The Last Lesson, Part 2: Summary, Glossary & question-Answers

 

 

The Last Lesson, Part 2

While I was thinking of all this, I heard my name called. It was

my turn to recite. What would I not have given to be able to say

that dreadful rule for the participle all through, very loud and clear,

and without one mistake? But I got mixed up on the first words

and stood there, holding on to my desk, my heart beating, and not

daring to look up. I heard M. Hamel say to me:

 “I won’t scold you, little Franz; you must feel bad enough. See how it is! Every day we have said to ourselves, ‘Bah! I’ve plenty of time. I’ll learn it tomorrow.’ And now you see where we’ve come out. Ah, that’s the great trouble with Alsace; she puts off learning till tomorrow. Now those fellows out there will have the right to say to you, ‘How is it; you pretend to be Frenchmen, and yet you can neither speak nor write your own language?’ But you are not the worst, poor little Franz. We’ve all a great deal to reproach ourselves with.”

 

“Your parents were not anxious enough to have you learn. They

preferred to put you to work on a farm or at the mills, so as to have

a little more money. And I? I’ve been to blame also. Have I not often

sent you to water my flowers instead of learning your lessons? And

when I wanted to go fishing, did I not just give you a holiday?”

 

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. Then he opened a grammar and read us our lesson. I was amazed to see how well I understood it. All he said seemed so easy, so easy! I think, too, that I had never listened so carefully, and that he had never explained everything with so much patience. It seemed almost as if the poor man wanted to give us all he knew before going away, and to put it all into our heads at one stroke.

 

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, hung from the rod at the top of our desks. You ought to have seen how every one set to work, and how quiet it was! The only sound was the scratching of the pens over the paper. Once some beetles flew in; but nobody paid any attention to them, not even the littlest ones, who worked right on tracing their fish-hooks, as if that was French, too. On the roof the pigeons cooed very low, and I thought to myself:

 “Will they make them sing in German, even the pigeons?”

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, with his garden outside the window and his class in

front of him, just like that. Only the desks and benches had been

worn smooth; the walnut-trees in the garden were taller, and the

hopvine that he had planted himself twined about the windows to

the roof. How it must have broken his heart to leave it all, poor

man; to hear his sister moving about in the room above, packing

their trunks! For they must leave the country next day.

But he had the courage to hear every lesson to the very last.

After the writing, we had a lesson in history, and then the babies

chanted their ba, be bi, bo, bu. Down there at the back of the room

old Hauser had put on his spectacles and, holding his primer in both hands, spelled the letters with them. You could see that he,

too, was crying; his voice trembled with emotion, and it was so

funny to hear him that we all wanted to laugh and cry. Ah, how

well I remember it, that last lesson!

All at once the church-clock struck twelve. Then the Angelus. At

the same moment the trumpets of the Prussians, returning from drill,

sounded under our windows. M. Hamel stood up, very pale, in his chair. I never saw him look so tall.

“My friends,” said he, “I—I—” But something choked him. He

could not go on.

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!”

Then he stopped and leaned his head against the wall, and, without a

word, he made a gesture to us with his hand ; “School is dismissed — you may go.”

Glossary

Dreadful – very bad or frightening – भयानक
Recite – say aloud from memory – सुनाना / दोहराना
Participle – non-finite verb-form used as adjective or tense – कृदन्त
Mixed up – confused – उलझ जाना
Daring – having courage to do something – हिम्मत करना
Scold – speak angrily – डांटना
Reproach – blame for a fault – दोष देना
Anxious – worried – चिंतित
Preferred – liked more – अधिक पसंद किया
Logical – reasonable, clear – तार्किक
Enslaved – kept under control – गुलाम बनाया हुआ
Amazed – very surprised – चकित
Patience – ability to stay calm – धैर्य
Stroke – single quick act – एक ही प्रयास
Round hand – neatly curved handwriting – गोल साफ़ अक्षर
Scratching – rough rubbing sound – खरोंचने की आवाज़
Tracing – drawing by following lines – नकल बनाना
Motionless – not moving – स्थिर
Twined – wrapped around – लिपटी हुई
Hopvine – climbing plant – होप की बेल
Broken his heart – made extremely sad – दिल टूट जाना
Primer – beginner’s book – प्रारंभिक पुस्तक
Trembled – shook with emotion – काँपा
Angelus – church prayer bell – प्रार्थना की घंटी
Trumpets – loud brass instruments – तुरही
Drill – military practice – अभ्यास / ड्रिल
Choked – unable to speak from emotion – गला रुँधना
Bearing on – pressing hard – ज़ोर देकर
Dismissed – allowed to leave – छुट्टी दी
Gesture – movement of hand to signal – इशारा

