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“The Last Lesson”

Alphonse Daudet
1. “I started for school very late that morning.”
a) Why did Franz feel nervous on the morning of the last lesson? (2)
Ans. Franz had started for school very late and was in great dread of a scolding. Franz felt
nervous because he had not prepared for the lesson on participles and did not know “the first
word about them.” He feared that M. Hamel would punish him for his poor preparation. Franz
was scared of being humiliated in front of the class.
b) What did Franz notice about the school that day that was unusual? (3)
Ans. Usually, there was a great bustle when the school began. The bustle was often heard out
in the street. There were no sounds of desks opening or closing. The loud sound of the students
learning their lessons in unison with their hands over their ears to understand better could be
heard earlier. However, everything was still on that morning. Franz’s classmates were already
in their seats. Instead of the usual banging of the teacher's ruler, M. Hamel simply held it under
his arm. Normally, there was a lot of noise but that day it felt as peaceful as a Sunday morning.
c) What were the different things seen by the narrator on his way to school? (2)
Ans. It was a warm and bright day. The narrator could hear the chirping of the birds at the edge
of the wood. Furthermore, he could see the Prussian soldiers while drilling in the open field
back of the saw-mill. He could see a crowd in front of the bulletin-board while passing by the
town hall.
d) How did the bulletin-board help the narrator? (3)
Ans. The narrator could see a crowd in front of the bulletin-board while passing by the town.
The narrator had received all the bad news from the bulletin board for the last two years. Those
news included the lost battles, the draft, the orders of the commanding officer and others.
Hence, the bulletin-board had been serving everyone for the last two years.
e) How was M. Hamel dressed differently? (3)
Ans. The narrator’s teacher M. Hamel had on his beautiful green coat, his frilled shirt, and the
little black silk cap, all embroidered. He never wore that beautiful shirt except on inspection
and prize days.
f) What is the presence of Prussian soldiers a reference to, which is revealed later in the
story? How does their presence affect the people? (2)
Ans: 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 signified the occupation of the region, which deeply affected the people by
imposing the new law to teach German instead of French.
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2. “Besides, the whole school seemed so strange and solemn.”

