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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.

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!”

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.

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. 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 former 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.

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!

My last French lesson! Why, I hardly knew how to write! I should never learn anymore! 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.

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.

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.”

“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?”

Then, from one thing to another, M. Hamel went on to talk of the French language, 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 saying that it was the most beautiful 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.

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 everyone 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?”

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.

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.

“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.”

WORD MEANINGS:

1) Dread - fear or anxiety.

2) Participles - a form of a verb used in a sentence to modify a noun or pronoun.

3) Draft - to be called up for military service.

4) Commotion - a noisy or confused disturbance.

5) Thunderclap - a sudden loud noise.

6) Nuisance - something that is annoying or troublesome.

7) Cranky - irritable or bad-tempered.

8) Embroidered - decorated with needlework.

9) Recite - to speak or read aloud from memory.

10) Fish hook – hook for catching fish, here it is a metaphor.

11) Wretches - an unfortunate or unhappy person.

12) Rapping - to make a series of short, sharp sounds.

13) Resistance - the refusal to accept or comply with something.

14) Respect - a feeling of deep admiration for someone or something.

15) Primer - an elementary textbook used to introduce a subject or language.

16) Sliding - moving smoothly over a surface.

17) Grammar - the structure and system of a language.

18) Inspections - a formal examination or review.

19) Reproach - to criticize or blame someone.

20) Dismissed - to end a meeting or class.

21) "Vive La France!" - is a French expression meaning "long live France!" It is a popular slogan often used to express patriotism and love for the country. It is often shouted during celebrations and demonstrations.

THE SUMMARY OF THE STORY.

"The Last Lesson" is a short story set in a small French village in the 1870s, during the time of the Franco-Prussian War. The story is narrated by a young boy named Franz, who is upset because he is going to be late for school. When he arrives at school, he finds that the schoolmaster, M. Hamel, is teaching the class in a very serious and solemn manner.

Franz soon learns that this is the last French lesson that M. Hamel will ever teach, as the Germans, who have won the war, are taking over the province and will enforce their language, German, as the official language of instruction. M. Hamel delivers a moving lecture on the importance of the French language, urging the students to hold onto their language and culture, even as their country is being taken over.

Franz is deeply affected by the lesson, realizing too late how important his education was and how much he has taken it for granted. As the lesson ends, M. Hamel dismisses the class, bidding them farewell and wishing them luck. Franz leaves the school feeling sad and regretful, realizing that he has lost something precious.

The story ends with Franz walking through the village, noticing how everything is suddenly different, as if he is seeing it for the last time. He hears the sounds of people speaking German, and feels a deep sense of loss and longing for his own language and culture.

In addition to the themes of the importance of language and cultural identity, "The Last Lesson" also touches on the themes of regret and loss. Franz, the young narrator, realizes too late the value of his education and the importance of his cultural heritage. He is filled with regret at not having paid closer attention in school, and at not having appreciated the gift of his education while he had it.

The story also shows the impact that war and political changes can have on people's lives. The arrival of the Germans and their imposition of their language on the people of the village marks a profound change in the lives of the characters. The loss of their language and culture is a devastating blow, and the sadness and longing that Franz feels as he walks through the village at the end of the story is a poignant reminder of what has been lost.

Overall, "The Last Lesson" is a powerful story that explores themes of language, cultural identity, regret, and loss. It is a reminder of the importance of education and the value of preserving our cultural heritage, even in the face of difficult circumstances.

QUESTION AND ANSWERS:

Q1. What was Franz expected to be prepared with for school that day?

A. In "The Last Lesson," Franz was expected to be prepared with a lesson on participles for school that day. When he arrived at school, he found that the atmosphere was very different from usual, and he soon learned that this was the last French lesson that M. Hamel would ever teach. Despite not being prepared for the lesson that day, Franz was deeply affected by M. Hamel's words and the realization that his education and cultural heritage were slipping away.

Q2. What did Franz notice that was unusual about the school that day?

A. When Franz arrived at school in "The Last Lesson," he noticed that something was different and unusual. The school was very quiet, and there was a feeling of solemnity in the air. He also saw that the villagers had gathered in the street outside the school, which was not something that usually happened. It was only after he entered the school and saw the serious expression on M. Hamel's face that Franz realized that this was the last French lesson that would ever be taught in the school. The unusual atmosphere of the school that day was a reflection of the significance of the moment and the importance of the lesson that M. Hamel was about to give.

Q3. What had been put up on the bulletin-board?