[Angelus – (English): A Christian devotional prayer said at 6 a.m., 12 noon, and 6 p.m., commemorating the angel Gabriel’s message to Mary. It also refers to the bell rung at these times.

Angelus (Hindi): एक ईसाई प्रार्थना जो सुबह 6 बजे, दोपहर 12 बजे और शाम 6 बजे पढ़ी जाती है; यह मरियम को स्वर्गदूत गैब्रियल के संदेश की स्मृति से जुड़ी है। इसे उन समयों पर बजने वाली घंटी भी कहा जाता है।

The angel Gabriel told Mary that she had found favour with God and would miraculously give birth to a son, meaning she would have the baby by God’s power without a human father. Gabriel said the child would be Jesus, great, the Son of the Most High, and his kingdom would last forever. Joseph, Mary’s betrothed husband, was a righteous man from King David’s family. Though not Jesus’ biological father, he accepted Mary, protected her, and raised Jesus as his earthly father. 

देवदूत गेब्रियल ने मैरी से कहा कि वह परमेश्वर की प्रिय है और वह चमत्कारिक रूप से पुत्र को जन्म देगी, अर्थात् ईश्वर की शक्ति से बिना किसी मानवीय पिता के। गेब्रियल ने बताया कि उसका नाम यीशु होगा, वह महान होगा, परमप्रधान का पुत्र कहलाएगा और उसका राज्य सदा तक रहेगा। जोसेफ, मैरी के मंगेतर/पति, दाऊद के वंश के धर्मी व्यक्ति थे। वे यीशु के जैविक पिता नहीं थे, पर उन्होंने मैरी को स्वीकार किया, उसकी रक्षा की और यीशु को पृथ्वी पर पिता की तरह पाला।]

 

English Paraphrase

The passage details the emotional climax of M. Hamel's last class, as experienced by the student Franz.

Franz is called upon to recite the dreaded rules about participles but fails instantly, getting confused and unable to speak. Instead of scolding him, M. Hamel uses the moment to reflect on the community’s collective regret. He highlights how the people of Alsace consistently postponed learning, prioritizing other work or leisure, only to find themselves under Prussian rule, unable to speak or write their own language. M. Hamel accepts his own share of the blame, admitting he often gave students holidays to go fishing or tend his garden.

He then speaks passionately about the French language, describing it as the most beautiful, logical, and clear language in the world. He emphasizes that maintaining one's language is essential for an enslaved people, as it serves as "the key to their prison."

Following a reading from the grammar book—which Franz understands with surprising ease due to his sudden, intense focus—they have a writing lesson. The students diligently copy new exercises featuring the words "France, Alsace," which look like little flags floating in the classroom. The room is unusually quiet; even the sound of the pigeons outside makes Franz wonder if the Prussians will force animals to sing in German, highlighting the extent of the occupation's impact.

Franz observes M. Hamel gazing around the room, attempting to memorize the scene he has been part of for forty years. The passage emphasizes the quiet tragedy of leaving this familiar life—the worn desks, the taller walnut trees, the packing sounds from upstairs.

M. Hamel maintains his composure through history lessons and the "ba, be, bi, bo, bu" chants of the youngest children. Even old Hauser in the back is crying as he spells out the primer letters, a mix of sadness and humour filling the air.

Finally, the church clock strikes twelve. The sound of the Prussian trumpets returning from drill signals the end. M. Hamel stands, pale and overcome with emotion. Unable to speak the words "I—I—", he turns to the blackboard, grabs a piece of chalk, and writes the phrase "Vive La France!" (Long Live France!) as large as he can. He then leans against the wall and silently gestures for the class to be dismissed.

