About
the author
Alphonse
Daudet
(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 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. Read the story to find out what effect this
had
on life at school.
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 – 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
Paraphraes
PARAGRAPH
1
Original
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
multiple-choice
questions you provided, now numbered sequentially, along with their answers:
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 enrollment.
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: That this 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.
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