a) What surprised Franz the most? (3)
Ans. The backbenches of the classroom were always empty. However, Franz noticed that the
village people were sitting quietly like the students. The back bench was occupied on that day
by old Hauser, with his three covered hat, the former mayor, the former postmaster, and several
others besides. However, everybody looked sad and their presence surprised Franz the most.
b) What did M. Hamel declare? (2)
Ans. M. Hamel told the children that he was going to deliver his last lesson. The order had
come from Berlin to teach only German in the schools of Alsace and Lorraine. The new master
would come the next day to teach German. M. Hamel wanted his students to be very attentive
on his last French class.
c) What did Franz feel just after the moment of Hamel’s declaration? (3)
Ans. Franz felt that the words of his teacher M. Hamel felt like a thunder-clap. His expression
suggested that he was indeed shocked to hear that it was the last day of M. Hamel teaching
French to them. He understood that
d) Who is referred to in the extract as ‘the new master’? How would this ‘new master’
affect the people of Alsace and Lorraine? (2)
Ans. The ‘new master’ refers to the German teacher who would take over after M. Hamel. This
new master symbolized the loss of the French identity for the people of Alsace and Lorraine,
as they would no longer be taught in their native language. Indeed, it would glorify and uphold
the German culture.
e) What was the significance of the title “The Last Lesson”? (3) (Important)
A: The title, “The Last Lesson”, reflected the final French lesson in the school. It signified the
end of an era for the French villagers, who would no longer be allowed to learn their native
language due to the German occupation, as Franz noted: “My last French lesson!” It referred
to the final French lesson that M. Hamel gave his students, symbolizing the end of an era for
the people of Alsace and Lorraine. It reflected the loss of their language and cultural identity
due to the German occupation.
f) Why were the old men of the village sitting in the back of the room? (3)
Ans. Franz understood that the old men of their village were sorry because they had not
attended the school more. It was their way of thanking their master M. Hamel for his forty
years of faithful service and of showing their respect for the country that was their no more.
Hence, the old men of the village were sitting in the back of the room.
3. “I won’t scold you little Franz”.
a) What question did Hamel ask Franz at first and how did Franz reply? (1+2)
Ans. Hamel had asked Franz to recite the rules of participle.
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Franz initially thought that would be able to recite the dreadful rule of participle
without a mistake. However, he got mixed up on the first word and stood there holding on to
his desk. His heart had a fast beating and he did not dare to look up at Hamel.
b) Why did Hamel decide not to scold Franz? (2)
Ans. Hamel told Franz that the students had taken it for granted that they would learn their
lesson the next day. However, now the final time had come and their French lesson was
incomplete. Unfortunately, he feared that the Germans would have the rights to say that the
residents of Alsace called themselves French yet they could neither speak nor write in their
own language. Hence, he did not want to single out Franz and scold him.
c) Why did Hamel think that the parents must reproach themselves as well? How did he
blame himself? (2+2)
Ans. Hamel believed that everyone had done a great deal to reproach themselves. The parents
were anxious about their future after learning French. Hence, they had often preferred to put
the students on a farm or at the mills to have a bit more income for their family.
M. Hamel even blamed himself for often sending out the students to water his plants
instead of learning their lessons. He had even given the students a holiday when he was out on
a holiday. All these had surely affected the students and caused a hindrance in their French
lessons.
d) How did Hamel describe the beauty of the French language? (3)
Ans. M. Hamel went on to talk of the French language, saying that it was the most beautiful
language in the world – the clearest and most logical. Hence, it was the duty of the people to
guard it among them and never forget it. Finally, Hamel revealed that a language was like a
key to the prison when people were enslaved. Indeed, M. Hamel’s speech emphasized the
importance of the French language as a symbol of national pride and identity.
e) How was Hamel’s teaching different on that day? (3)
Ans. M. Hamel had opened a grammar book and discussed the lesson with the students. Franz
was amazed to see how well he understood the lesson on that day. Everything seemed very
easy and lucid on that day. Franz felt that he had never paid so much attention and M. Hamel
had never explained everything with so much patience. It seemed as if M. Hamel wanted to
give his students everything he knew before going away and was trying to put everything into
their heads at one stroke.
f) How can one say that everyone paid close attention in the class? (3)
Ans. It was evident that everyone paid close attention in class on the last day of M. Hamel
teaching French. It was a quiet room and the only sound was the scratching of the pens over
the paper. Once, some beetles flew in. However, nobody, including the little ones, paid any
attention to them. The littlest ones worked right on tracing their fish-hooks, as if that was
French too.
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g) “Will they make them sing in German, even the pigeons?”. Explain. (3) (VERY
IMPORTANT)
Ans. Franz wondered, “Will they make them sing in German, even the pigeons?’ in “The Last
Lesson”. This reflected his sadness and frustration as the Prussian authorities banned French
in schools, imposing German instead. The rhetorical question symbolized the absurdity of
forcing language changes even in nature. A pigeon is expected to “coo” in its own voice.
Franz’s remark showed his deep emotional connection to his mother tongue and his realization
of the loss of cultural identity. It highlighted the importance of cherishing one's language and
heritage.
4. “For they must leave the country next day.”
a) How was Hamel sitting in his chair? What were the changes in the room and the
surrounding? (1+2)
Ans. Franz saw M. Hamel sitting motionless in his chair whenever he looked up from his
lightning. He was gazing first at one thing, then at another. Franz felt that Hamel was probably
trying to fix in his mind just how everything looked in that little school room.
Hamel had been teaching in that school for forty years in the same school-room, with
his garden outside the window and his class in front of him. Only the desks and benches had
been worn smooth; the walnut-trees in the garden were taller, and the hop-vine, that he had
planted himself twined about the windows to the roof. It probably broke the heart of M. Hamel
to leave all those things at Alsace.
b) What sound was coming from the other room? What did it suggest? (1+1)
Ans. M. Hamel could probably hear his sister moving about in the room above, packing their
trunks.
The sound was of M. Hamel’s sister packing their trunks. It suggested that they were
supposed to leave the country next day as it would come under the control of the Germans.
c) What was the last lesson taught by M. Hamel? How did the students learn it? (1+2)
Ans. M. Hamel taught pronunciation to the babies at the end. It was his last lesson where M.
Hamel was trying to pass on the French pronunciation and lessons to the young generation.
The babies chanted their “ba, be, bi, bo, and bu”. At the back of the room Old Hauser
had put on his spectacles, held his primer in both hands, and spelled the letters with the babies.
It was unique to see how both the old and the babies were learning the same lesson. Old
Hauser’s voice trembled with emotion, and it was funny to hear him. Franz and others wanted
to laugh and cry at the same time on hearing old Hauser.
4. “All at once the church-clock struck twelve.”
a) What happened when the church clock struck twelve? (2)
Ans. The trumpets of the Prussians returning from drill could be heard at the moment when the
church-clock struck twelve. The sound of the trumpets could be heard under the windows. The
sound probably reminded the harsh reality of the German occupation of Alsace.
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b) How did M. Hamel react on hearing the church bell? (3)

Ans. M. Hamel stood up in his chair on hearing the church-bell. He looked pale. He had
probably grown in stature as Franz thought that M. Hamel had never looked so tall. He
addressed everyone as friends but something choked his voice. He could not go on.
c) What was done by M. Hamel at the end? (3)
Ans. M. Hamel turned to the blackboard, took a piece of chalk, and wrote as large as he could
with all his might. He wrote “Vive La France!” or long live France. Finally, he stopped, leaned
his head against the wall and without a word made a gesture that the school was dismissed. He
was in extreme pain and suggested that everyone may go as the school was dismissed.

