The Last Lesson, Part 1: Summary, Glossary & question-Answers

 

The Franco-Prussian War (1870-1871) was a conflict engineered by Prussian Chancellor Otto von Bismarck that led to a decisive German victory, the unification of Germany, and a major shift in the European balance of power. 

In a Nutshell

Causes: Prussian Chancellor Otto von Bismarck provoked France into war to unite the southern German states into a German Empire. Disputes over the Spanish throne and Bismarck's manipulation of a diplomatic telegram (the "Ems Dispatch") fuelled national sentiment, leading France to declare war on Prussia on July 19, 1870.

The War: The Prussian-led German coalition, with superior mobilization, organization, and artillery technology, defeated the French army. German victories, including the Battle of Sedan in September 1870, resulted in the capture of French Emperor Napoleon III and his army. A new French government continued the fight, but Paris fell after a siege in January 1871.

Outcomes: The war concluded with the Treaty of Frankfurt in May 1871, which imposed harsh terms on France.

German Unification: The German Empire was proclaimed in the Hall of Mirrors at Versailles on January 18, 1871, with Prussian King Wilhelm I as the first German Emperor (Kaiser).

Territorial Changes: France ceded almost all of Alsace and a large part of Lorraine to the new German Empire.

French Humiliation: France paid a financial indemnity and faced German occupation of its northern provinces.

Long-Term Impact: The war established Germany as the dominant land power in Europe, replacing France. French resentment over the loss of Alsace-Lorraine (revanchism) caused animosity between the two nations, a key factor in World War I. 

Before the unification of Germany in 1871 the territory that we call Germany was a loose association of 39 states called the Gemas confederation, Prussia was the largest and most powerful of these 39 states. Today there is no political existence of Prussia, used only for historical, geographical or cultural reference. It was officially abolished by the allied nations (Great Britain, France, Russia, later Serbia, Japan, Belgium, Italy, Portugal, Rumania, United States, Greece, Brazil China etc vs Central Powers: German Empire, Austria-Hungary, Ottoman Empire, Kingdom of Bulgaria etc.) after World War 11, in 1947.

 The Last Lesson

About the author

Alphonse Daudet [the correct and easy pronunciation for Alphonse Daudet: Alphonse Daudet → al-FONS doh-DAY
(IPA: /al.fɔ̃s do.de/)

Breakdown:

Alphonse → “al-FONS” (the n is slightly nasal in French)

Daudet → “doh-DAY” (not “daw-det”; the t is silent)]

 (1840-1897) was a French novelist and short-story writer. The Last Lesson is set in the days of the Franco-Prussian War (1870-1871) in which France was defeated by Prussia led by Otto von Bismarck. Prussia then consisted of what now are the nations of Germany, Poland and parts of Austria. In this story the French districts of Alsace and Lorraine have passed into Prussian hands. Let's read the story to find out what effect this had on life at school.

[*Otto von Bismarck's name is pronounced in German as "Ot-to fon Bis-mark," with a short 'o' in Otto, 'fon' for von, and stress on the first syllable of Bismarck.

English Variations

In American English, it's often "AH-toh vahn BIS-mahrk" (IPA: ˈɑː.toʊ vɑn ˈbɪz.mɑɹk). British English shifts to "OT-uh von BIS-mak" (IPA: ˈɒtəʊ vɒn ˈbɪsmɑːk). These adaptations simplify the German phonetics for non-native speakers]

ABOUT THE MAIN CHARACTERS 

1. Franz: He is the narrator and a young schoolboy from Alsace. Usually careless and playful, he dislikes French grammar and often avoids studying. On the day of the last lesson, he feels sudden regret, guilt, and sadness when he realises that this is his final chance to learn his own language. Through his thoughts, the reader understands the emotional loss of the entire village.

2. M. Hamel: He is the French teacher who has served the village school for forty years. Known for his strict discipline, he becomes gentle and emotional on the last day. Wearing his fine Sunday clothes, he shows his deep respect for the occasion. He speaks passionately about the French language and calls it the most beautiful language in the world. His final act—writing “Vive La France!” on the board—reveals his patriotism and sorrow.

*"Vive la France" in standard French is pronounced approximately as "veev lah FRAHNS," with a nasalized ending on "France" like "frãns."

Phonetic Breakdown "Vive" sounds like "veev," rhyming with "leave," using a short, vibrant 'v' and 'ee' vowel.

"La" is a soft "lah," similar to "la" in "lawn" but lighter.

"France" features a nasal 'an' sound (ã), stressed on the first syllable as "FRAHNS," not fully pronouncing the 'n' like in English.

ABOUT THE MINOR CHARACTERS

3. Old Hauser: An old villager who comes to attend the last French lesson with his old primer. He represents regret for past neglect and shows great respect for M. Hamel and the French language. His tears highlight the emotional atmosphere.

4. Wachter: The blacksmith standing at the town hall bulletin board. He tells Franz not to hurry to school because he knows about the Prussian order. His behaviour shows the helplessness of the villagers who can only watch events unfold.

5. The Villagers: The former mayor, former postmaster, and other old villagers sit on the back benches during the last lesson. They come to honour M. Hamel and express regret for not learning French earlier. Their presence adds dignity and sadness to the moment.

6. Prussian Soldiers: They drill in the open field outside the school. Their presence indicates the foreign power controlling Alsace and Lorraine. They symbolise the loss of freedom, culture, and French identity as German replaces French in the schools.

OTHER/IMPLIED CHARACTERS

7. M. Hamel’s Sister: Mentioned briefly when Franz hears the sounds of packing. She is preparing to leave with M. Hamel. Her presence shows the forced displacement caused by political change.

8. Other Schoolchildren: They remain unusually quiet on the last day. Their seriousness reflects the emotional impact of the announcement.