A. In "The Last Lesson," it is not explicitly mentioned what had been put up on the bulletin-board. However, the story does mention the bulletin-board in "The Last Lesson" did have something on it - a notice from the mayor's office announcing that, as of that day, all teaching in the schools of the district would be in German, which was to be the language of the conquerors. The notice had been posted by order of the Prussian authorities who had taken over the region. This notice was a significant factor that contributed to the unusual and solemn atmosphere at the school that day, and set the stage for the poignant lesson given by M. Hamel.

Q. 4 What changes did the order from Berlin cause in school that day?

A. The order from Berlin caused a drastic change in school that day. M. Hamel was informed that German would be the only language taught in all schools in the Alsace-Lorraine region. This meant that the French language and culture would no longer be taught in the school. M. Hamel, who was a passionate teacher of French, was saddened by the news. He decided to give one final lesson on the French language and culture before the German takeover. This lesson was a powerful and emotional one for both M. Hamel and his students.

Q5. How did Franz’s feelings about M. Hamel and school change?

In the story's beginning, Franz is a disinterested student who dreads attending school and despises M. Hamel, his teacher. However, as the story progresses, Franz begins to appreciate M. Hamel and the importance of school. He listens intently to M. Hamel's lesson and begins to understand the value of knowledge. By the end of the story, Franz has a newfound appreciation for his teacher and for the importance of education.

Understanding the text:

Q1. The people in this story suddenly realise how precious their language is to them. What shows you this? Why does this happen?

A. This is shown when M. Hamel gives his final lesson on the French language and culture and the students are moved to tears. They suddenly realize how precious their language is to them because it is being taken away from them. This is a powerful moment for them because they understand the importance of their language and culture and how it is being taken away from them. This moment serves as a reminder of how important language and culture are to a people and how they should be cherished and protected.

The students’ realization of how precious their language is to them is further emphasized when M. Hamel offers them a chance to keep their language alive by learning their lesson well. This moment serves as a reminder to the students that language and culture are not something to be taken for granted, but something that should be cherished and protected. By memorizing the poem, the students are able to keep the language and culture alive in their hearts and minds even if it is taken away from them. This moment is a powerful one, as it shows how language and culture can be a powerful source of identity and strength.

Q2. Franz thinks, “Will they make them sing in German, even the pigeons?” What could this mean?

A. This could mean that Franz is worried that the German takeover will mean that even the pigeons in the town square will have to sing in German. He is worried that the German language will become so pervasive that even the birds in the town square will have to sing in German instead of French. This could be a metaphor for how Franz feels about the German takeover and how it will affect the French language and culture in the region.

The sarcasm here is that Franz is expressing his disbelief at the German takeover, and how it will affect even the pigeons in the town square. He is implying that the German language will become so pervasive that even the birds will have to sing in German. This is a sarcastic way of expressing his frustration at the German takeover and how it will affect the French language and culture in the region.

Q3. “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.” Can you think of examples in history where a conquered people had their language taken away from them or had a language imposed on them?

A. One example of a conquered people having their language taken away from them or having a language imposed on them is the Native Americans. During the colonization of North America, the native languages were suppressed and replaced with English. The Native Americans were also forced to adopt English names and customs in order to assimilate into the dominant culture. Another example is the colonization of Africa, where European languages were imposed on the native populations. This resulted in the loss of many native languages and cultures.

Q4. Is it possible to carry pride in one’s language too far? Do you know what ‘linguistic chauvinism’ means?

A. Yes, it is possible to carry pride in one’s language too far. Linguistic chauvinism is the belief that one's own language is superior to all other languages, and is often associated with rejecting or discouraging the use of other languages.

There are many examples that the people and nations have taken pride in one's language too far. Linguistic chauvinism, or language prejudice, refers to an attitude of superiority towards one's own language at the expense of other languages. It can manifest itself in various ways, such as a refusal to acknowledge or learn other languages, an insistence that one's own language is the only valid one, and a disregard for the linguistic and cultural heritage of other languages and dialects. Linguistic chauvinism can lead to a feeling of exclusion among those who do not share a language, and can even have political and social implications. Furthermore, it can lead to a general disrespect for other languages and cultures, and can discourage intercultural dialogue and understanding.

A few examples of Linguistic chauvinism.

1. Refusing to learn or acknowledge other languages, even when it would be useful in a given situation.

2. Insisting that one's own language is the only valid language.

3. Disregarding the linguistic and cultural heritage of other languages and dialects.

4. Dismissing or belittling the language and dialects of other cultures.

5. Assuming that one's own language is automatically the best or most suitable language for all situations.

6. Criticizing or mocking someone for speaking a different language.

7. Refusing to accept translations of documents or other materials into other languages.

8. Making assumptions that all people of a certain nationality or ethnicity should speak the same language.

 Q5. What happens to a linguistic minority in a state? How do you think they can keep their language alive?

