the back of the room. They were sorry too, realizing they should have gone to school more. It was their way of thanking our teacher for his forty years of hard work and showing respect for the country that was no longer theirs.
While I was thinking of all this, I heard my name called. 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? But I got mixed up on the first words and stood there, holding on to my desk, my heart beating, and not daring to look up.
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. 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.
Explanation of the above passage –While I was thinking about all this, I heard my name being called. It was my turn to speak in class. I really wanted to say the tricky rule for the participle loudly and without making any mistakes. But as soon as I started, I got confused on the first words. I stood there, holding onto my desk, my heart beating fast, and too scared to look up.
Then, Mr. Hamel said to me, “I won’t scold you, little Franz; you must feel bad enough. Look at this! Every day we kept saying to ourselves, ‘Oh, I have plenty of time. I’ll learn it tomorrow.’ And now you see where we’ve ended up. That’s a big problem in Alsace; we keep delaying learning until tomorrow. Now those people out there will have the right to say to you, ‘How is it that you claim to be French, but you can’t speak or write your own language?’ But you’re not the only one, poor little Franz. We all have a lot to blame ourselves for.”
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?
Explanation of the above passage – Your parents didn’t worry enough about making sure you learned. They chose to have you work on a farm or at the mills to get more money. And me? I’m also at fault. Haven’t I sometimes asked you to water my flowers instead of focusing on your lessons? And when I felt like going fishing, didn’t I just give you a day off?
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. 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.
Explanation of the above passage – Then, M. Hamel started talking about the French language, saying it’s the most beautiful language in the world – the clearest and most logical. He told us we must keep it among us and never forget it because, when people are enslaved, holding onto their language is like having the key to their prison. After that, he opened a grammar book and read us our lesson. I was surprised at how well I understood it. Everything he said seemed so easy! I think I had never listened so carefully, and he had never explained everything with so much patience before. It felt like the poor man wanted to share all he knew with us before leaving, trying to put it all into our heads at once.
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, hung from the rod at the top of our desks. You ought to have seen how every one set to work, and how quiet it was! The only sound was the scratching of the pens over 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. On the roof the pigeons cooed very low, and I thought to myself, “Will they make them sing in German, even the pigeons?
Explanation of the above passage – After the grammar lesson, we had a writing lesson. That day, Mr. Hamel gave us new copies written in a beautiful round hand – France, Alsace, France, Alsace. They looked like little flags hanging all around the classroom from the rod at the top of our desks. You should have seen how everyone got to work, and it became so quiet! The only sound was the scratching of the pens on the paper. Some beetles flew in, but nobody paid any attention to them, not even the littlest ones who kept working on drawing their fish-hooks, as if that was part of the French lesson too. On the roof, the pigeons cooed very softly, and I wondered, “Will they make the pigeons sing in German, too?”
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, 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. 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.
Explanation of the above passage – Whenever I looked up from my writing, I saw Mr. Hamel sitting very still in his chair. He was looking at different things, as if he wanted to remember exactly how everything looked in that little schoolroom. Can you believe it? He had been there for forty years, in the same spot, with his garden outside the window and his class in front of him, just like that. Only the desks and benches had been used so much that they were smooth now. The walnut-trees in the garden had grown taller, and the hopvine that he planted himself wrapped around the windows up to the roof. It must have made him very sad to leave it all, poor man. And to hear his sister packing their things in the room above! Because they had to leave the country 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. 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!
All at once the church-clock struck twelve. Then the Angelus. 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.
Explanation of the above passage – But he had the bravery to listen to every lesson until the very end. After writing, we had a history lesson, and then the little ones chanted their ba, be, bi, bo, bu. Old Hauser at the back of the room put on his glasses and, holding his primer in both hands, sounded out the letters. You could see that he, too, was crying; his voice shook with emotion, and it was so funny to hear him that we all wanted to laugh and cry. Ah, I remember that last lesson so well!
Suddenly, the church clock struck twelve. Then, the Angelus rang. At the same time, the trumpets of the Prussians, who were returning from drill, played under our windows. Mr. Hamel stood up, looking very pale in his chair. I never saw him look 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!”
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.”
The Last Lesson Questions Answers
Q.1 Why was Franz tempted to miss the school that day ?