ANALYTICAL:
1. What was the significance of the villagers attending the last lesson? (3)
A: The villagers attending the last lesson showed their collective sense of regret and sorrow.
They had not valued the French language enough in the past, but now they understood its
importance. Their presence symbolized their recognition of the loss of their cultural heritage
and their deep attachment to their language. It was unique to see how both the old and the
babies were learning the same lesson. Old Hauser’s voice trembled with emotion, and it was
funny to hear him.
2. How did the story portray patriotism?
A: The story “The Last Lesson” had a strong tone of patriotism. It showed the love for one’s
language and country. Franz regretted not learning French earlier. M. Hamel’s emotional
farewell emphasized the importance of preserving one’s identity. He wrote “Vive La France!”
or long live France. The villagers showed respect by attending the last lesson. They realized
the value of their language after losing it. The Prussian rule made them appreciate their culture.
The story highlighted the connection between language and patriotism. It conveyed love for
one’s roots effectively.
3. How did Franz’s realization about his education reflect a larger message? (3)
A: Franz’s realization highlighted the broader theme of taking education for granted. He
understood the value of learning only when it was almost too late. This regretful realization
emphasized that people often fail to appreciate things until they lose them, conveying a
message about the importance of valuing education and heritage before it is gone.
4. Comment on the ending of the story. (3)
Ans. The ending of “The Last Lesson” was powerful and emotional. M. Hamel turned to the
blackboard, took a piece of chalk, and wrote as large as he could with all his might. He wrote
“Vive La France!” or long live France. This phrase, meaning “Long Live France,” symbolized
his deep love for his country. Despite the loss of their language under Prussian rule, the message
reflected hope and patriotism. It inspired the students and villagers to remember their identity.
The ending showed that language and love for the homeland could never be erased by foreign
rule.
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5. What did old Hauser’s presence in the classroom signify?

A: Old Hauser’s presence in the classroom symbolized the deep connection between the older
generation and their cultural heritage. Old Hauser’s voice trembled with emotion, and it was
funny to hear him. Franz and others wanted to laugh and cry at the same time on hearing old
Hauser. His tears reflected the collective loss the villagers felt. It also emphasized that the loss
of language affected not just the younger generation, but the entire community, who mourned
the change together.
6. How did the story criticize the neglect of education? (3)
A: The story criticized the neglect of education through Franz’s regret. He realized that he had
wasted his time and not paid attention to his studies, especially French. The story urged readers
to appreciate their education while they have the chance, as it is only when it is lost that its
value becomes clear.
7. What does the story say about the value of education? (3)
A: The story demonstrated that education is not just for personal growth but also for cultural
preservation. Franz’s realization that he had taken his studies for granted showed how
important it is to value education before it is too late. The story urged people to recognize the
significance of learning and knowledge while they still have the opportunity. Finally, Hamel
revealed that a language was like a key to the prison when people were enslaved. Indeed, M.
Hamel’s speech emphasized the importance of the French language as a symbol of national
pride and identity.
8. Imagine you were in the classroom with M. Hamel in “The Last Lesson”. What would
be your reaction? (3)
Ans. I felt sad and emotional sitting in M. Hamel's classroom. His serious face made me realize
the importance of the lesson. I regretted not paying attention to French earlier. The villagers'
presence surprised me and showed how much they valued the language. M. Hamel's voice
trembled with emotion, and I listened carefully. When he wrote “Vive La France,” tears filled
my eyes. I felt proud and determined to remember my language and heritage. That day
remained unforgettable for me.
9. Imagine you were in the classroom with your favourite teacher in the last class. What
would be your reaction? (3)
Ans. I felt emotional sitting in the classroom with my favourite English teacher during the last
class. The atmosphere was filled with warmth and memories. I listened carefully to every word,
knowing it was special. He taught us the last scene of William Shakespeare’s Julius Caesar.
My friends and I exchanged quiet glances, sharing the same feelings. When the teacher spoke
about the journey together, I felt both proud and sad. I wanted to him them for his support and
guidance. That class became a cherished memory in my heart forever.
10. Write an alternative title to the story “The Last Lesson”. (3)
Ans. An alternative title for “The Last Lesson” could have been “The Final Farewell.” The
story reflected the emotional farewell to the French language under Prussian rule. M. Hamel’s
dedication and the villagers’ regret highlighted their love for their language. Franz’s realization
came too late but held deep meaning. The title would have symbolized the loss, remembrance,
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and pride in their identity. It would have captured the essence of the last lesson that became a
lesson in patriotism and heritage.
11. What idea do you get about the character of M. Hamel from the story “The Last
Lesson”. (3)
Ans. M. Hamel was a dedicated and strict teacher. He loved the French language deeply. He
taught with great sincerity and passion. On the last day, he showed kindness and patience. He
did not scold Franz for being late. His emotional farewell revealed his patriotism. He made the
students realize the value of their language. M. Hamel’s love for his country and culture was
inspiring. His words and actions left a lasting impression on the students and villagers.