9. Prussian Authorities: Not seen directly but they issued the order that only German will be taught from the next day. Their authority shapes the entire story.

10. Town Hall Crowd: The people gathered around the bulletin board earlier in the story represent the tension and fear of the unknown. They prepare the background for the shocking news of the last French lesson.

Text

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 any more! 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.

Glossary

Dread – Fear; great worry – भय, आशंका
Scolding – Getting spoken to angrily – डांट
Participles – Non-finite verb forms used as adjectives or to form tenses – कृदन्त रूप
Chirping – Making short, high sounds (birds) – चहचहाना
Drilling – Military practice/training – कवायद करना
Tempting – Attractive; causing desire – लुभावना
Resist – To fight against; not give in – प्रतिरोध करना
Bulletin-board – Public notice board – सूचना पट्ट
Draft – Compulsory army recruitment – अनिवार्य भर्ती
Apprentice – Trainee under a skilled person – प्रशिक्षु
Bustle – Lively noise and activity – चहल-पहल
Commotion – Noise, confusion – हलचल
Solemn – Serious and dignified – गंभीर
Spectacles – Glasses – चश्मा
Primer – Beginner’s book – प्रारंभिक पुस्तक
Grave – Serious – गंभीर
Mounted – Climbed up; stood up on – चढ़कर खड़ा होना
Thunderclap – Sudden shocking surprise – अचानक का झटका
Wretches – Cruel/wicked people – दुष्ट लोग
Nuisance – Annoying or troublesome thing – झंझट
Cranky – Irritable – चिड़चिड़ा
Faithful – Loyal – निष्ठावान
Service – Dedicated work – सेवा
Respect – Honour – सम्मान
Nuisance – Trouble; annoyance – परेशानी
Thumbed – Worn out by frequent use – घिसा-पिटा
Edges – Borders or sides of a page – किनारे
Attentive – Paying careful attention – ध्यानपूर्वक
Commanding officer – Senior army officer giving orders – उच्च अधिकारी
Inspection – Formal checking or review – निरीक्षण
Frilled – Decorated with folds – झब्बेदार
Embroidered – Decorated with needlework – कढ़ाईदार
Tempting – Attractive; appealing – लुभावना

{The lost battles: This refers to the defeats suffered by the French army during the war against the Prussians. This news would have been a source of distress and national humiliation for the local populace.

The draft: This refers to the military conscription, or compulsory enrolment of individuals (specifically men) into military service, which was likely implemented to recruit more soldiers following the losses in battles.

The orders of the commanding officer: This refers to the official and often repressive edicts and commands issued by the Prussian military authorities who had occupied the region. These orders dictated aspects of daily life and administration, ultimately leading to the main plot point of the story: the order that only German would be taught in the schools of Alsace and Lorraine.

In summary, the entire phrase represents the constant flow of unwelcome news and the imposition of Prussian authority and control over the local French population.}

PARAGRAPH 1

Original Text

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.

Paraphrase (English)

That morning I left for school very late and feared that the teacher would scold me, especially since M. Hamel had announced he would test us on participles, and I knew nothing about them. I even thought for a moment about running away and spending the day outside. The weather was warm and sunny, the birds were singing near the forest, and Prussian soldiers were practising in the fields near the sawmill. All these things were far more attractive than studying participles, but I controlled myself and rushed to school.

Paraphrase (Hindi)

उस सुबह मैं बहुत देर से स्कूल के लिए निकला और मुझे डर था कि अध्यापक मुझे डाँटेंगे, खासकर इसलिए क्योंकि एम. हमर ने कहा था कि वे हमसे पार्टिसिपल्स के बारे में पूछेंगे, और मुझे उनके बारे में कुछ भी पता नहीं था। एक पल के लिए मैंने सोचा कि भाग जाऊँ और पूरा दिन बाहर ही घूमूँ। मौसम गर्म और उजला था, जंगल के किनारे चिड़ियाँ चहक रही थीं, और आरा-मिल के पीछे वाले मैदान में प्रुशियन सिपाही अभ्यास कर रहे थे। यह सब पार्टिसिपल्स के नियमों से कहीं अधिक आकर्षक था, लेकिन मैंने अपने आप को रोका और जल्दी से स्कूल पहुँच गया।

PARAGRAPH 2

Original

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?”

Paraphrase (English)

As I passed the town hall, I saw a group of people gathered around the notice board. For the past two years, all the terrible news — defeats in battles, army drafts, and orders from officers — had been posted there. Without stopping, I wondered what new trouble had appeared now.

Paraphrase (Hindi)

जब मैं टाउन हॉल के पास से गुज़रा, तो देखा कि सूचना-पट्ट के सामने लोगों की भीड़ लगी है। पिछले दो वर्षों से हमारी सारी बुरी खबरें—युद्ध में हार, भर्ती के आदेश, और अधिकारियों के निर्देश—वहीं से आती थीं। बिना रुके मैंने सोचा, “अब क्या हुआ होगा?”

PARAGRAPH 3

Original

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.

Paraphrase (English)

As I rushed past, the blacksmith Wachter, who was reading the notice with his helper, called out to me, “Don’t run so fast, boy; you’ll still reach school in time!” I assumed he was teasing me, so I hurried quickly and reached M. Hamel’s small garden, breathing heavily.

Paraphrase (Hindi)

जब मैं तेज़ी से वहाँ से गुज़र रहा था, तो लोहार वाख्टर, जो अपने शागिर्द के साथ सूचना पढ़ रहा था, मुझे पुकारकर बोला, “इतना तेज़ मत भागो, बेटे; तुम समय पर स्कूल पहुँच जाओगे!” मुझे लगा वह मेरा मज़ाक उड़ा रहा है। मैं दौड़ता हुआ एम. हमर के छोटे से बगीचे तक पहुँचा और पूरी तरह हाँफ गया।

PARAGRAPH 4

Original

Usually, when school began, there was a great bustle… but now it was all so still! … everything had to be as quiet as Sunday morning.

