THE LAST LESSON

BY- ALFONSE DAUDET

Q 1.Why was Little Franz unwilling to go to school? Why did he still decide
to go to the school?

Ans. Little Franz was afraid of being scolded by his French teacher Mr. M. Hamel as he
had not learnt the rules of participles assigned as a homework. Franz frankly admits “I
did not know the first word about them.” Secondly he had started very late that morning
and feared a punishment. Besides there were greater temptations outdoors like;
enjoying in the woods on that bright sunny day, peeping into birds’ nests, ‘sliding on the
Saar’ and watching the march past drill of the Prussian soldiers on the ground of the
sawmill. However, he had the strength to resist these temptations, so he decided to go to
the school.

Q 2. What did M. Hamel say about the French language? Why did M. Hamel
feel the need to safeguard their language?

Ans. M. Hamel insisted on making the people realize what they were losing by not
learning their lessons on time. He told them to be conscious of the fact that French was
the most beautiful language of the world – the clearest and the most logical one. They
should safeguard their language and must not let it die as it was and a symbol of their
national identity, pride and their key to the prison that captivated them. Their mother
language French could prove to be one of the strongest unifying factors to re-consolidate
the enslaved French community, empower them to fight back and retrieve their lost
freedom.

Ans. 3. How did M. Hamel say farewell to the last class? What did it show
about him?

Answer. M, Hamel had taught French at the school for the last forty years. He was
emotionally attached to the school and everything in and about it. He was really
heartbroken to leave it all. Besides, his own predicament reminded him of his country’s
lost independence. All this made him cry towards the end of his last lesson before
dismissing the last class. Being overwhelmed with emotions, M. Hamel turned to the
blackboard, and wrote the phrase, ‘Vive La France!’ as large as he could as dismissed the
class with a gesture of hand. These words meant ‘Long live France’, and spoke of M.
Hamel’s great love for his country and his indomitable patriotic spirit.
Q 4. What changes did the order from Berlin cause in school that day?

Ans. The order from Berlin brought about a sea change in the school atmosphere as
well as in their attitude. Usually the day began with a great bustle but that day the school
was as quite as a Sunday morning. Mr. M. Hamel wore his special clothes which he
would usually wear on prize or inspection days. He was unusually soft and gentle in his
treatment. The whole atmosphere seemed strange and solemn as the back benches
which were always empty, had been occupied by old Houser, the former mayor, the
former postmaster and several other villagers, all calm, serious and thoughtful.

The order from Berlin also transformed their attitude towards their language and
country. The order affected Mr. Hamel too who not only taught them lessons in German
but also imparted lessons of life in the qualities like; punctuality, regularity and love for
their nation and mother language. The order awakened in them sudden panic of loss of
their national identity and language resulting in a new love for the both. Those who had
been more concerned with earning their livelihood not only honored their teacher by
their presence but also showed exemplary interest in learning the language and
remained undistracted till the end. There was reflection of gloom, guilt and repentance
on each face.

(The same answer points will apply to the Q.- ‘Give evidences to prove that people in the
story realize how precious their language is to them.)

Q 5. How did Mr. Hamel react when Little Franz failed to repeat rules of
participles? Why did he say, “We all have a great deal to reproach ourselves
with”?