 

हिंदी सारांश (Hindi Paraphrase)

यह पाठ फ्रांसीसी लेखक अल्फोंस दौडेट की लघु कहानी "द लास्ट लेसन" का दूसरा भाग है, जो फ्रांसीसी-प्रशिया युद्ध के बाद अल्सेस (Alsace) प्रांत के एक स्कूल में फ्रांसीसी भाषा के अंतिम पाठ के भावनात्मक क्षणों का वर्णन करता है।

जब फ्रांज का नाम उसे 'पार्टिसिपल' के व्याकरण नियम सुनाने के लिए पुकारा जाता है, तो वह घबरा जाता है और एक शब्द भी सही से नहीं बोल पाता। एम. हैमेल उसे डांटते नहीं हैं, बल्कि इस अवसर का उपयोग समुदाय के सामूहिक पछतावे पर प्रकाश डालने के लिए करते हैं। वह बताते हैं कि अल्सेस के लोगों ने हमेशा सीखने को टाला, यह सोचकर कि उनके पास बहुत समय है, और अब वे प्रशिया के शासन में हैं और अपनी ही भाषा बोल या लिख ​​नहीं सकते। एम. हैमेल अपनी गलती भी स्वीकार करते हैं, क्योंकि उन्होंने भी बच्चों को अक्सर अपने फूलों को पानी देने या मछली पकड़ने जाने के लिए छुट्टी दे दी थी।

इसके बाद, वह फ्रांसीसी भाषा की सुंदरता की प्रशंसा करते हैं, इसे दुनिया की सबसे स्पष्ट और तार्किक भाषा बताते हैं। वह जोर देते हैं कि गुलाम लोगों के लिए अपनी भाषा को बनाए रखना महत्वपूर्ण है, क्योंकि यह "उनकी जेल की चाबी" के समान है।

व्याकरण के पाठ के बाद, एक लेखन का सत्र होता है। हर कोई लगन से काम करता है और "फ्रांस, अल्सेस" लिखे हुए नए अभ्यासों को कॉपी करता है। कक्षा में पूरी शांति छाई रहती है। फ्रांज देखता है कि एम. हैमेल अपनी चालीस साल पुरानी कक्षा के हर कोने को यादों में बसाने की कोशिश कर रहे हैं। इस परिचित जीवन को छोड़कर जाने का दुख स्पष्ट है।

सभी पाठ खत्म होते हैं। अंत में, चर्च की घड़ी में बारह बजते हैं और प्रशियाई सैनिकों की तुरहियां बजती हैं। एम. हैमेल खड़े हो जाते हैं, उनका चेहरा पीला पड़ गया है। भावनाएँ उन्हें बोलने नहीं देतीं। वह ब्लैकबोर्ड की ओर मुड़ते हैं, एक चाक का टुकड़ा लेते हैं, और जितने बड़े अक्षरों में लिख सकते हैं, लिखते हैं: "विव ला फ्रांस!" (फ्रांस अमर रहे!)। फिर वह सिर हिलाकर संकेत करते हैं— "स्कूल समाप्त हो गया है, तुम जा सकते हो।"

1.    Why was Franz afraid of going to school that morning?
A. He lost his books
B. He had not prepared the lesson on participles
C. He fought with classmates
D. He overslept
Answer: B

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

3.    What did Franz notice on the way to school?
A. Birds chirping and soldiers drilling
B. Children playing
C. A festival
D. Shops closed
Answer: A

4.    Where were the Prussian soldiers drilling?
A. In the schoolyard
B. Behind the sawmill
C. Near the church
D. At the town hall
Answer: B

5.    Why was there a crowd in front of the town hall?
A. A wedding ceremony
B. A bulletin posted with news
C. A protest march
D. A market fair
Answer: B

6.    What type of news usually appeared on the bulletin-board?
A. School events
B. Bad news of the war
C. Local festivals
D. Birth announcements
Answer: B

7.    Who called out to Franz as he hurried?
A. The mayor
B. The blacksmith, Wachter
C. M. Hamel
D. A soldier
Answer: B

8.    What did Wachter say to Franz?
A. “Run faster!”
B. “You’ll reach school in plenty of time”
C. “Go back home”
D. “Pay attention to the bulletin”
Answer: B