Paraphrase (English)

Normally, when school started, there was a lot of noise — desks opening and closing, students loudly repeating lessons, and the teacher’s ruler striking the table. But that day everything was completely silent. It was as quiet as a Sunday morning.

Paraphrase (Hindi)

आम तौर पर, जब स्कूल शुरू होता था, तो बहुत हलचल होती थी—डेस्क खुलने-बंद होने की आवाज़, छात्र एक साथ ज़ोर से पाठ दोहराते, और शिक्षक की पट्टी की ठक-ठक। लेकिन उस दिन सब कुछ बिल्कुल शांत था। वह रविवार की सुबह जितना शांत था।

PARAGRAPH 5

Original

Through the window I saw my classmates already in their places… I had to open the door and go in before everybody… But nothing happened. M. Hamel saw me and said kindly, “Go to your place quickly, little Franz.”

Paraphrase (English)

Looking through the window, I noticed all the students already seated, and M. Hamel walking around with his ruler. I had no choice but to enter in front of everyone. I was scared and embarrassed, but M. Hamel simply told me gently to take my seat quickly.

Paraphrase (Hindi)

खिड़की से मैंने देखा कि सभी विद्यार्थी अपनी-अपनी जगह बैठे थे, और एम. हमर अपनी पट्टी हाथ में लिए इधर-उधर घूम रहे थे। मुझे सबके सामने दरवाज़ा खोलकर अंदर जाना पड़ा। मैं बहुत डर और शर्म महसूस कर रहा था, लेकिन एम. हमर ने बस नरमी से कहा, “जल्दी अपनी जगह पर बैठ जाओ, छोटे फ़्रांज़।”

PARAGRAPH 6

Original

Not till then… I saw that our teacher had on his beautiful clothes… the whole school looked strange and solemn… villagers sat at the back benches.

Paraphrase (English)

Only after I sat down and calmed myself did I notice that M. Hamel was wearing his best clothes, the ones he used only on special occasions. The classroom felt unusual and serious. I also saw several villagers seated quietly on the back benches.

Paraphrase (Hindi)

जब मैं बैठकर थोड़ा शांत हुआ, तब मैंने देखा कि एम. हमर ने अपने सबसे अच्छे कपड़े पहन रखे थे, जो वे केवल खास दिनों पर पहनते थे। पूरी कक्षा कुछ अलग और गंभीर लग रही थी। पीछे की खाली बेंचों पर कई गाँववाले चुपचाप बैठे थे।

PARAGRAPH 7

Original

“My children, this is the last lesson I shall give you… the order has come from Berlin… only German will be taught… This is your last French lesson.”

Paraphrase (English)

M. Hamel climbed onto his chair and announced gently that this would be his final lesson. A new order from Berlin demanded that only German be taught in the schools of Alsace and Lorraine. A new teacher would replace him the next day, so this was their final French class.

Paraphrase (Hindi)

एम. हमर कुर्सी पर चढ़े और धीमी, गंभीर आवाज़ में बोले कि यह उनका आख़िरी पाठ होगा। बर्लिन से आदेश आया है कि अलसास और लोरेन के स्कूलों में अब केवल जर्मन पढ़ाई जाएगी। नया शिक्षक कल से आएगा, इसलिए यह उनकी अंतिम फ़्रेंच कक्षा थी।

PARAGRAPH 8

Original

What a thunderclap these words were to me! … My last French lesson! … I was sorry for not learning… My books seemed like old friends now… even M. Hamel seemed lovable.

Paraphrase (English)

These words shocked me deeply. I could not believe that this was my final French lesson. I regretted wasting time earlier and not studying properly. The books I once disliked now felt dear to me, like old friends. Even M. Hamel, whom I had often feared, suddenly seemed kind and precious.

Paraphrase (Hindi)

यह सुनकर मैं बिल्कुल हिल गया। मुझे यकीन नहीं हो रहा था कि यह मेरी आख़िरी फ़्रेंच कक्षा है। मुझे बहुत अफ़सोस होने लगा कि पहले मैंने पढ़ाई पर ध्यान नहीं दिया। जो किताबें मुझे बोझ लगती थीं, वे अब पुराने दोस्तों जैसी लग रही थीं। और एम. हमर, जिनसे मैं पहले डरता था, अब मुझे प्यारे और सम्माननीय लग रहे थे।

PARAGRAPH 9

Original

Poor man! … villagers were sorry too… They were thanking the teacher for his forty years of service and showing respect for a country that was no longer theirs.

Paraphrase (English)

Poor M. Hamel had dressed up in honour of his last lesson. I now understood why the old villagers had come. They too regretted not having studied more in their youth. Their presence showed their gratitude for M. Hamel’s forty years of teaching and their respect for their mother tongue, even though their land was no longer under French rule.

Paraphrase (Hindi)

बेचारे एम. हमर ने अपनी अंतिम कक्षा के सम्मान में अच्छे कपड़े पहने थे। अब मुझे समझ आया कि बुज़ुर्ग गाँववाले क्यों आए थे। उन्हें भी अफ़सोस था कि वे अपने बचपन में अधिक नहीं पढ़ पाए। उनका वहाँ बैठना एम. हमर की चालीस वर्षों की सेवा का धन्यवाद था और अपनी मातृभाषा के प्रति सम्मान, भले ही अब उनका देश फ्रांसीसी शासन में नहीं रहा।

MCQS

1. Why was Franz afraid of going to school that morning?
A. He lost his books
B. He forgot his homework
C. He feared a scolding for being late
D. He fought with a classmate
Answer: C

2. What topic was M. Hamel going to question the class about?
A. Adjectives
B. Participles
C. Pronouns
D. Verbs
Answer: B