Ans- He was tempted to miss the school as it was a warm bright day. The thought of spending the day in the open watching the soldiers drill or being in the woods was more appealing than being scolded by M.Hamel for not learning the rules of participles.
Q.2 Why was M. Hamel kind to Franz even though he was late to school?
Ans – That morning a directive had come from Berlin declaring German to be an official language which was to be henceforth taught in schools. In the phase of this drastic change, being late for school appeared to be a minor offence.
Q.3 What unusual sight met Franz’s eyes when he entered the classroom? What was the mood of the classroom?
Ans – Franz saw that the village elders occupied all the back benches which were normally empty. Some of them had their old primers open on their knees. They all looked very sad and solemn.
Q.4 What announcement did M. Hamel make and what was the impact of the same on Franz?
Ans- M.Hamel announced that this was to be their last French lesson. Franz was not only taken by surprise but also by panic at the thought that he did not know French enough and had lost his chance. He was sorry for all his previous indifferences and for the thought and for the thought that he would not see his teacher again.
Q.5 How did the teacher describe the French language ?
Ans- He described the French language as the most beautiful language in the world. It was the clearest, the most logical and one that would serve to help them retain their sense of identity as enslaved people.
Q.6- When a people are enslaved as long as they hold fast to their language it is as if they have the key to their prison. Elaborate.
Ans- The Directive from Berlin making German the official language for the captured provinces of Alsace and Loraine heralded the last French from M.Hamel. Though the teacher of 40 years expressed remorse and regret at the fact that the people had shown indifference to attending school and towards perfecting their mastery over their French language. What was central to his talk was his determination to make the people realize what was important.
M.Hamel wanted the people to remember that their language was beautiful and logical one and needed to be kept alive specially as they are enslaved. Under circumstances thet were bound to feel a loss of identity and the only way that they could retain the same was by keeping their language close to their hearts. It would prove to be a key to their prison when the idea of succumbing to the will of their captors would be as well as keep them bonded as race.
Q.7- It seemed as if the poor man wanted to give us all he knew before going away and to put it into our heads in one stroke. Explain why Franz experienced these feelings?
Ans- The provinces of Alsace and Lorraine have been taken over by the Prussians and the directive from Berlin announced that French would no longer be taught in schools. This announcement came as a shock for the people and made the elders attend what would be the last French class for all of them.
This announcement from M. Hamel, the teacher for the last 40 years seemed to put the seal of finality making the reality of it sink in. M. Hamel expressed his remorse for all the missed classes. He reproached the elders for not attending the school and for keeping their children away from classes to work on farm. On this particular day M.Hamel seemed to be intent on making the class a memorable one as he stressed upon the importance on guarding the French language and keeping it alive. The patience and meticulousness with which he conducted the last lesson seemed to suggest Franz that their teacher was determined to leave an indelible imprint in their minds and in the last lesson to make up for all the lost time.
Q. 8- How is Franz the mouthpiece of the author about children’s attitude towards studies?
Ans-Franz prefers to be outside the classroom more than inside it – a temptation to which most students relate. Listening to the birds chirp at the edge of the woods, watching the soldiers drill or to go sliding on the Saar river, appeals to Franz far more than memorizing rules of grammar. He does not realize the importance of a language class till it is too late as is common among students even today.
One often finds children paying least attention in language classes or skipping revision for these subjects until the exams are around the corner. Most indigenous languages in India are considered second tier to English and by the time the youth wakes up to this part of its cultural identity, it may be too late. Franz was also too late to take a step in the right direction and we know that,“The journey of a thousand miles begins with one step.”
Q. 9- How is this story a commentary on linguistic chauvinism? OR
What was on the notice board that had the crowd gathered at town hall? Why was such a
notice issued?
Ans– Linguistic chauvinism implies overbearing pride in one’s language. The Prussians won the war against the French and instead of assimilating with the existing culture and language, the Prussians chose the path of dominance. They issued a notice to all teachers of French to leave the country immediately as only German would be taught in the schools from the next day. This blind pride in German language, disrespecting the native tongue (French) is an apt example of linguistic chauvinism. In real life, we can catch a glimpse of it when certain Indian states insist on putting up billboards, shop names or bus route descriptions in the native tongue not respecting the multicultural populace or tourists.