9.    Why did Franz think Wachter was teasing him?
A. He laughed at him
B. He smiled
C. He said Franz had plenty of time
D. He waved his hand
Answer: C

10. How was the classroom that day?
A. Very noisy
B. Completely silent
C. Full of decorations
D. Empty
Answer: B

11. What did M. Hamel carry under his arm?
A. A notebook
B. His ruler
C. A book of songs
D. A cane
Answer: B

12. How did M. Hamel greet Franz when he entered late?
A. Angrily
B. Kindly
C. Ignoring him
D. Critically
Answer: B

13. What special clothes did M. Hamel wear?
A. Green coat, frilled shirt, embroidered cap
B. Black suit
C. Brown jacket
D. Military uniform
Answer: A

14. Why were villagers sitting on the back benches?
A. To monitor students
B. To honour and respect M. Hamel
C. To help in teaching
D. To punish the children
Answer: B

15. Who was Hauser?
A. A student
B. An old villager
C. A soldier
D. The mayor
Answer: B

16. What did M. Hamel announce as he began the lesson?
A. School would close permanently
B. It was the last French lesson
C. Exams were postponed
D. He was going on leave
Answer: B

17. From where did the order to teach only German come?
A. Paris
B. Berlin
C. Vienna
D. Rome
Answer: B

18. When would the new German teacher arrive?
A. The next week
B. The next day
C. Immediately
D. After a month
Answer: B

19. How did Franz feel upon hearing it was the last French lesson?
A. Happy
B. Excited
C. Shocked and regretful
D. Indifferent
Answer: C

20. What did Franz regret?
A. Losing his books
B. Playing outdoors instead of learning
C. Arriving late
D. Not greeting the teacher
Answer: B

21. How did Franz feel about his books during the last lesson?
A. Useless
B. Heavy
C. Like old friends
D. Boring
Answer: C

22. How did Franz feel about M. Hamel at that moment?
A. Angry
B. Fond and respectful
C. Indifferent
D. Frightened
Answer: B

23. Why had M. Hamel worn his best clothes?
A. It was a festival
B. To honour the last lesson
C. It was inspection day
D. To impress the villagers
Answer: B

24. How long had M. Hamel taught in the village?
A. 20 years
B. 30 years
C. 40 years
D. 50 years
Answer: C

25. Why did Franz wish to recite the participle rule correctly?
A. To impress classmates
B. To avoid punishment
C. To make M. Hamel proud
D. To show he understood
Answer: C

26. What happened when Franz tried to recite?
A. He recited perfectly
B. He got mixed up
C. He refused
D. He asked for help
Answer: B

27. How did M. Hamel respond to Franz’s mistake?
A. Scolded him
B. Ignored him
C. Spoke gently
D. Laughed at him
Answer: C

28. Who was blamed for neglecting studies?
A. Only Franz
B. Only parents
C. Both parents and M. Hamel
D. The villagers
Answer: C

29. Why did parents send children to work?
A. To keep them busy
B. To earn money
C. To teach discipline
D. To avoid school
Answer: B

30. How did M. Hamel sometimes give children a holiday?
A. Sending them to water flowers or fishing
B. Cancelling school
C. Organizing a picnic
D. Giving candy
Answer: A

31. How did M. Hamel describe French language?
A. Difficult and confusing
B. Most beautiful, clear, and logical
C. Useless
D. Simple but weak
Answer: B

32. Why is language important for an enslaved people?
A. To pass exams
B. To write books
C. It is like having the key to their prison
D. To communicate with neighbours
Answer: C

33. How did Franz feel while listening to M. Hamel’s grammar lesson?
A. Confused
B. Amazed
C. Bored
D. Sleepy
Answer: B

34. How did M. Hamel explain the lesson?
A. Quickly and roughly
B. With patience and clarity
C. Using only books
D. Without examples
Answer: B

35. How did Franz feel the teacher wanted to teach everything?
A. He wanted to finish early
B. He wanted to put all knowledge into students’ heads before leaving
C. He wanted to write a book
D. He was testing students
Answer: B

36. What lesson came after grammar?
A. History
B. Geography
C. Writing
D. Science
Answer: C

37. What words were written in the new copies for writing practice?
A. Germany, Berlin
B. France, Alsace
C. M. Hamel, School
D. Paris, Lorraine
Answer: B