3. What tempting sight did Franz see near the woods?
A. Butterflies flying
B. Farmers working
C. Birds chirping
D. Children playing
Answer: C

4. Where were the Prussian soldiers drilling?
A. In the schoolyard
B. In the open field behind the sawmill
C. At the village square
D. Near the river
Answer: B

5. Why was there a crowd at the town hall?
A. A fair was being announced
B. A new school was opening
C. A bulletin had been posted
D. A lost child notice was there
Answer: C

6. What kind of news had come from the bulletin-board for the last two years?
A. Good harvest news
B. New school rules
C. Bad news about the war
D. Job offers
Answer: C

7. Who called out to Franz while he was hurrying?
A. The mayor
B. The baker
C. Wachter, the blacksmith
D. The postman
Answer: C

8. What did Wachter tell Franz?
A. To skip school
B. To run faster
C. Not to go so fast
D. To go home
Answer: C

9. Why did Franz think Wachter was teasing him?
A. Because Wachter always teased children
B. Because he smiled at Franz
C. Because he said Franz had plenty of time
D. Because Franz was angry
Answer: C

10. What was unusual about the classroom that day?
A. The desks were gone
B. Everyone was noisy
C. It was completely silent
D. Students were writing a test
Answer: C

11. What noise was usually heard when school began?
A. Laughter
B. Songs
C. Bustle of desks and recitation
D. Military drills
Answer: C

12. What was M. Hamel carrying under his arm?
A. A book
B. A ruler
C. A cane
D. A notebook
Answer: B

13. How did M. Hamel speak to Franz when he entered late?
A. Angrily
B. Rudely
C. Kindly
D. Ignoring him
Answer: C

14. What special clothes was M. Hamel wearing?
A. A red coat
B. His Sunday clothes
C. A soldier’s uniform
D. A farmer’s outfit
Answer: B

15. Why did the classroom appear solemn?
A. It was decorated
B. A celebration was happening
C. There was a serious and sad atmosphere
D. There was an exam
Answer: C

16. Who were seated on the back benches?
A. New students
B. Policemen
C. Villagers and old men
D. Government officers
Answer: C

17. What was Hauser holding?
A. A newspaper
B. A map
C. An old primer
D. A storybook
Answer: C

18. What announcement did M. Hamel make?
A. School was closing forever
B. He was being transferred
C. It was the last French lesson
D. Exams were cancelled
Answer: C

19. From where had the order to teach only German come?
A. Paris
B. London
C. Berlin
D. Rome
Answer: C

20. When would the new master arrive?
A. That evening
B. The next day
C. After a week
D. After a month
Answer: B

21. How did Franz feel after hearing the announcement?
A. Happy
B. Bored
C. Shocked and sad
D. Indifferent
Answer: C

22. How did Franz now feel about his books?
A. They were boring
B. They were useless
C. They felt like old friends
D. They were too difficult
Answer: C

23. Why did Franz forget about M. Hamel’s crankiness?
A. He was tired
B. He disliked the lesson
C. He realised the teacher was leaving
D. He wanted to sleep
Answer: C

24. Why had M. Hamel worn his best clothes?
A. It was his birthday
B. It was festival day
C. To honour the last lesson
D. He had a meeting
Answer: C

25. Why had the villagers come?
A. For a school inspection
B. To punish students
C. To thank the teacher and show regret
D. To attend a meeting
Answer: C

26. How long had M. Hamel taught in the school?
A. 10 years
B. 20 years
C. 30 years
D. 40 years
Answer: D

27. What were the villagers showing respect for besides the teacher?
A. Mathematics
B. Their mother tongue, French
C. German rulers
D. New books
Answer: B

28. Which regions had passed into Prussian hands?
A. Paris and Lyon
B. Alsace and Lorraine
C. Rome and Venice
D. Berlin and Hamburg
Answer: B

29. Who led the Prussians in the Franco-Prussian War?
A. Napoleon
B. Hitler
C. Bismarck
D. Kaiser Wilhelm II
Answer: C

30. What did Franz compare the silence in class to?
A. Midnight
B. A cemetery
C. A Sunday morning
D. A festival
Answer: C

31. What childish activities had Franz done instead of studying?
A. Fishing
B. Playing football
C. Searching for birds’ eggs and sliding on the Saar
D. Flying kites
Answer: C

32. What did the bulletin-board usually display?
A. Local news
B. School timetables
C. War-related bad news
D. Advertisements
Answer: C

33. What tone did M. Hamel use that day?
A. Loud and angry
B. Harsh and rude
C. Grave and gentle
D. Fast and excited
Answer: C

34. Why did the villagers feel sad?
A. They were poor
B. They lost their country
C. They disliked French
D. They wanted holidays
Answer: B

35. What subject was being replaced by German?
A. History
B. Geography
C. French
D. Mathematics
Answer: C

36. What aspect of M. Hamel's appearance surprised Franz the most that day?
A. His bald head
B. His cheerful smile
C. His special "Sunday" clothes
D. His old, worn-out suit
Answer: C

37. Why did Franz initially think the school atmosphere was so quiet?
A. It was a national holiday.
B. The teacher was absent.
C. He thought everyone was already in their places because he was late.
D. A class test was in progress.
Answer: C

38. What literary device is used in the phrase "a great bustle, which could be heard out in the street"?
A. Metaphor
B. Simile
C. Hyperbole
D. Personification
Answer: C (Hyperbole, as the noise being heard out in the street suggests an exaggeration of the usual noise)

39. What does "thumbed at the edges" suggest about old Hauser's primer?
A. It was new and well-maintained.
B. It was old and frequently used.
C. It was borrowed and needed care.
D. It was torn and ready to be thrown away.
Answer: B