Ans. Owing to the order from Berlin to ban teaching of French and imposing German
in schools, Mr. Hamel was in a self-introspective, self critical and confessional mood.
When Little Franz failed to recite the rules of participles, he did not scold him in order
to make him realize his mistake of putting off his lessons for tomorrow and now the
chance was lost forever. He said that it was insulting to them that in spite of being
Frenchmen they could not read or write their own language.
He blamed all three stake-holders of education for the narrator’s failure to learn – the
student for postponing learning, the parent for not taking their child’s education
seriously and employing them to work at farms, teacher himself for giving them a
holiday to go for fishing. All the three agencies responsible for learning, share the blame
equally. His self critical approach and honest confession promoted a new , learning
friendly attitude among the students and respect for the teacher.
Q 6. Franz’s attitude completely changes in many regards when he comes to
know about the takeover of his village by Prussians. Do you agree ? Discuss
with reference to the ‘The Last Lesson’.
Ans. Little Franz’s perception undergoes a drastic change about himself and the French
language because the order from Berlin causes a sudden crisis of his national, cultural
and linguistic identity. Mr. Hamel’s announcement of the last French lesson leaves him
deeply shocked and in self-introspective and self-critical mood. His careless and
indulgent attitude is over and now he is introspective, analytical, self-accusing and
confessional. He repents procrastination and books become like old friends, difficult to
part with. There is newly discovered love and respect for his language, country,
learning. A new perspective about learning makes him realize that it’s a twin way,
reciprocal process: teacher and taught both have to contribute equally well for effective
learning. That’s why he could learn the last lesson very well as he admits. “I think that I
had never listened so carefully and that he had never explained everything with so much
patience”. He is critical of the enemy’s linguistic chauvinism.
His outlook about Mr. Hamel also undergoes complete transformation. The teacher,
with his gentleness, honest confession, patriotism and love for the French language, no
more appears so fearsome and cranky as before. He realizes teacher’s good intention
behind his strictness- to help them learn French; and discovers new respect, sympathy
and appreciation for him. He visualizes him as a promoter of education, a true patriot,
victim of enemy’s atrocity and a tragic hero.
The change is deep and the last lesson has a lasting impact on his mind.

Q 7. Franz thinks, “Will they make them sing in German, even the pigeons?”
What does this expression mean?
Ans. The story has been set in the days of Franco- Prussian war and highlights man’s
desire for absolute enslavement not only by acquiring lands but also the minds and souls
of the people he enslaves. The order from Berlin banned teaching of French in the
districts of Alsace and Lorraine and imposed German to deprive them of their true
national identity.
Little Franz receives this news as a thunderbolt. He realizes the gravity of the order and
how badly it could affect their lives. During the last lesson when he hears the pigeons
cooing on the roof top , he thinks with sarcasm, “Will they make them coo in German,
even the pigeons?” He wonders how far they can go with their linguistic chauvinism! He
is thinking about the future which could have worse oppression and changes. His
sarcastic comment reveals his inner pain, anguish and emotional crisis he is suffering
due to sudden loss of his national identity and language. As language is the spirit of a
nation, French was as natural to them as cooing was to pigeons. His patriotic heart
thinks that just as pigeons cannot be made to sing in German, similarly, the Prussian
cannot tame their national spirit.
Q 8. What did Little Franz notice at the town hall? What had been put up at
the bulletin board that day?

Ans. Little Franz noticed a lot of crowd near the bulletin- board, trying to read the latest
news update. The bulletin board was used to announce the news of the lost battles, new
drafts and orders of the commanding officer. In the wake of the Prussians’ victory over
France, an order from Berlin had been put up on the bulletin- board stating that
German language would be taught instead of French in all the schools of Alsace and
Lorraine. However, Little Franz did not stop to look at it and hurried to his school.

Q 9. What was the implication of the blacksmith, Watcher’s remark? How

did Little Franz respond to his remark?

Ans. The blacksmith, Watcher, was among the crowd near the bulletin-board at the
town hall. When he saw Little Franz hurrying to school, he told him not to go to school
so fast, as he would reach there in plenty of time. His remark was in response to the
latest order from Berlin that had barred the teaching of French in schools; therefore no
amount of haste could enable him to learn French now.

Little Franz could not catch the implication of his words and thought that it was a
sarcastic comment to make a fun of him as was late to school.

Q 10. Usually how did Franz's school begin in the morning?

Ans: Usually when Franz's school began, there was a great bustle, which could be heard
out in the street. The commotion included the opening and closing of desks by students
and their reciting the lessons in unison. They covered their ears with hands to
concentrate and understand better. The teacher would go on rapping the table with his
great iron ruler to maintain discipline.

Q 11. Why was M. Hamel dressed differently that day?

Ans: M Hamel dressed differently that day. M Hamel had put on his ceremonial clothes
on his last day in the school. He was wearing a beautiful green coat, a frilled shirt, and a
little black embroidered silk cap. This was a special ceremonial attire which he usually
wore on days of inspection and prize distribution. M. Hamel knew that it was his last
lesson and it was in honor of this last lesson that he had put on his fine Sunday clothes.

Q12. What three reasons did M Hamel give for their lack of interest in
learning French?

