Lesson- 1

THE LAST LESSON

Alphonse Daudet
THE LAST LESSON
(Alphonse Daudet)
Objectives:
 To develop listening, reading and
writing skills.
 To create awareness about value of
time.
  To discuss basic requisitions for
learning and teaching.
 Value education( Patriotism, love for
language, disadvantage of being
slaves)
Contents:
 Franz fear of going to school
 Scene at the town hall
 Useful and unusual scene in the class
 Realization of the narrator
 Attributes of the villagers & their
tribute to teachers.
 M Hamel teaches his last lesson.
 M Hamel’s behavior and advice, vive la
France
Methodology / Activity:
 Group Discussions.
 Dramatization.
 Questioning (question answer
technique)
Learning / Teaching Aids:
  Computer aided learning.
 Play cards, Blackboard
 Visual inputs.

ABOUT THE
AUTHOR:
Alphonse
Daudet

The French
novelist,
dramatist, and
short-
storywriter
Alphonse
Daudet (1840-
1897) is remembered chiefly for his regionalist
sketches of Provence and for his transitional
role in the evolution of 19th-century theatre.

At a glance:
 First Published: 1873
  Type of Plot: Social realism
 Time of Work: About 1873
 Setting: A town in Alsace, France
 Characters: Franz, Monsieur Hamel
 Genres: Social realism, Short fiction
 Subjects: Teaching or teachers, Freedom,
Language or languages, Courage, Education or
educators, Patriotism, Students or student life
 Locales: Alsace, France
BACKGROUND:

Franco –Russian War (1870-1871)

War by its very nature has a victor. The winning side

does everything to subdue and control the defeated
nation. War is not a game where the rules of
sportsmanship apply. To control any nation the most
fundamental area of its sovereignity, its people are
attacked. The culture of a people is its strongest
point and if that can be influenced the nation loses
its identity which is its true freedom.
Language is an important element and that is the
one of the initial targets of the Prussians. They begin
by changing the official language from French to
German. Language brings with it the entire body of
literature and thought. These influence the learner
deeply in the formative stage and that is the purpose
of the victors. Once a language assumes official
status it becomes the language of the state. It
becomes powerful and the regional language loses
its status and stature in day to day work.
The Prussians automatically become superior
because they have the mastery over the official
language and all the important work.
Alphonse Daudet's 'The Last Lesson' very
prominently raises the question of linguistic and
cultural hegemony of the colonial and imperial
powers and their lust for controlling the world and
influencing their cultures and identities.
ALSACE
THEME:
The Last Lesson raises the burning question very
innocently through the words of little Franz that "Will
they make them sing in German, even the pigeons?"
This raises the question of immorality of imposing
imperial languages and cultures on the colonies. The
child questions that when even the birds and
animals can't be forced to abandon their language
and speak others then what forces the man to think
that it would be prudent force other human beings to
forcibly accept any language other than theirs.
The language of a country is not only a medium of
communication for the people but also the link for
identity, once the native language is snatched away
from the people. It's not only the loss of convenient
communicating medium but also the loss of identity
for people for what they have been and what they
might become.
When a small child like Franz can think of the
irrationality behind snatching away the right of
language and identity from people then why can't the
war lords and colonizers understand the fact

Dominant Theme raised in the text

LINGUISTIC CHAUVINISM
“Chauvinism” is a devotion for or against something, just
based on what you feel (not necessarily what you may
know). So, Linguistic chauvinism is the idea that one’s
language is superior to that of others. This happens
generally when the language is that of the ruling class.

Linguistic chauvinism is the overt preference for one

language over others. Language is considered to be the
cultural identity of a particular group of people who use it.
Hence, imposing some other language on the people
hammers their emotions and is a step to annex their
relationship with their culture. The language of any country
is the pride of that country. It not only defines the culture
but also tells us about the people,literature and history of
of the country.Language for some people is just the
medium of communication but for others it is the question
of life and death.

‘The Last Lesson’ very prominently raises the question of

linguistic and cultural hegemony of the colonial and
imperial powers and their lust for controlling the world and
influencing their cultures and identities.

The Last Lesson raises the burning question very

innocently through the words of little Franz that “Will they
make them sing in German, even the pigeons?” This
raises the question of immorality of imposing imperial
languages and cultures on the colonies. The child
questions that when even the birds and animals can’t be
forced to abandon their language and speak others then
what forces the man to think that it would be prudent force
other human beings to forcibly accept any language other
than theirs.

