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The Last Lesson: English summary, textbook answers, extras
Here, you will find a summary, textual solutions, questions, answers, notes. pdf, extras to the chapter “The Last Lesson” by Alphonse Daudet.
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Summary
Alphonse Daudet is the author of “The Last Lesson.” The author recounts events in the year 1870, when France was seized by Bismarck-led Prussian soldiers and French teaching was discontinued in several places. This story shows how people feel when they are unable to learn their mother tongue. The story is narrated by a French boy, Franz. He is lazy but sensitive and likes to play. He dislikes studying French and hates his teacher M. Hamel.
After conquering its French districts of Alsace and Lorraine, Berlin has ordered that German be taught in schools instead of French. It is the last day of M. Hamel’s forty-year career as their French teacher. He is overcome with grief, nostalgia, and patriotism. The village men also attend his ‘final lesson’ to show their appreciation for his hard work. They are disappointed since they did not learn their mother tongue, French, as children.
Franz is surprised to learn that this is his final lesson because he does not speak French. Now, all of a sudden, he is interested in learning it and understands everything that was taught that day! He instantly likes and appreciates his teacher, M. Hamel, for his sincerity and hard effort. He is saddened by his departure and embarrassed by his inability to recite the participles instruction.
M. Hamel reminds them that they are all to blame for not being willing to learn and putting it off until the next day. He blames himself for failing to teach them sincerely. His patriotism is shown in his appreciation for the French language as the world’s most beautiful and logical language. He warns the students to defend their language because knowing one’s language is the key to escaping the prison of enslavement. It will aid them in their escape from the Germans.
They recognise the significance of studying their mother tongue and the fact that they were vanquished by the Germans due to their illiteracy. Franz believes that it is impossible to take away a person’s language because it is natural to each being, whether it is “coo” to pigeons or “French” to Frenchmen.
Additional/extra questions and answers/solutions
1. What was Franz supposed to prepare on that particular day?
Answer: M. Hamel had stated that he would question them on participles that day, therefore Franz was expected to be prepared with them. Franz had no idea what participles were.
2. What did Franz notice about the school that day that was unusual?
Answer: When school started, there was always a lot of hustle and bustle that could be heard all the way down the street. But it was eerily quiet that day. Everything was as peaceful as it had been on Sunday morning. There were no desk openings or closings. His classmates had already taken their seats. Instead of banging on the table, the teacher’s huge ruler was under M. Hamel’s arm.
3. What was posted on the bulletin board?
Answer: The bulletin board had been the source of all bad news for the last two years. From Berlin, an order had been issued to teach solely German in the schools of Alsace and Lorraine. This notification had been posted on the bulletin board by the Germans.
4. How did Franz’s opinions about M. Hamel and the school change?
Answer: Franz learned that this was M. Hamel’s final French lesson for them. They will only be taught German starting the next day. He felt bad for not paying attention in class. His books, which had before appeared to be a nuisance and a burden, were now old companions. His sentiments for M. Hamel had also shifted. He’d forgotten about his ruler and how grumpy he was.
5. “Will they make them sing in German, even the pigeons?” Franz wonders. What does this imply?
Answer: Franz’s remark exemplifies a typical French reaction to the imposition of learning German, the conqueror’s language. Being denied the opportunity to learn one’s mother tongue would sever all ties to one’s motherland. Teaching the pigeons to sing in German demonstrates how far the Germans would go in their linguistic chauvinist ambitions.
6. Why do you think tiny Franz was terrified of being scolded?
Answer: Franz was frightened of being chastised that day, especially because M. Hamel, the teacher, had stated that he would quiz them on participles. Franz freely confesses that he knew nothing about the subject. Also, he had arrived at school late that morning.
7. What was Wachter’s name? What did he ask Franz, and why did he ask it? What was Franz’s reaction?
Answer: Wachter worked as a blacksmith. He was reading the most recent bulletin. He urged Franz to slow down on his way to school. He went on to say that the youngster would arrive at school on time. Wachter had read the most recent bulletin on German teaching. Franz assumed the blacksmith was making fun of him. As a result, he dashed to school, arriving breathless.
8. What three things in school surprised Franz the most on that particular day?
Answer: M. Hamel, the teacher, had first put on his magnificent Sunday clothes—his gorgeous green coat, frilled shirt, and embroidered small black silk cap. Second, the entire school appeared odd and gloomy. Third, the villagers were sitting calmly like schoolchildren on the backbenches, which were typically unoccupied.