A. When a linguistic minority makes up a small portion of a state's population, they are often at risk of discrimination and cultural assimilation. They may face challenges such as having limited access to education in their language, limited economic opportunities, and a lack of recognition of their language in the public sphere. In order to keep their language alive, linguistic minorities must be supported by their government and the wider community. This can include providing language education, fostering cultural events and activities, and creating opportunities for intercultural dialogue. Additionally, language can be preserved by encouraging the use of the language in everyday life, such as through the use of media and technology, as well as by supporting the use of language in the workplace.

Flowchart: The Last Lesson by Alphonse Daudet

📌 1. Franz is Late for School

• Afraid of a scolding, as he hasn’t studied participles.

• Thinks of skipping school but resists temptation.

⬇️

📌 2. Sees Bulletin Board Crowd

• Notices a crowd at the town hall bulletin board.

• Wonders about the bad news but hurries to school.

⬇️

📌 3. Silent Classroom & Villagers Present

• Unusual stillness in class.

• Villagers, including the mayor and postmaster, are seated.

⬇️

📌 4. M. Hamel Announces Last French Lesson

• German to be taught in Alsace from the next day.

• Franz realizes the importance of learning French.

⬇️

📌 5. Franz Feels Regret

• Wishes he had studied harder.

• Feels emotional about losing his language.

⬇️

📌 6. Lessons Begin: Grammar, Writing, History

• M. Hamel teaches passionately for the last time.

• Everyone listens attentively.

⬇️

📌 7. Emotional Farewell

• M. Hamel reflects on 40 years of teaching.

• Villagers regret neglecting education.

⬇️

📌 8. M. Hamel Writes ‘Vive La France’ 🇫🇷

• Overcome with emotion, he writes "Long Live France" on the board.

⬇️

📌 9. School is Dismissed in Silence

• M. Hamel dismisses the class without speaking.

• A moment of deep sorrow and realization.

💡 Key Themes:

✅ Language & Identity – Losing language means losing identity.

✅ Regret & Missed Opportunities – People regret neglecting education.

✅ Patriotism & Resistance – Holding onto one’s language is a form of resistance.

 Short Questions and Answers:

Q1: What was M. Hamel teaching in his last lesson?

A1: M. Hamel was teaching French in his last lesson.

Q2: What did M. Hamel wear to his last lesson?

A2: M. Hamel wore his beautiful green coat, frilled shirt, and little black silk cap embroidered for his last lesson.

Q3: Why were old men from the village sitting in the back of the room?

A3: The old men from the village were sitting in the back of the room to thank M. Hamel for his forty years of faithful service and to show their respect for the country that was no longer theirs.

Q4: What did M. Hamel write on the blackboard after his last lesson?

A4: After his last lesson, M. Hamel wrote "Vive La France!" on the blackboard.

Q5: What did the Prussian soldiers do at the time of the last lesson?

A5: The Prussian soldiers were returning from drill at the time of the last lesson.

Q6: What did M. Hamel say about the French language?

A6: M. Hamel said that the French language was the clearest and most logical language in the world, and that they should never forget it because it was like having the key to their prison.

Q7: What was the first thing M. Hamel did when he entered the schoolroom?

A7: When M. Hamel entered the schoolroom, the first thing he did was to mount his chair.

Q8: What did M. Hamel do when Franz got mixed up on the first words of his recitation?

A8: When Franz got mixed up on the first words of his recitation, M. Hamel said he wouldn't scold him and he understood how he must have felt.

Q9: What did M. Hamel and his class write in their last lesson?

A9: M. Hamel and his class wrote "France, Alsace, France, Alsace" in their last lesson.

Q10: What did the church-clock strike at the end of the last lesson?

A10: The church-clock struck twelve at the end of the last lesson.

Q11: What did the Angelus sound at the same time as the church-clock?

A11: The Angelus sounded at the same time as the church-clock.

Q12: What did the Prussian trumpets sound at the same time as the church-clock?

A12: The Prussian trumpets sounded at the same time as the church-clock.

Q13: What did old Hauser do during the last lesson?

A13: During the last lesson, old Hauser put on his spectacles and, while holding his primer in both hands, spelled out the letters with them.

Q14: What did M. Hamel think of Alsace?

A14: M. Hamel thought that the great trouble with Alsace was that she put off learning until tomorrow.

Q15: What did M. Hamel talk about after the writing lesson?

A15: After the writing lesson, M. Hamel talked about the French language and how it was the clearest and most logical language in the world.

Q16: What did M. Hamel say was the reason why they could not speak or write French?