The language of a country is not only a medium of

communication for the people but also the link for identity,
once the native language is snatched away from the
people. It’s not only the loss of convenient communicating
medium but also the loss of identity for people for what
they have been and what they might become. When a
small child like Franz can think of the irrationality behind
snatching away the right of language and identity from
people then why can’t the war lords and colonizers
understand the fact?

The Story

“The Last Class” is the tender story of a young Alsatian

boy and his last French lesson. The setting is an unnamed
town in Alsace, and the story takes place near the
beginning of the Prussian occupation of Alsace and
Lorraine, about 1873. Little Franz is the narrator of the
story. Having gotten a late start on this beautiful warm
morning, Franz rushes to school. He is fearful that
Monsieur Hamel will scold him because he is late and has
not prepared his French lesson on participles.
On his way to school, Franz passes through the town
square, and in front of...

SUMMARY:
The prose 'The last lesson' ,written by Alphonse Daudet
narrates about the year 1870 when the Prussian forces
under Bismarck attacked and captured France. The
French districts of Alsace and Lorraine went into
Prussian hands. The new Prussian rulers discontinued
the teaching of French in the schools of these two
districts. The French teachers were asked to leave. The
story describes the last day of one such French, Mr. M.
Hamel had been transferred and could no longer remain
in his old school. Still he gave last lesson to his students
with utmost devotion and sincerity as ever. The story
depicts the pathos of the whole situation about how
people feel when they don’t learn their own language
and then losing an asset in M. Hamel. One of his
students Franz who dreaded French class and M.
Hamel's iron rod, came to the school that day thinking he
would be punished as he had not learnt his lesson. But
on reaching school he found Hamel dressed in Sunday
clothes and all the old people of the village sitting there.
It was due to an order on the bulletin board. That was
the first day when he realized for the first time that how
important French was for him, but it was his LAST
LESSON in French.

VOCABULARY
1. in unison

A. in separate group
B. simultaneously
C. together

2. in great dread of

A. in excitement
 B. in disappointment
C. in utter fear of

3. in great bustle

A. a very excited and noisy activity

B. a very dull environment
C. very active and helpful
4. counted on

A. rely / depend upon

B. to declare
C. to have importance

5. thumbed at the edges

A. Putting thumb at the edges

B. worn or soiled by thumb and fingers by
frequent handling or turning
C. turning pages with the help of thumb

6. reproach ourselves with

A. The act or an instance of charging oneself

with a fault or mistake.
 B. the act of finding fault
C. blame; censure
7. hold fast to

A. don't lose
B. keep things very fast
C. stick to firmly
8. look so tall (for Mr Hammel)

A. physically tall
B. seemed very confident
C. stood on chair

LINES TO PONDER
“Will they make them sing in German, even the
pigeons” (Franz’s thoughts)
EXPLANATION:
Man under the intoxication of power can enslave the
people and dictate them what to do and what not to do.
The same has happened in the case of Franco-Prussian
War. Germany had taken control over French districts. The
Germans wanted not only to rule France politically and
physically but also to rule the minds of the French. Hence,
they imposed their language on the French. They forgot
that they could force the French to learn their language but
couldn’t compel the cooing pigeons to speak German. The
forceful imposition of German over the French has only
choked their love for German and the German.
MAIN CHARACTERS

1. M. Hamel

 Sincere French teacher

 knows subject well
 Passionate about French
 considers French-clearest, most beautiful, logical
 feels-key to person’s sense of freedom
 advises to hold on to French
 Proud of being French
 upset by occupation of Alsace by German
 attached to town, school, people
 Hard Task Master
 particular about discipline and learning
 students scared
 last day – exercises on all aspects of language
 Sensitive, Honest
 blames himself for selfishness
 emotional by sound of Prussian soldiers


2. Franz

 Sensitive, Honest
 Blames himself for ignoring lessons
 Wonders if pigeons will coo in German
 Understands feelings of Hauser

 Loves outdoors, sunshine, birds, butterflies, collecting

bird’s eggs
 As a student, repents,

 Good observer, notices changes.