Ans. The lack of interest in learning French was: (a) due to the parents who wanted their
children to work in farm or mill to earn, (b) due to the students who were reluctant to
learn and often put off the lesson for the next day (c) 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. “He had the courage to hear every lesson to the very last.” What led
Franz to make this remark?

Frantz noticed how sad Hamel was on having to leave a place which he held so dear for
40 long years and not being allowed to teach French any longer. But he kept a control on
his emotions and performed his duties faithfully. After announcing that it was his last
lesson, he enlightened the class on significance of punctuality of work and need to
preserve their language. He gave them lessons in Grammar, Writing, History and
Reading of alphabet. He called off the class only after listening to every lesson to the
last. Hamel’s dignified stance and his loyalty to his duty forced Franz to make such a
realization and deep felt remark.

Q14. How did Franz find teaching and learning that day?

Ans: Franz found teaching and learning very interesting that day. He was very attentive
and careful. Franz also realized that M. Hamel had never explained everything with so
much patience and he had never listened with such careful attention. It seemed so easy.
It seemed almost as if the poor man wanted to give them all he knew before going away.
M. Hamel wanted to put it all into their heads at one stroke as it there last lesson.

Q 15. How was M. Hamel’s last class different from his previous classes?

Ans. M. Hamel had been a strict teacher and didn’t spare the rod to make his students
learn the lessons. He was generally cross and cranky. But on that day, he taught his last
lesson with great patience. It seemed almost as if the poor man wanted to give them all
he knew before going away. M. Hamel wanted to put it all into their heads at one stroke
as it there last lesson. He was no longer aggressive and rapping his ruler on the table as
he usually did. Surprisingly that day he did not scold students for their faults rather
tried to correct them gently and lovingly. He taught them passionately and they too
learnt sincerely. Apart from teaching them French, he also gave them a lesson in
regularity, sincerity, patriotism and love for the mother tongue. The last lesson was a
grand success as it was a lesson for a life time.

Q16. How does the narration of the story from young Franz’s point of view
affect the reader’s reaction to the story? How does this point of view help
the author build up suspense at the start of the story?

Ans. The story narrated from young Franz’s point of view affects the reader’s emotion
and reaction to the story. It becomes refreshing and evokes compassion for the young
boy. The story unfolds with a touch of innocence and becomes all the more appealing
and convincing, as it is told from the perspective of a young child. Through the first
person narration, the author beautifully connects the reader to the speker’s anxiety.

Suspense is built initially with Franz, a young boy, walking reluctantly to school. He is in
a great dread of scolding as he had started for school very late that morning and not
learnt his lesson on participles. The suspense is built around the crowd reading the
bulletin board, which had announced all the bad news in last two years.

Suspense is further heightened when Franz is amazed at the unusual silence at the
school, teacher dressed in a special attire, everybody’s presence in the class and their
calm and serious appearance. He is surprised when the teacher gently welcomes him to
the class and does not scold for being late. When he learns about the order from Berlin
he is filled with a deep sense of loss of his language and regret of the lost opportunity.

The suspense created by the author together with a child’s viewpoint heightens the
impact of the loss and enforces the value of one’s freedom, cultural identity and
heritage.