9. Why had the villagers come to school on that particular day? How did they appear?
Answer: The villagers had gathered to thank M. Hamel for his forty years of devoted service. They also wanted to pay their respects to the country that was no longer theirs. They regretted not attending school more frequently. They sat quietly and seemed downcast.
10. What caused Franz to avoid school?
Answer: Franz was unprepared for the test on participles. The Prussian soldiers were drilling in an open field behind the sawmill. At the edge of the woods, birds were chirping. He was tempted by these things.
11. How did M. Hamel feel and act in the last lesson?
Answer: M. Hamel was grave and polite in his response. During the writing class, he sat still in his chair. He fixed his focus on one of two things. Perhaps he wanted to remember how everything looked in that small schoolroom. Leaving it all after forty years must have shattered his heart.
12. How did M. Hamel act as the last lesson ended?
Answer: M. Hamel rose from his chair to respond. He appeared to be quite pale and tall. He wanted to say goodbye, but something choked him. Then, using a piece of chalkm, he scribbled “Vive La France!” on the blackboard. He came to a halt. He slumped against the wall, his head down. He made a motion with his hand to the children to allow them to leave as the school day came to an end.
13. What command had been received from Berlin on that particular day? What impact did it have on school life?
Answer: Berlin had issued an order mandating that only German be taught in Alsace and Lorraine schools. This directive has far-reaching consequences for school life. M. Hamel, who had taught French at the village school for the previous forty years, will give his final class that day.
M. Hamel, the teacher, was impeccably dressed in honour of the last lesson. The villagers sat quietly in the back of the classroom. They were both upset and sorry for not attending school any longer. They had come to express gratitude to the master for his forty years of dedicated service and to show respect for the nation that was no longer theirs. In a grave and kind tone, the teacher addressed the students. He urged them to stay quiet and slowly explained everything. He pleaded with them to keep the French alive among them. He was overcome with emotion and was unable to properly bid farewell.
14. Discuss the title ‘The Last Lesson’ and its appropriateness.
Answer: The title of the story is both appropriate and intriguing. It is the focal point of the story throughout, and the plot revolves around it. The first part of the story serves as a warm-up for the second part. The extraordinary quietness at school, the presence of village elders, and the teacher dressed for the occasion—the final lesson in French in a French village school in a Prussian-conquered district—all point to the rare and unique occasion. During the last lesson, the teacher wishes to impart all of his knowledge at once. He explains everything patiently, and both the students and the elderly villagers pay close attention. It was an amazing experience for the narrator. Because the teacher was unable to communicate his emotions due to a blocked throat, he concluded the lesson by writing “Vive La France” on the chalkboard. He motions with his hand, indicating the school is closed and that children may go home.
15. In the story “The Last Lesson,” who does “I” refer to?
Answer: The “I” in the story is a character named Franz, who is recounting a childhood incident to us.
16. Why was it considered the last lesson?
Answer: It was the last French language lesson in the Alsatian village school. Lorraine and Alsace, two French border districts that fell under German rule during the Franco-Prussian war, were forced to learn German as the only medium of instruction.
17. When Franz saw the bulletin, what did he think?
Answer: When Franz saw the crowd gathered around the bulletin board, he wondered what the next bad news could be.
18. What were the words that struck Franz like a thunderclap?
Answer: Franz was shocked when M. Hamel announced that that day would be the last day of French learning.
19. Why were the village elders seated in the classroom?
Answer: The village elders were in the classroom because they regretted not going to school when they could. They also came to express their gratitude for the teacher’s forty years of service.
20. What was Franz’s reaction when the blacksmith advised him not to rush?
Answer: Franz thought he was being mocked for already being late to school when the blacksmith, Wachter, told him not to hurry and that he had plenty of time.
21. When did the people understand the significance of their language?
Answer: The French in Alsace and Lorraine only realised the importance and value of their own language after the imposition order arrived from Berlin. They only realised their significance after they had lost it.
22. When Franz was asked a question about participles, what happened?
Answer: Franz was clearly unable to respond to the question about participles. He wished he could answer the question without making any mistakes on the last day of French class. But that was not the case; instead, he was lost and confused, standing there, unable to look at the teacher.
23. What was the reason behind writing “Vive La France’ on the blackboard by M. Hamel?
Answer: ‘Vive La France’ means “Long Live France” in French. As a tribute to the country and language that had been lost to the Germans, Monsieur Hamel scribbled it on the board. He wants to instil patriotism in the minds of young people.