38. How did students behave during writing practice?
A. Loud and playful
B. Quiet and focused
C. Sleeping
D. Running around
Answer: B

39. What distracted the students briefly?
A. A teacher entered
B. Some beetles flew in
C. A bell rang
D. A fight
Answer: B

40. What did Franz wonder about the pigeons?
A. If they would sing in German
B. If they were alive
C. If they were hungry
D. If they would fly away
Answer: A

41. How did M. Hamel observe the classroom?
A. Talking loudly
B. Motionless, gazing carefully
C. Walking around
D. Laughing
Answer: B

42. What changes had M. Hamel noticed over 40 years?
A. Worn desks, taller walnut trees, hopvine twined around windows
B. New students only
C. New walls and roof
D. The teacher changed
Answer: A

43. How did M. Hamel feel about leaving the school and village?
A. Happy
B. Heartbroken
C. Angry
D. Excited
Answer: B

44. What lesson came after writing?
A. Geography
B. History
C. Math
D. Science
Answer: B

45. What did the youngest students chant?
A. Numbers
B. Alphabet – ba, be, bi, bo, bu
C. Songs
D. Poems
Answer: B

46. How did old Hauser behave while spelling letters?
A. Calmly
B. Trembled with emotion
C. Angry
D. Sleeping
Answer: B

47. What struck at the same time as the Angelus?
A. School bell
B. Church clock struck twelve and Prussian trumpets sounded
C. Doors slammed
D. Wind blew
Answer: B

48. How did M. Hamel react when he tried to speak near the end?
A. Spoke clearly
B. Choked with emotion
C. Laughed
D. Ignored students
Answer: B

49. What did M. Hamel write on the blackboard at the end?
A. “Learn German”
B. “Vive La France!”
C. “Goodbye students”
D. “Study hard”
Answer: B

50. How did the class end that day?
A. Students stayed late
B. M. Hamel dismissed them with a gesture, they left quietly
C. Students protested
D. School closed for a week
Answer: B

ONE-MARK QUESTIONS

Q: Why was Franz afraid of going to school that morning?
A: He feared a scolding for not knowing participles.

Q: What topic was M. Hamel going to question the class on?
A: Participles

Q: What did Franz see birds doing on the way to school?
A: Chirping at the edge of the woods

Q: Where were the Prussian soldiers drilling?
A: In the open field behind the sawmill

Q: What did Franz notice at the town hall?
A: A crowd reading the bulletin board

Q: Why did the bulletin-board frighten Franz?
A: It always brought bad news

Q: Who called out to Franz as he hurried to school?
A: The blacksmith, Wachter

Q: What did Wachter tell Franz?
A: Not to go so fast; he would reach in time

Q: Why did Franz think Wachter was teasing him?
A: Because he said Franz had plenty of time

Q: How was the classroom unusually quiet that day?
A: There was no commotion; it was as quiet as Sunday morning

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

Q: How did M. Hamel greet Franz when he entered late?
A: Kindly, telling him to go to his seat quickly

Q: What special clothes did M. Hamel wear that day?
A: Green coat, frilled shirt, embroidered cap

Q: Why were villagers sitting on the back benches?
A: To show respect and regret for not learning French earlier

Q: Who was sitting with spectacles and a primer at the back?
A: Old Hauser

Q: What did M. Hamel announce to the class?
A: That it was the last French lesson

Q: Where did the order to teach only German come from?
A: Berlin

Q: When would the new German master arrive?
A: The next day

Q: How did Franz feel upon hearing it was the last French lesson?
A: Shocked and regretful

Q: What did Franz regret doing in the past?
A: Wasting time instead of learning, playing outdoors

Q: How did Franz feel about his books during the last lesson?
A: They felt like old friends

Q: How did Franz feel about M. Hamel at that moment?
A: Kind and lovable, forgetting his crankiness

Q: Why had M. Hamel worn his best clothes?
A: To honour the last lesson

Q: How long had M. Hamel taught in the village?
A: Forty years

Q: Why did Franz wish to recite the participle rule correctly?
A: To avoid mistakes and impress M. Hamel

Q: What happened when Franz tried to recite?
A: He got mixed up on the first words