 Empathizes with M. Hamel

 Understands emotions, accepts him with faults

EXTRA QUESTIONS;

Q.1. What was Franz’s reaction

when he learnt that he was
attending his French lesson for
the last time?
Ans: He felt sorry that he had not
learnt his lessons and wasted his
time in seeking birds’ eggs and
going sliding on the Saar. He felt
that his books, which were such a
nuisance a while ago and heavy to
carry, were now like old friends that
he didn’t want to give up at all.
Q.2. What was Franz expected to
be prepared with for the school
that day?
Ans: That particular day, Franz was
expected to be prepared with
'participles' as Mr. Hamel, the
French teacher, was going to
question the students on this topic
in grammar.
Q.3. What did Franz notice that
was unusual about the school
that day?
Ans: Franz noticed a crowd in front
of the bulletin board. Nobody
seemed to be in a hurry to reach
the school. Everything was still.
There was no commotion that day
and everything was as quiet as on
a Sunday morning. Even Mr. Hamel
was not annoyed when Franz
walked into the classroom late.
Q.4. What had been put up on
the bulletin board?
Ans: The crowd in front of the
bulletin board indicated the display
of some important news item on it.
Later, Franz realised that the news
was about an order sent from
Berlin to teach only German in the
schools of Alsace and Lorraine. Mr.
Hamel announced that he would be
teaching his last French lesson that
day since German language would
be taught from the next day
onward.
Q.5. Why were Mr. M. Hamel’s
words like a thunderclap to
Franz?
Ans: Franz was shocked when Mr.
Hamel announced that it would be
the last French lesson that day. He
realised that he hardly knew how to
write and would not get a chance to
learn any more of French. He felt
sorry for not having learnt his
lessons and for having wasted his
precious time. The thought that Mr.
Hamel would go away made him
feel uneasy.
Q.6. Why were the old men of the
village present in the
classroom?
Ans: The old men of the village
were sitting in the classroom. Franz
felt that they too, like him, were
sorry for not having gone to school
often. It was their way of thanking
the teacher for his forty years of
faithful service and showing their
respect for the country that was no
more theirs.
Q.7. What was Hamel’s reaction
when Franz could not answer his
question in the class correctly?
Ans: Franz was scared of Mr.
Hamel’s reaction when he was
unable to answer the question. His
heart started beating and he dared
not look up. Mr. Hamel, instead,
told Franz that he would not scold
him. He blamed all Frenchmen for
not knowing how to speak or write
their own mother tongue.
Q.8. What did Hamel blame Franz
for?
Ans: Hamel not only blamed Franz
and other Frenchmen for not loving
their mother tongue but also held
himself responsible for sending his
students often to water his flowers
instead of learning their lessons.
He also felt guilty of having given
them a holiday when he wanted to
go fishing.
Q.9. Write a note on the
character of M. Hamel as a
teacher.
Ans: M. Hamel, the French teacher,
comes across as an example of
discipline, punctuality and
patriotism. He is introduced by the
narrator as a ruler-wielding strict
teacher who is domineering and
particular. He is adamant that his
students learn their lessons well.
He is a hard taskmaster and
students like Franz, who are not
good learners, are in great dread of
being scolded by him.
M. Hamel, however, emerges
as a dedicated, true facilitator and
guide for his pupils when he
teaches his last lesson. His
domineering tone fades away and
his love for his subject becomes
more prominent. As a patient
teacher, he makes Franz realise
why he insisted on learning the
lesson in time and not postponing
the learning. He is also seen as a
true patriot for he loves his country
and its language. At the end, he
emerges as a man of deep
emotions and sentiments when he
proudly writes on the blackboard
‘Viva La France’. M. Hamel is a
truly devoted teacher, a competent
guide and a patriot to the core.
Q.10. Why was Franz tempted to
play truant from school?
Ans: The French teacher M Hamel
was going to ask questions on
participle which Franz had not
prepared. To avoid being scolded
he was tempted to play truant from
school and spend the day out
doors in a pleasurable manner.
Q.11. Why was it the last lesson?
How did Franz react to it?
Ans: As the order from Berlin had
come to teach German in all
schools of Alsace and Lorraine
there would be no French lesson
form the next day M Hamel
announced in the class. The
announcement was like a
thunderclap to Franz. He felt sorry
for not learning French. The French
books, which earlier were
nuisance, became attractive. He
felt he could not give up his French
books.
Q.12. What reasons did M Hamel
give for their lack of interest in
learning French?
Ans: The lack of interest in learning
French was due to the parents who
wanted their children to work in
farm or mill to earn, due to the
students who were reluctant to
learn and often put off the lesson
for the next day and due to himself
as he asked them to water the
flower and gave them off when he
had to go for fishing
Q.13. Why does not M Hamel
want the people to forget
French?
Ans: M Hamel wanted them not to
forget French as it is the most
beautiful and logical language and
as long as they hold fast to their
language it would be as if they had
the key to the prison.