A16: M. Hamel said that the reason they could not speak or write French was because their parents were not anxious enough to have them learn and he also admitted to having sent them to water his flowers instead of learning their lessons.

Q17: What did M. Hamel do after the last lesson?

A17: After the last lesson, M. Hamel wrote "Vive La France!" on the blackboard and then leaned his head against the wall and made a gesture to the class with his hand, saying "School is dismissed - you may go."

Q18: What did M. Hamel feel while giving his last lesson?

A18: M. Hamel felt sadness and emotion while giving his last lesson.

Q19: What did M. Hamel want to do before leaving the country?

A19: M. Hamel wanted to put as much knowledge as he could into his students' heads before leaving the country.

Q20: What did the French cede to the German Empire after the Franco-Prussian War?

A20: The French ceded the German-speaking territories of Alsace-Lorraine to the German Empire after the Franco-Prussian War.

Here are five value-based questions based on the story "The Last Lesson":

1. How does Monsieur Hamel's dedication to teaching and preserving the French language reflect the value of cultural heritage and identity?

2. In what ways does Franz's realization of the importance of education and language proficiency highlight the value of seizing opportunities for learning before it's too late?

3. Discuss the significance of the villagers' presence in the classroom during Monsieur Hamel's last lesson, and how their respect for education and gratitude towards the teacher demonstrate the value of acknowledging and honouring contributions to society.

4. How does the theme of regret and missed opportunities in "The Last Lesson" prompt readers to reflect on the value of prioritizing education and embracing learning experiences, even in challenging circumstances?

5. Evaluate the message conveyed by Monsieur Hamel's final act of patriotism, writing "Vive La France!" on the blackboard, and discuss how it underscores the value of national pride and resilience in the face of adversity.

   
   

Answers

1. How does Monsieur Hamel's dedication to teaching and preserving the French language reflect the value of cultural heritage and identity?

   
   

Monsieur Hamel's dedication to teaching and preserving the French language is evident throughout the story. Despite the Prussian mandate to teach only German, Monsieur Hamel remains committed to imparting knowledge of the French language to his students. His decision to dress in his finest attire, including his embroidered cap, symbolizes his respect for French culture and heritage. By emphasizing the beauty and importance of the French language, Monsieur Hamel underscores the value of preserving cultural identity in the face of external pressures.

2. In what ways does Franz's realization of the importance of education and language proficiency highlight the value of seizing opportunities for learning before it's too late?

Franz's initial reluctance to attend school gives way to regret and a newfound appreciation for education as he realizes the significance of his last French lesson. Witnessing Monsieur Hamel's final act of patriotism and understanding the implications of the Prussian decree, Franz recognizes the value of seizing opportunities for learning before they are taken away. His experience serves as a poignant reminder of the importance of education and language proficiency in preserving cultural heritage and personal growth.

3. Discuss the significance of the villagers' presence in the classroom during Monsieur Hamel's last lesson, and how their respect for education and gratitude towards the teacher demonstrate the value of acknowledging and honouring contributions to society.

The presence of the villagers in the classroom during Monsieur Hamel's last lesson signifies their respect for education and gratitude towards the teacher. Their attendance reflects a communal acknowledgement of Monsieur Hamel's lifelong dedication to teaching and preserving the French language. By honouring his contributions to society, the villagers demonstrate the value of acknowledging and honouring individuals who dedicate themselves to the betterment of others through education and cultural preservation.

4. How does the theme of regret and missed opportunities in "The Last Lesson" prompt readers to reflect on the value of prioritizing education and embracing learning experiences, even in challenging circumstances?

"The Last Lesson" highlights the theme of regret and missed opportunities, particularly through Franz's realization of the importance of education. Franz regrets his previous indifference towards learning and wishes he had valued his education more. This theme prompts readers to reflect on the value of prioritizing education and seizing learning opportunities, even in challenging circumstances. The story underscores the transformative power of education and the lasting impact it can have on individuals and communities.

5. Evaluate the message conveyed by Monsieur Hamel's final act of patriotism, writing "Vive La France!" on the blackboard, and discuss how it underscores the value of national pride and resilience in the face of adversity.

Monsieur Hamel's final act of patriotism, writing "Vive La France!" on the blackboard, conveys a powerful message of national pride and resilience in the face of adversity. Despite the Prussian decree and impending changes to the educational system, Monsieur Hamel reaffirms his allegiance to his homeland and cultural heritage. His action symbolizes the resilience of the French spirit and the enduring importance of national pride, even in times of hardship. By celebrating French identity, Monsieur Hamel inspires his students and readers alike to remain steadfast in their love for their country and its values.

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