40. What did Franz understand was the real reason for M. Hamel wearing his formal clothes?
A. He was attending a wedding after school.
B. He wanted to impress the Prussian soldiers.
C. He wanted to honour the last French lesson.
D. It was inspection day, as usual.
Answer: C

41. What does Franz's sudden change of heart towards his books ("my grammar, and my history of the saints, were old friends now that I couldn’t give up") signify?
A. A new interest in reading in general.
B. A realization of the value of his native language and education.
C. A desire to leave school and study at home.
D. A fear that new German books would be heavier.
Answer: B

42. The phrase "What a thunderclap these words were to me!" suggests the news was:
A. Exciting and relieving.
B. Expected but still sad.
C. Sudden, shocking, and impactful.
D. Quiet and barely noticeable.
Answer: C

43. Who does the word "wretches" refer to in the sentence, "Oh, the wretches; that was what they had put up at the town-hall!"?
A. The village people
B. The students
C. M. Hamel
D. The Prussian authorities
Answer: D

44. What emotion primarily drove the villagers to attend the last lesson?
A. Curiosity about the new German rules.
B. Anger towards M. Hamel.
C. Regret for not attending school more often and showing patriotism.
D. Hope that M. Hamel would change the order.
Answer: C

45. What feeling made Franz "forget all about his ruler and how cranky he was"?
A. Pity and sadness for M. Hamel leaving.
B. Joy that he would no longer be scolded.
C. Fear of the new teacher coming tomorrow.
D. Excitement about speaking German.
Answer: A

46. What aspect of M. Hamel's character is evident when he tells Franz, "Go to your place quickly, little Franz. We were beginning without you."?
A. Strictness
B. Patience and kindness
C. Indifference
D. Irony
Answer: B

47. What did the "order from Berlin" essentially aim to suppress?
A. The local economy.
B. French cultural identity and language.
C. M. Hamel's teaching career.
D. The school building itself.
Answer: B

48. Franz mentions the "lost battles" and "the draft" from the bulletin board. What do these refer to?
A. School sports outcomes and new student enrolment.
B. War defeats and military conscription orders.
C. Local election results and new laws.
D. Missing persons reports and job opportunities.
Answer: B

49. What does the story's setting during the Franco-Prussian War help to highlight?
A. The everyday impact of political conflict on ordinary lives.
B. Franz's personal struggles with education.
C. The excitement of military drills.
D. The beauty of the Alsace and Lorraine districts.
Answer: A

50. The villagers sitting on the back benches demonstrated their:
A. Support for the new German masters.
B. Lack of interest in the final lesson.
C. Respect and gratitude for M. Hamel's service.
D. Desire to go back to school full-time.
Answer: C

ONE-MARK QUESTIONS

1. Q: Who is the narrator of the story?
A: Franz.

2. Q: What was Franz in great dread of that morning?
A: A scolding from M. Hamel.

3. Q: What topic was M. Hamel supposed to question the students on?
A: Participles.

4. Q: Did Franz know anything about participles?
A: No, he did not know the first word about them.

5. Q: What tempting thought did Franz have for a moment?
A: Running away and spending the day out of doors.

6. Q: What was the weather like that morning?
A: It was warm and bright.

7. Q: What were the birds doing at the edge of the woods?
A: Chirping.

8. Q: What were the Prussian soldiers doing in the open field back of the sawmill?
A: Drilling.

9. Q: What made Franz resist the temptation to stay outdoors?
A: He had the strength to resist.

10. Q: Where did Franz see a crowd while passing the town hall?
A: In front of the bulletin-board.

11. Q: For how long had all the bad news come from the bulletin-board?
A: The last two years.

12. Q: What kind of news typically came from the bulletin-board?
A: Lost battles, the draft, and orders of the commanding officer.

13. Q: Who called out to Franz as he hurried by the town hall?
A: The blacksmith, Wachter.

14. Q: What did the blacksmith tell Franz?
A: "Don't go so fast, bub; you'll get to your school in plenty of time!"

15. Q: What did Franz initially think the blacksmith was doing?
A: Making fun of him.

16. Q: Where did Franz arrive "all out of breath"?
A: M. Hamel's little garden (the school).

17. Q: What "great bustle" was usually heard when school began?
A: The opening and closing of desks, lessons repeated in unison, and the teacher’s ruler rapping on the table.

18. Q: Why was Franz counting on the commotion that day?
A: To get to his desk without being seen.

19. Q: What was different about the school atmosphere that day?
A: It was all very still, like a Sunday morning.

20. Q: Who did Franz see walking up and down in the classroom?
A: M. Hamel.

21. Q: What was M. Hamel carrying under his arm?
A: His terrible iron ruler.

22. Q: How did Franz feel when he had to open the door and go in before everybody?
A: He blushed and was frightened.

23. Q: How did M. Hamel react when Franz entered the classroom late?
A: He spoke very kindly.

24. Q: What did M. Hamel say to Franz?
A: "Go to your place quickly, little Franz. We were beginning without you."

25. Q: What special clothing was M. Hamel wearing that day?
A: His beautiful green coat, his frilled shirt, and the little black silk cap, all embroidered.

26. Q: When did M. Hamel usually wear these special clothes?
A: Only on inspection and prize days.

27. Q: What else about the school seemed strange and solemn?
A: The presence of the village people on the back benches.

28. Q: Who were some of the village people present in the classroom?
A: Old Hauser, the former mayor, the former postmaster, and several others.

29. Q: How did the village people look?
A: Everybody looked sad.

30. Q: What did Hauser bring with him?
A: An old primer, thumbed at the edges.

31. Q: How did M. Hamel begin his announcement?
A: In a grave and gentle tone.

32. Q: What "thunderclap" news did M. Hamel deliver?
A: M. Hamel delivered the news that that was their last French lesson, and only German would be taught from the next day.