Q.14. Describe how M Hamel

conducted the last lesson.
Ans: . In his last French class
though M Hamel was emotional he
fully involved himself in the
teaching learning process. He
heard every lesson to the last
sitting motionless in the chair.
When the church bell struck twelve
he stood up pale and wrote ‘Vive
La French’ and with a gesture he
communicated that the school is
dismissed.
Q.15. Justify the title of the story
‘The Last Lesson’.
Ans: The story ‘The Last Lesson’
highlights the human tendency that
there is plenty of time to do things;
hence, man keeps postponing the
lessons of life, oblivious to the fact
that life is subject to change. The
people of Alsace always thought
they had plenty of time to learn the
lessons; therefore, they did not give
much importance to school. They
preferred their children to work on
the farms and mills instead of
having them learn the lessons.
Even Franz, the narrator, always
looked for opportunities to skip the
school and collect birds’ eggs.
However, the unexpected happens
and an order is received from
Berlin regarding compulsory
teaching of German in the schools
of Alsace and Lorraine. It is then
that they realise that they would be
deprived of what they had been
evading all this while.
The last French lesson taught
by M. Hamel symbolizes the loss of
language and the loss of freedom
for France. It becomes an
emotional lesson rendered by M.
Hamel to the villagers, signifying
the changing order of life and its
impact on the sensibilities and
emotions of people. The marching
soldiers under the windows
represent the dawn of Prussia in
France, defeat of the French
people and the resultant threat to
their language and culture.
 The story is aptly titled as it
evokes the consciousness in the
reader not to put off things and do
what one can do that day. M.
Hamel’s bold ‘Long live France’ on
the blackboard becomes
substantial evidence of his
sadness, patriotism and finality that
is reflected in his motionless
posture, his fixed gaze on things in
the classroom and his eventual
words- ‘School is dismissed – You
may go’.
Q.16. ‘The Last Lesson’ teaches
us very important lessons of life.
Discuss.
Or
Discuss the theme of the
lesson.
Ans: ‘The Last Lesson’ highlights
the human tendency to postpone
the learning of things because one
feels there is plenty of time to do
so. One does not realise that each
day brings with it changing
circumstances that change life for
better or worse. Alphonse Daudet
 also, fleetingly, asks the reader to
value time, freedom and peace.
One never knows what a new dawn
would bring with it that might end
our hopes and aspirations.
Through the narrator, the author
urges the reader to respect his
country, its people, its culture and
specially its language for ‘it has key
to their freedom’. The natives of
Alsace realize their folly of not
giving due importance to the study
of French in their school days.

Important Question and Answers

Short Questions
Q1: Why Franz was afraid of going to school that day?
A: The teacher M. Hamel had asked students to prepare
for a test on Participles and Franz even didn’t even know a
single word of it so he was not feeling like to go to school
that day. Also Franz was afraid of M Hamel’s cruel iron
rule, which he usually kept under his arm and he was
famous as very strict teacher.
Q2: What unusual changes did Franz notice in school
that day?
A: As Franz entered in school he noticed the unusual
silence as if it was a Sunday morning. No noise of lesson
chanting, no noise of opening and closing of desk
drawers. All students were already in class. Teacher was
wearing the special fancy dress which he would usually
wear only on special occasions like prize ceremonies etc.
Q3: What was the notice from Berlin and how did it
affect class?
A: The notice, which was served from Berlin, was that no
French language would be taught in schools of Alsace and
Lorraine cities only German would be taught instead. So
M. Hamel, the French teacher was asked to vacate the
place for a new German teacher. The notice affected
everyone badly. Everybody was repenting on wasting the
time and not learnt the French.
Q4: Describe the impact of notice on Franz, M. Hamel
and senior villagers?
A: The notice affected everybody deeply. Franz thought
why he wasted his time on leisure activities instead of
learning his own language. The books which would seem
him as a burden now those books seemed to be old
friends to him. H. Hamel was feeling guilty for sending his
students for his personal tasks. Villagers were feeling
guilty that why they did not send their children to study
instead of sending them on the farm for earning money.