24. What is ‘The Last Lesson”‘s underlying message?
Answer: The story exemplifies what happens when we are unconcerned about our country or our language. To protect one’s motherland, culture, and language, patriotism is a necessary quality in every citizen.
25. ‘What was Alsace’s fault, according to M. Hamel? Whom did he hold responsible?
Answer: According to M. Hamel, Alsace’s fault was the harmful habit of procrastination. The habit was more pronounced when it came to education. Everything else came first, including the studies. It was always postponed to a later date that never came.
M. Hamel blamed the Alsatian people collectively for this. Schooling was viewed as a waste of time by the parents. They would rather put their children to work and contribute to the family income. The children themselves were not looking forward to going to school. M. Hamel had also neglected his primary responsibility by delegating garden care to his children or declaring a holiday whenever he wanted to go fishing.
26. What does M. Hamel think about the French language?
Answer: As a Frenchman, M. Hamel held his mother tongue in high regard. He went on to praise the language and emphasise the importance of its preservation on the last day of class. He claimed that French is the most beautiful language in the world, that it is coherent and well-organized, and that its clarity and distinctness make it simple to understand. He urged everyone to take special care to preserve their native tongue because it is the only platform on which people can unite. This unity will provide them with the strength they require to defeat the powerful Germans and reclaim their independence. As a result, language will always be a unifying factor for their country’s citizens.
27. Extract 1
“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 saw-mill 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.”
(i) Why was Franz late for school that morning?
Answer: Franz was late for school because he dreaded being questioned on participles, which he had not prepared for.
(ii) What did Franz consider doing instead of going to school?
Answer: Franz considered running away to spend the day outdoors, enjoying the warm, bright day and the sights of birds chirping and soldiers drilling.
(iii) Why did Franz resist the temptation to skip school?
Answer: Despite the temptation, Franz gathered his strength and chose to go to school because he knew he should not avoid it.
(iv) What was happening in the open field that caught Franz’s attention?
Answer: In the open field near the saw-mill, Prussian soldiers were drilling, which added to the temptation to stay outdoors.
(v) How does this passage reflect Franz’s initial attitude toward school?
Answer: This passage shows Franz’s reluctance and fear toward attending school, as he felt unprepared and found the outdoor world much more enticing.
28. Extract 2
“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?'”
(i) What significance did the bulletin board have for the townspeople?
Answer: The bulletin board was where all the bad news, such as lost battles and orders from the Prussian command, had been posted over the past two years.
(ii) Why did Franz not stop to read the bulletin?
Answer: Franz did not stop to read the bulletin because he was already late for school and wanted to avoid further delay.
(iii) What kind of news had the town been receiving for two years?
Answer: The town had been receiving news of defeats, drafts, and other negative events related to the Prussian occupation.
(iv) How does this passage set the tone for the story?
Answer: This passage sets a tone of uncertainty and foreboding, as it hints that more bad news might be coming.
(v) How does Franz feel about the bulletin board based on this passage?
Answer: Franz associates the bulletin board with unpleasant news and prefers not to stop and dwell on it, as he fears what it might reveal.
29. Extract 3
“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.”
(i) How does Franz feel upon arriving late to school?
Answer: Franz feels embarrassed and frightened as he enters the classroom late, knowing that everyone will see him.
(ii) What does Franz observe through the window before entering the classroom?
Answer: Franz sees his classmates already seated and M. Hamel pacing the room with his iron ruler.
(iii) How does the usual behavior of M. Hamel with the ruler contribute to Franz’s fear?
Answer: M. Hamel’s iron ruler represents discipline and punishment, and Franz is afraid of being scolded for his tardiness.
(iv) Why is the scene described as particularly intimidating for Franz?
Answer: The scene is intimidating because Franz knows he will have to face the entire class and M. Hamel, whom he fears, especially with the ruler in hand.
(v) How does this moment contribute to the overall tension in the story?
Answer: This moment builds tension by highlighting Franz’s fear of authority and his sense of guilt, foreshadowing the important lesson that follows.
30. Extract 4
“‘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.'”
(i) What shocking news does M. Hamel reveal to the class?
Answer: M. Hamel reveals that this is the last French lesson because an order from Berlin mandates that only German be taught in the schools of Alsace and Lorraine.
(ii) Why is this lesson particularly significant for the students and villagers?
Answer: This lesson is significant because it marks the end of their ability to learn and use French, their native language, in school.