Q 17. The story ‘The Last Lesson’ is all about linguistic chauvinism.
Comment.
Man is born free, but he has bound himself everywhere in chains – the chains of
communism, regionalism, religion, nationalities and even linguistic confinements. He
has forgotten the lesson of universal brotherhood and segregated himself from others.
Fighting wars and battles for acquiring power has become a part of his nature and his
desire to rule and become the Lord of the world has made him selfish and self-centered.
The story ‘The Last Lesson’ is all about linguistic chauvinism. Acquisition of power over
the Alsacians made the Prussians so domineering that they imposed even their language
on them. Their pride in their language was so fixed that there was no scope of
respecting and accepting the language of the enslaved territory. They wanted to
dominate even their minds and hearts and to think in their language, causing the loss of
their identity. The story, thus, highlights linguistic chauvinism which is becoming a
major cause of wars and political disturbance in the world.
Q 18. “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.” Comment.
Political enslavement is a curse for any nation as it deprives it of its identity. The
natives of the colonized country do not enjoy any kind of freedom, physical or mental.
The enslaved natives become victims of restrained and confined life, with no hope of
breathing freely in their own motherland.
Colonizers enforce cultural domination by imposing their own language on them. In
some cases, colonizers prohibit the teaching of the native language and try to deprive the
people of their identity.
At such times of enslavement, it is their language that keeps their identity alive. It is
their language which unites them against the foreigners, who have invaded their
motherland. It is also the key of their prison as it is the mother tongue which binds
them together urging them to fight for the liberation of their mother land.
M. Hamel reminds his countrymen to safeguard their language after the orders from
Berlin arrive, barring the teaching of French in the schools of Alsace. If they hold on to
their language, then only will the coming generations remain awakened of the fact that
they have been enslaved and launch the struggle for freedom; and hopefully win it back.
Q 19. Justify the title 'The Last Lessons’.
The story ‘The Last Lesson’ highlights the human tendency of thinking that there is
plenty of time to do things; hence, man keeps postponing the lessons of life till
tomorrow, oblivious to the fact that tomorrow may not be in his control as 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 realize 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 ‘The Last Lesson’ evokes the consciousness in Little Franz
and the reader against procrastination as we never know which day of life we may be
learning our last lesson. It promotes patriotism, love for the mother language and
learning friendly attitude demanding equal dedication from the teacher, the taught and
the parent . 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 gesture
with fixed gaze - ‘School is dismissed – You may go’.’ The Last Lesson’ becomes the
most indelible lesson of life.

Q 20. War causes destruction and spreads hatred. People feel insecure.
Discuss the disadvantages of war keeping in mind Franco-Prussian War.

War is a great threat to mankind. Fear, anxiety, tension and hatred are some of the
results of war. Innocent people lose their lives because of the vested interests of some of
the politicians. Moreover, war is not the solution to any problem. It only increases the
gap between two nations. The desire to overpower the other increases hatred and the
feeling of enmity. The aftermaths of Hiroshima and Nagasaki are evident before us. It
should also be remembered that every nation is trying at its level best to become a
nuclear power. A nuclear bomb has the power to devastate nations and thousands of
lives.

The story ‘The Last Lesson proves that war puts the human existence at stake. War
brings untold misery to people of Alsace and Lorraine. It causes sudden loss of-
freedom, lives, property, rights, peace, security, language and national identity. It leads
to forced migrations and resultant emotional pain and surge of rebellion against
oppression. as we observe in cases of M. Hamel and Franz. All the nations should feel
that others are equally important and that no nation is self-sufficient. Peace enhances
creativity and productivity. The concept of global village should be followed by every
country. As war does not benefit any individual, we should learn to co-exist peacefully.

Q 21. ‘A teacher should be a friend, a philosopher, a guide for his pupils’.

Do you think Mr. M. Hamel fits into this image of a teacher? Discuss.

Ans. Mr. M. Hamel, the French teacher emerges to be an epitome of an ideal teacher.
The narrator introduces him as a ruler- wielding stereotyped school teacher, a hard task
master, a strict disciplinarian and a real dread for his students. He is very particular
about their learning lessons. At this point the reader feels that like all other teachers,
Mr. M. Hamel is also insensitive to the feelings of his students and takes pride in
intimidating them.

M. Hamel, however, emerges as true facilitator, a guide, and a philosopher for his pupils
when he teaches his last lesson. His domineering and dreadful tone vanishes away and
becomes gentle and polite. His concern about the education of his students becomes
more prominent. Like a friend and guide he advises the villagers to shift their priorities
and pay more attention to learning at school. As a guide and mentor he makes Franz
realize that his strictness was to help them learn lessons on time. He is also seen as a
true patriot and philosopher as he tries to infuse in them a strong love for their country
and the mother language and safeguard it because it holds the key to the prison that
captivates them. His last lesson not only imparts learning but also practical lessons of
life on the virtues like; punctuality, regularity, honesty, sincerity, patriotism and
preservation of national language and culture.

Mr. Hamel proves to be an ideal teacher in the end as the last lesson is not only taught
perfectly but also received and imbibed perfectly. Little Franz commented, “ I learnt the
last lesson so well, so well”. In the end, M. Hamel earns well deserved
acknowledgement, gratitude and respect from his pupils.