Q: How did M. Hamel respond to Franz’s mistake?
A: He did not scold him, spoke gently

Q: What did M. Hamel blame for students’ neglect of learning?
A: Both parents and himself

Q: Why did parents prefer sending children to work?
A: To earn more money

Q: How did M. Hamel sometimes give children a holiday?
A: By sending them to water flowers or go fishing

Q: How did M. Hamel describe the French language?
A: Most beautiful, clear, logical

Q: Why did he say language is important for an enslaved people?
A: Because it is like having the key to their prison

Q: How did Franz feel while listening to M. Hamel’s grammar lesson?
A: Amazed at how well he understood

Q: What was different about how M. Hamel explained the lesson?
A: He was patient and thorough

Q: How did Franz feel the teacher wanted to give the students his knowledge?
A: He wanted to put it all into their heads before leaving

Q: What lesson came after grammar?
A: Writing lesson

Q: What words were written in the new copies for writing practice?
A: France, Alsace, France, Alsace

Q: How did the students behave during writing practice?
A: Quietly, concentrating on their work

Q: What distracted the students briefly during writing?
A: Some beetles flying in the classroom

Q: What did Franz wonder about the pigeons on the roof?
A: If they would make them sing in German too

Q: How did M. Hamel sit while observing the classroom?
A: Motionless, gazing carefully

Q: What changes had he noticed in the school and garden over 40 years?
A: Worn desks, taller walnut trees, hopvine twined around windows

Q: How did M. Hamel feel about leaving the school and village?
A: Heartbroken, sad to leave his home

Q: What lesson came after writing?
A: History

Q: What did the youngest students chant after history?
A: Ba, be, bi, bo, bu

Q: How did old Hauser behave while spelling letters?
A: Trembled with emotion, cried quietly

Q: What struck at the same time as the Angelus?
A: Church clock struck twelve and Prussian trumpets sounded

Q: How did M. Hamel react when he tried to speak to the class near the end?
A: He choked and could not continue

Q: What did M. Hamel write on the blackboard?
A: “Vive La France!”

Q: How did the class end that day?
A: M. Hamel gestured, dismissed the students, and they left quietly

Who Said To Whom Type Questions

1.    “I won’t scold you, little Franz; you must feel bad enough.”
Who said to whom?
M. Hamel said this to Franz.

2.    “Every day we have said to ourselves, ‘Bah! I’ve plenty of time.’”
Who said to whom?
M. Hamel said this to Franz and the class.

3.    “Now those fellows out there will have the right to say to you…”
Who said to whom?
M. Hamel said this to Franz.

4.    “How is it; you pretend to be Frenchmen, and yet you can neither speak nor write your own language?”
Who said to whom?
M. Hamel said this to the students, quoting what others would say.

5.    “We’ve all a great deal to reproach ourselves with.”
Who said to whom?
M. Hamel said this to his students.

6.    “Your parents were not anxious enough to have you learn.”
Who said to whom?
M. Hamel said this to Franz.

7.    “They preferred to put you to work on a farm or at the mills.”
Who said to whom?
M. Hamel said this to Franz.

8.    “And I? I’ve been to blame also.”
Who said to whom?
M. Hamel said this to the class.

9.    “The French language is the most beautiful language in the world.”
Who said to whom?
M. Hamel said this to his students.

10. “The clearest, the most logical.”
Who said to whom?
M. Hamel said this to the class.

11. “We must guard it among us and never forget it.”
Who said to whom?
M. Hamel said this to the students.

12. “As long as they hold fast to their language it is as if they had the key to their prison.”
Who said to whom?
M. Hamel said this to the class.

13. “France, Alsace, France, Alsace.”
Who said to whom?
M. Hamel wrote this for his students to copy.

14. “Will they make them sing in German, even the pigeons?”
Who said to whom?
Franz said this to himself.

15. “You ought to have seen how every one set to work, and how quiet it was!”
Who said to whom?
Franz says this to the readers.

16. “For forty years he had been there in the same place.”
Who said to whom?
Franz says this to the readers about M. Hamel.

17. “My friends, I—I—”
Who said to whom?
M. Hamel said this to his students.

18. “Vive La France!”
Who said to whom?
M. Hamel wrote this on the blackboard for his students.