33. Q: Where had the order come from to teach only German?
A: Berlin.

34. Q: In which districts were these changes taking place?
A: Alsace and Lorraine.

35. Q: What was Franz's initial reaction to the news?
A: He was shocked, as if by a "thunderclap".

36. Q: What were "the wretches" that Franz referred to?
A: The Prussians who put the order on the town-hall bulletin board.

37. Q: Why was Franz immediately sorry after hearing the news?
A: He had not learned his lessons and now wouldn't get the chance.

38. Q: What activities did Franz regret doing instead of studying?
A: Seeking birds’ eggs or going sliding on the Saar.

39. Q: How did Franz's books seem to him after the news?
A: They seemed like "old friends" he couldn’t give up.

40. Q: What specific books are mentioned?
A: His grammar and his history of the saints.

41. Q: The idea of M. Hamel going away made Franz forget what?
A: M. Hamel's ruler and how cranky he was.

42. Q: Why did M. Hamel wear his fine Sunday clothes?
A: In honour of his last lesson.

43. Q: Why were the old men of the village sitting in the back of the room?
A: They were sorry they had not gone to school more.

44. Q: How long had M. Hamel served at the school?
A: Forty years.

45. Q: What was the villagers' visit a way of showing?
A: Their thanks for M. Hamel's faithful service and their respect for their country.

46. Q: What detail showed Hauser's sadness and preparation?
A: He brought an old, thumbed primer and had his great spectacles lying across the pages.

47. Q: The story is set during which war?
A: The Franco-Prussian War (1870-1871).

48. Q: Who led Prussia during this conflict?
A: Bismarck.

49. Q: What did Prussia consist of at that time?
A: What are now the nations of Germany, Poland, and parts of Austria.

50. Q: What does the story's setting immediately establish?
A: A context of political defeat and cultural loss for the French.

Who Said To Whom.

1.    “What can be the matter now?”
Who said to whom?
Franz said this to himself.

2.    “Don’t go so fast, bub; you’ll get to your school in plenty of time!”
Who said to whom?
The blacksmith Wachter said this to Franz.

3.    “Go to your place quickly, little Franz. We were beginning without you.”
Who said to whom?
M. Hamel said this to Franz.

4.    “My children, this is the last lesson I shall give you.”
Who said to whom?
M. Hamel said this to his students.

5.    “The order has come from Berlin to teach only German in the schools of Alsace and Lorraine.”
Who said to whom?
M. Hamel said this to the class.

6.    “The new master comes tomorrow.”
Who said to whom?
M. Hamel said this to his students.

7.    “This is your last French lesson.”
Who said to whom?
M. Hamel said this to the class.

8.    “I want you to be very attentive.”
Who said to whom?
M. Hamel said this to his students.

9.    “What a thunderclap these words were to me!”
Who said to whom?
Franz said this to the readers.

10. “Oh, the wretches; that was what they had put up at the town-hall!”
Who said to whom?
Franz said this to himself.

11. “My last French lesson!”
Who said to whom?
Franz said this to himself.

12. “I should never learn any more!”
Who said to whom?
Franz said this to himself.

13. “Oh, how sorry I was for not learning my lessons!”
Who said to whom?
Franz said this to the readers.

14. “My books…were old friends now that I couldn’t give up.”
Who said to whom?
Franz said this to the readers.

15. “The idea that he was going away…made me forget all about his ruler.”
Who said to whom?
Franz said this to the readers about M. Hamel.

16. “It was in honour of this last lesson that he had put on his fine Sunday clothes.”
Who said to whom?
Franz said this to the readers.

17. “The whole school seemed so strange and solemn.”
Who said to whom?
Franz said this to the readers.

18. “Everybody looked sad.”
Who said to whom?
Franz said this to the readers.

19. “It was because they were sorry, too, that they had not gone to school more.”
Who said to whom?
Franz said this to the readers about the village elders.

20. “It was their way of thanking our master for his forty years of faithful service.”
Who said to whom?
Franz said this to the readers.

REFERENCE TO CONEXT

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.
Questions and Answers:

1.Why was Franz late for school?

Ans. He was late because he started from home very late that morning.

2.What was M. Hamel going to teach in class?

Ans. He was going to question the class on participles.

3.Why was Franz afraid of being late?

Ans. Franz was worried because he expected a scolding for being late and also feared the participle lesson, as he had not prepared at all. This double fear made him extremely anxious about entering the class that day.

4.What does this passage reveal about Franz's attitude towards school?

Ans. The passage shows that Franz was usually careless about his studies and often neglected his lessons. He did not take school seriously and preferred wasting time outdoors, realising the value of learning only when it was too late.

5. Describe Franz's emotions as he approaches the school.

Ans. Franz felt tense, frightened, and uneasy as he walked toward the school. He feared punishment, regretted his lack of preparation, and grew increasingly anxious, imagining how angry M. Hamel might be. His mind was filled with worry and nervous anticipation.

6. What is the meaning of ‘Scolding’?

Ans. Punishment

7. True or False: Franz was looking forward to the school day. False

8. What is the meaning of opposite of ‘late’?

Ans. Early

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?”
Questions and Answers:

1. What was displayed on the bulletin-board?

Ans. Official notices, announcements, and news about the war were displayed there.

2. What kind of news came from the bulletin-board?

Ans. Mostly bad news such as lost battles, drafts, and military orders came from it.

3. Why was Franz curious about the bulletin-board?

Ans. Franz saw a large crowd gathered there and instantly feared more bad news. Since every announcement for the past two years had been negative, he wondered anxiously what new trouble or order might have arrived that morning.

4. What does this passage reveal about the situation in the town?

Ans. It shows the town was living under constant fear and tension because of the war. People anxiously waited for updates, expecting only bad news. This atmosphere of sadness and uncertainty had become a common part of their lives.