Q5: Why did the feelings for M. Hamel were changed

in Franz’s mind?
A: The impact of notice and fact that the teacher would be
going away forever and he will never be able to see him
again in class made Franz’s feeling soften for him. Earlier
Franz would feel fear from his teacher because of his
cranky nature and his iron ruler but now all those feelings
were totally vanished up for him.
Q6: Why older villagers were presented in the class
that day?
A: The older villagers were presented in class as they
were feeling sorry for not sending their children to study in
school instead they sent them to the farms and mills to
earn extra money. One more reason for their presence
was that they wanted to pay their respect to the teacher
who served them for forty years.
Q7: How did Mr. M Hamel describe the French
language?
A: M. Hamel described French language as world’s most
beautiful, clearest and logical language. He also told that
the love with one’s own language can be proven as the
key to the prison for the people who live in enslaved
country.
Q8: Write a brief character sketch of M. Hamel?
A: M. Hamel was taken as a strict teacher. Students were
afraid of his iron ruler. He was very sincere and dedicated
teacher who served for forty long years in his service as a
teacher to the village in Alsace City. When he got the
notice to vacant his place to make the space for new
German teacher. He was totally broken. He remained sad
during his final class. This changed his behavior; he
behaved rather very politely and patiently. When Franz
was not able to say his lesson correctly instead of scolding
him he just made him understand about the relevancy of
learning the mother tongue. He preached everyone
presented in the class about that important things should
never been postponed. Time flies very fast.
Character of Franz

Franz was a very young boy living in Alsace district of

France. He had a layman's attitude to studies. At the
beginning we find him feeling tempted to skive his school.
However, we also come to know his inner strength of
character when he overcomes that temptation.
We come to know his patriotism and love for his teacher
after he comes to know about the sad news of the new
order according to which teaching of French had to be
replaced with German. He is shocked to know that that
was M. Hamel's last lesson.

We see him getting remorseful for having ignored learning

French. He wants to learn all the French in just one period.
He is very sad at the departure of his teacher.

ADDITIONAL QUESTIONS:
1. Why was Franz disappointed when he saw the
absolute calm of the school?
2. Why did M. Hamel advise the children and
townspeople to hold onto their language?
3. The announcement of the government left M. Hamel
heartbroken. How did Franz realize this?
4. Quote the emotional moments in class on the last
day of the French lesson, that were etched on Franz’s
mind

Assignments:
Level I:
1. Why was Franz scared of M Hamel?
2. What was the usual atmosphere in school
when it began?
 3. What was different that day?
4. What helped Franz understand the lesson?
5. How did M Hamel take and treat his last
lesson?
Level II:
1. What did Franz think of doing, instead of
going to school?
2. What was Franz repentant about?
3. What did the master have to say about
French language?
4. Discuss the title of the story.
Level III:
1. How did M Hamel react when Franz was
late to school?
2. Explain: Counted on the Commotion.
3. How has Alsace been personified?
4. Explain: tracing their fish hooks.
5. Why did M Hamel look at things so
intensely?
6. What is the theme of the story?
7. State the message imparted by the story.

Value Based Questions:

 These questions are based on values & key messages
brought out on the basis of prescribed text. These should
be answered in about 100 words. Content will be marked
for three marks and expression for two marks. Students
have the liberty to go beyond the set text.

1. “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.”
After reading M. Hamel‟s statement you begin to realise
the importance of mother tongue that is losing its
significance in the present times.
 Write an article for a national daily on the need for
reviving the status of the mother tongue.

2. Then he turned to the black board , took a piece of

chalk and bearing on with all his might , he wrote as
large as he could -
Vive La France ……………….

Abraham Lincoln, a former President of America said ,

“I like to see a man proud of the place in which he
lives. I like to see a man live, so that his place will be
proud of him.”

After reading the lesson and the above quote of Abraham

Lincoln you begin to reflect on the loss of spirit of
patriotism amongst the youth in India due to which there is
no respect for one’s countrymen and no determination
amongst the youth to lead the country to a better future.
Write an article in about hundred words for a national
magazine on the need for revival of patriotic spirit
amongst the youth in India.