(iii) How does M. Hamel want the students to approach this final lesson?
Answer: M. Hamel urges the students to be very attentive during this final lesson, recognizing its importance.
(iv) What does this reveal about the broader political situation at the time?
Answer: This reveals that Alsace and Lorraine have been annexed by Prussia, and the imposition of the German language is part of the occupation’s cultural control.
(v) How does this announcement affect Franz emotionally?
Answer: Franz is shocked and deeply saddened, realizing that he will no longer be able to learn French, and feels regret for not paying more attention in school before.
31. Extract 5
“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.”
(i) What symbolic significance do the new writing copies have?
Answer: The new writing copies symbolize the French identity of the people in Alsace and Lorraine, as well as their connection to their homeland, which is now under threat.
(ii) Why does M. Hamel choose the words “France” and “Alsace” for the writing lesson?
Answer: M. Hamel chooses these words to reinforce the students’ connection to their French heritage and to remind them of their identity, even in the face of foreign occupation.
(iii) How does the writing activity reflect the theme of the story?
Answer: The writing activity reflects the theme of language as a core part of identity, and the students’ task represents the preservation of their cultural heritage.
(iv) What does Franz observe about the students during this lesson?
Answer: Franz observes that all the students, even the youngest, are working diligently and silently, taking the lesson very seriously.
(v) How does the image of “little flags” contribute to the emotional tone of the lesson?
Answer: The image of “little flags” evokes a sense of patriotism and resistance, as the students’ writing becomes a quiet act of defiance and remembrance of their French identity.
32. Extract 6
“Then from one thing to another M. Hamel went on to talk of the French language, saying that it was the most beautiful language in the world—the clearest, the most logical; that we must guard it among us and never forget it because when a people are enslaved, as long as they hold fast to their language, it is as if they had the key to their prison.”
(i) How does M. Hamel describe the French language?
Answer: M. Hamel describes the French language as the most beautiful, the clearest, and the most logical language in the world.
(ii) What is the significance of holding on to a language according to M. Hamel?
Answer: M. Hamel believes that holding on to one’s language is like holding the key to freedom, even when a people are enslaved.
(iii) Why does M. Hamel stress the importance of preserving the French language?
Answer: He stresses this because he fears that the Prussian occupation will suppress the French identity, and language is a critical part of that identity.
(iv) How does M. Hamel’s view on language tie into the theme of the story?
Answer: His view emphasizes the theme of resistance through cultural preservation, where language becomes a symbol of freedom and identity.
(v) What effect does this speech have on Franz?
Answer: This speech makes Franz more aware of the value of his native language, filling him with regret for not having appreciated it sooner.
33. Extract 7
“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.”
(i) What is M. Hamel doing while the students write?
Answer: M. Hamel is sitting still, looking around the room, as if trying to commit every detail to memory.
(ii) How long has M. Hamel been teaching in this school?
Answer: M. Hamel has been teaching in the same school for forty years.
(iii) Why does M. Hamel gaze around the classroom during the lesson?
Answer: M. Hamel gazes around the classroom as a way of taking in his surroundings for the last time before leaving.
(iv) How does this passage reflect M. Hamel’s emotional state?
Answer: This passage reflects M. Hamel’s sadness and nostalgia as he prepares to say goodbye to the school and community he has been part of for so long.
(v) What does this moment reveal about M. Hamel’s connection to his work and the school?
Answer: It reveals that M. Hamel has a deep emotional connection to the school, his work, and the students, and it is painful for him to leave after so many years.
34. Extract 8
“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!'”
(i) What does M. Hamel write on the blackboard at the end of the lesson?
Answer: M. Hamel writes “Vive La France!” on the blackboard.
(ii) Why does M. Hamel write “Vive La France” on the blackboard?
Answer: M. Hamel writes this to express his patriotism and to make a final, defiant statement in support of France before he leaves.
(iii) How does the phrase “Vive La France” reflect the central themes of the story?
Answer: The phrase reflects the themes of resistance, patriotism, and the enduring connection to one’s homeland and identity, even under foreign rule.
(iv) How does this moment affect the students?
Answer: This moment is emotionally powerful for the students, marking the end of an era and stirring their own sense of national pride and loss.
(v) What emotional tone does this final gesture of M. Hamel create?
Answer: This final gesture creates a tone of defiance mixed with sorrow, as it is both a proud declaration of love for France and a poignant farewell.
Thank you nbse great help for the students as well as teacher’s.