5. Describe the atmosphere in the town.

Ans. The atmosphere was heavy, worried, and sorrowful. People gathered around the bulletin-board with anxious faces, expecting more trouble. Wartime fear hung over everyone, creating a gloomy environment where hope had almost disappeared.

6. Write the meaning of ‘Draft’.

Ans. A military recruitment

7. Write True or False: The town was usually filled with good news.

Ans. False

8. Write the opposite of ‘crowd’.

Ans. Solitude

Extract 3
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.
Questions and Answers:

1. How did M. Hamel react to Franz's late arrival?

Ans. He reacted kindly and told Franz gently to take his seat.

2. What was unusual about M. Hamel's attire?

Ans. He was wearing his fine, formal clothes meant only for special occasions.

3. Why was Franz relieved when he entered the classroom?

Ans. Franz was relieved because he expected anger and punishment, but M. Hamel did not scold him. Instead, he spoke with unusual kindness, making Franz feel calmer and less frightened as he settled into his seat.

4. What does M. Hamel's attire suggest about the day?

Ans. His special attire shows that the day was of great importance. It reflects the solemnity of the last French lesson and his respect for the language. He dressed formally to honour the moment and express the seriousness of the occasion.

5. Describe Franz's emotions as he enters the classroom.

Ans. Franz entered filled with fear and guilt for being late. When M. Hamel spoke kindly, he felt relieved and surprised. Soon after, he noticed the teacher’s unusual outfit, which added curiosity and made him sense that something significant was about to happen.

6. Write the meaning of ‘Frilled’.

Ans. Decorated

7. Write True or False: M. Hamel was angry with Franz for being late.

Ans. False

8. Write the opposite of ‘kindly’.

Ans. Harshly

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.
Questions and Answers:

1. What was the announcement made by M. Hamel?

Ans. He announced that it was their last French lesson.

2. Who had issued the order?

Ans. The order had been issued by the authorities in Berlin.

3. Why was it M. Hamel's last French lesson?

Ans. It was his last lesson because the Prussians had ordered that only German should be taught in schools. This meant French would no longer be allowed, and a new German master would replace him from the next day onward.

4. What does this passage reveal about the situation in Alsace and Lorraine?

Ans. The region was under foreign rule and forced assimilation. The banning of French shows cultural suppression and loss of identity. The people were powerless against political control, and even their language was being taken away from them.

5.  What was the impact of the announcement on the students?

Ans. The students felt shocked, sad, and regretful. They realised too late how precious their language and lessons were. The news created a heavy silence in the classroom, filling their hearts with guilt, sorrow, and a deep sense of loss.

6. Write the meaning of ‘Attentive.

Ans. Focused

7. Write True or False: The students were happy about the announcement.

Ans. False

8. Write opposite of ‘last’.

Ans. First

Extract 5
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.
Questions and Answers:

1. Why had M. Hamel put on his fine clothes?

Ans. He wore them to honour the importance of his last lesson.

2. Who were sitting in the back of the room? The old men of the village were sitting there.

3. Why were the old men of the village present in the classroom?

Ans. They came because they regretted not learning French properly when they were young. They wanted to pay tribute to their language and show respect to M. Hamel on this final and emotional day.

4. What does this passage reveal about M. Hamel's character?

Ans. It reveals that he was sincere, devoted, and deeply respectful of his profession. His special clothes show his emotional connection with teaching. He valued French as a symbol of identity and honoured it even on his last day.

5. Describe the emotions of the villagers.

Ans. The villagers were filled with sadness, regret, and respect. They realised how much they had neglected their language and education. Their presence in the classroom reflected their sorrow over the loss of French and their affection for M. Hamel.

6. Write the meaning of ‘Honour’.

Ans. Tribute

7. Write True or False: The villagers were happy about the change in school policy.

Ans. False

8. Write the opposite of ‘sorry’.

 Ans. Happy

Two-Mark Questions
Q1. Why was Franz afraid of being scolded that morning?
A1. Franz was afraid because he was late for school and M. Hamel had announced that he would question the class on participles, a grammar topic Franz had not studied. His lack of preparation made him extremely nervous and guilty.

Q2. What tempted Franz to spend the day outdoors instead of going to school?
A2. The warm, bright weather, chirping birds, open fields, and the sight of Prussian soldiers drilling tempted Franz to skip school. These pleasant outdoor scenes felt far more attractive than studying participles, yet he finally resisted the temptation.

Q3. Why was there a crowd at the bulletin-board near the town hall?
A3. People had gathered because for the last two years all important and usually frightening news—such as battles, drafts, and official orders—was posted there. Franz assumed the new notice must also contain some serious or troubling announcement.

Q4. Why did Franz think Wachter was making fun of him?
A4. Wachter called out to Franz not to rush because he would reach school in time. Since Franz was already afraid of being late and scolded, he misunderstood the remark as teasing rather than genuine information about the unusual situation.

Q5. What unusual things did Franz notice when he entered the classroom?
A5. The classroom was completely silent, unlike the usual morning bustle. His classmates were already seated, M. Hamel wore his best clothes, and village elders sat on the back benches, creating a solemn, strange atmosphere he had never seen before.

Q6. How did Franz react when he heard that it was the last French lesson?
A6. Franz felt shocked and heartbroken. He regretted wasting time, neglecting lessons, and not valuing his books. The sudden loss of French felt like losing a part of his identity, and he realised too late how precious education was.

Q7. Why had the villagers come to attend the last lesson?
A7. The villagers came to show respect for M. Hamel’s forty years of service and to express regret for not having learned French earlier. Their presence was also a gesture of love for their language, which was being taken from them.

Q8. How did Franz’s feelings for M. Hamel change during the last lesson?
A8. Franz forgot his fear of M. Hamel’s strictness and began to admire him deeply. Seeing his teacher’s sadness, fine clothes, and dedication made Franz realise M. Hamel’s true love for French and feel emotional about his departure.

Three-Mark Questions
Q9. Describe Franz’s inner conflict before reaching school.
A9. Franz struggled between duty and desire. The warm sunshine, chirping birds, and soldiers drilling tempted him to skip school, especially because he feared being scolded for not knowing participles. Yet a deeper sense of responsibility pushed him to resist the temptation and hurry to school, unaware that this would be his last French lesson.

Q10. How does the writer create a sense of sadness and loss in the classroom scene?
A10. The quiet classroom, M. Hamel’s special clothes, the solemn atmosphere, and the presence of sad villagers create a mood of deep sorrow. These details show that something precious—their language—is being taken away. Franz’s own shock and regret add emotional weight, making the scene feel like a mourning for lost identity and freedom.

Q11. What does the behaviour of the villagers reveal about their feelings toward their language?
A11. The villagers’ presence shows their respect for French and regret for neglecting their education. Bringing old primers and sitting silently like schoolchildren expresses their love for their language and their sadness at losing it. They honour M. Hamel and symbolically defend their cultural identity, which the new German rule threatens.

Q12. Explain how Franz’s attitude towards his books changes in the story.
A12. At first, Franz sees his books as a burden—heavy, annoying, and boring. But when he learns it is the last French lesson, his feelings transform completely. The same books appear like “old friends” he cannot bear to lose. This shift highlights his sudden realisation of their value and his regret for wasting time.

Q13. What message does the story convey about the importance of language and education?
A13. The story shows that people often realise the value of their language only when it is threatened. Language is tied to identity, culture, and freedom. Franz’s regret, the villagers’ remorse, and M. Hamel’s dedication emphasise that education must be cherished, for once taken away, it leaves a painful sense of loss and helplessness.

TEN-MARK LONG QUESTIONS

Q. 1. The extract from “The Last Lesson” captures one of the most emotional and symbolic moments in the story. Analyse how Daudet uses setting, character reactions, symbolism, and historical context to show the psychological impact of the loss of language on Franz, M. Hamel, and the villagers of Alsace. How do these elements combine to create a powerful commentary on identity, patriotism, and the value of learning?

Ans. In this extract, Daudet carefully builds an atmosphere of tension and sorrow to reveal the deep psychological impact caused by the order to replace French with German. The setting itself reflects the emotional weight: the silent classroom contrasts sharply with the usual morning noise, emphasising the seriousness of the moment. Franz’s fear of participles and his longing to play outdoors represent childish irresponsibility, but this changes instantly when he learns it is the last French lesson. His shock, regret for neglecting studies, and sudden love for his books illustrate how humans often value something only when it is taken away. M. Hamel’s fine Sunday clothes symbolise his honour for the language and the pain of separation after forty years of devoted service. The villagers’ presence on the back benches—with old primers and solemn expressions—shows collective guilt and helplessness, but also respect for their cultural heritage. These symbolic elements reveal that language is more than communication; it is identity, dignity, and a moral bond with one’s past. Through Franz’s transformation, the villagers’ remorse, and M. Hamel’s dignity, Daudet delivers a powerful message: losing one’s language is like losing one’s soul, and education must be cherished before it is too late.

Q. 2. Discuss how the extract illustrates the theme of sudden awakening to responsibility. How do Franz’s thoughts, the behaviour of the villagers, and M. Hamel’s emotional announcement together show the consequences of neglecting one’s duties until it is too late? Support your answer with close reference to the text.

Ans. The extract powerfully portrays the theme of sudden awakening to responsibility through Franz, the villagers, and M. Hamel. At the beginning, Franz represents a carefree, irresponsible student who prefers playing outdoors to learning grammar. His ignorance of participles and his fear of scolding show his casual attitude towards studies. However, the announcement that this is the last French lesson acts as a shock that instantly awakens him. Regret floods him as he realises that he had wasted precious opportunities chasing trivial pleasures like birds’ eggs and sliding on the Saar. His books, once annoying, suddenly become “old friends,” symbolising the value of learning that he had taken for granted. The villagers’ presence strengthens this theme. These elderly men return to the classroom out of remorse for not valuing education when they had the chance. Their silent participation mirrors Franz’s regret and highlights the idea that neglecting learning leads to lifelong emptiness. Finally, M. Hamel, dressed in his special clothes, embodies dedication and sorrow. His calm yet grave announcement underlines the irreversible loss the community faces because they failed to appreciate their language and education. Together, these elements show that responsibility, when ignored, leads to regret, and that one must value knowledge before the chance disappears forever.

Q. 3. Summarise the main events and emotions described in the extract, focusing on Franz’s experience, the atmosphere in the classroom, and the importance of M. Hamel’s announcement.

Ans. The extract describes Franz starting for school late and frightened because he had not prepared his lesson on participles. On his way, he notices a crowd at the bulletin-board, which usually contains bad news, but he rushes past without stopping. Expecting the usual noisy classroom, he is surprised to find complete silence. Instead of scolding him, M. Hamel speaks kindly, and Franz notices that the teacher is wearing his special clothes. He also sees village elders sitting quietly in the back, something unusual in a school setting. Soon, M. Hamel announces that this is the last French lesson because an order from Berlin has declared that only German will be taught in the schools of Alsace and Lorraine. This news shocks Franz, filling him with regret for neglecting his studies. He realises the true value of his books, his language, and his teacher. The villagers, too, feel remorse for not learning more when they had the chance. M. Hamel’s clothes and gentle behaviour reflect his sorrow and pride as he ends forty years of dedicated service. Overall, the extract highlights the pain of losing one’s language and the awakening of regret when an opportunity is lost forever.

 

N.B. Compiled from different AI sources

Edited by Dr. Shankar D Mishra

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