19. “School is dismissed—you may go.”
Who said to whom?
M. Hamel said this to the class.

20. “Ah, how well I remember it, that last lesson!”
Who said to whom?
Franz says this to the readers.

Reference To Context

1.  Extract:
“I won’t scold you, little Franz; you must feel bad enough. See how it is! Every day we have said to ourselves, ‘Bah! I’ve plenty of time. I’ll learn it tomorrow.’ And now you see where we’ve come out.”
a) Who speaks these words and to whom? (1 mark)
Ans. M. Hamel speaks these words to Franz.
b) Why does the speaker say he will not scold Franz? (2 marks)
Ans. Because Franz already feels ashamed and frightened after failing to recite, and the speaker knows punishment is unnecessary at that moment.
c) What habit is criticised in these lines? (2 marks)
Ans. The habit of postponing learning and relying on “tomorrow” instead of studying regularly.
d) Explain the phrase “where we’ve come out.” (3 marks)
Ans. It means reaching a disastrous situation where learning is taken away completely due to long-term neglect.
e) What tone is used by the speaker here? (1 mark)
Ans. Gentle and regretful.
f) How do these lines reflect the central theme of the lesson? (3 marks)
Ans. They highlight regret, lost opportunity, and the consequences of neglecting one’s language and education.
g) What effect do these words have on Franz? (3 marks)
Ans. They deepen Franz’s remorse and make him realise his own responsibility in wasting time.

2.  Extract:
“Your parents were not anxious enough to have you learn. They preferred to put you to work on a farm or at the mills… And I? I’ve been to blame also.”
a) Who is the speaker? (1 mark)
Ans. M. Hamel.
b) Whose parents are being referred to? (1 mark)
Ans. Franz’s parents.
c) Why did the parents send children to farms and mills? (2 marks)
Ans. To earn extra money instead of focusing on education.
d) How does the speaker include himself in the blame? (2 marks)
Ans. He admits neglecting teaching by giving holidays and sending students on errands.
e) What quality of M. Hamel is revealed here? (2 marks)
Ans. Honesty and self-criticism.
f) How does this extract show collective responsibility? (3 marks)
Ans. It shows that parents, teachers, and students all contributed to the neglect of learning.
g) What message does the author convey through this confession? (3 marks)
Ans. Education must be prioritised collectively, or its loss becomes everyone’s tragedy.

3.  Extract:
“…the French language, saying that it was the most beautiful language in the world—the clearest, the most logical… as long as they hold fast to their language it is as if they had the key to their prison.”
a) Who speaks these lines? (1 mark)
Ans. M. Hamel.
b) Which language is being praised? (1 mark)
Ans. The French language.
c) Name two qualities of the language mentioned here. (2 marks)
Ans. It is clear and logical.
d) What situation of the people is referred to here? (2 marks)
Ans. Their political enslavement under foreign rule.
e) Explain the metaphor “key to their prison.” (3 marks)
Ans. It symbolises hope, identity, and the power of language to preserve freedom even under oppression.
f) Why does the speaker urge people to guard their language? (3 marks)
Ans. Because language preserves culture, unity, and national identity.
g) How does this extract reflect patriotism? (3 marks)
Ans. It expresses deep love for the mother tongue and faith in its power to resist domination.

4.  Extract:
“That day M. Hamel had new copies for us… ‘France, Alsace, France, Alsace.’ They looked like little flags floating everywhere in the school-room.”
a) What are the “new copies”? (1 mark)
Ans. Writing sheets prepared by M. Hamel.
b) What words were written on them? (1 mark)
Ans. “France, Alsace.”
c) Why are they compared to little flags? (2 marks)
Ans. Because they symbolise patriotism and national pride.
d) What mood do they create in the classroom? (2 marks)
Ans. A solemn and emotional patriotic mood.
e) How do students react to this writing task? (2 marks)
Ans. They work silently and seriously with full concentration.
f) What is the symbolic importance of this scene? (3 marks)
Ans. It represents silent resistance and love for the homeland.
g) How does this moment contribute to the emotional impact of the lesson? (3 marks)
Ans. It intensifies sorrow and attachment to France at the moment of loss.

5.  Extract:
“Then he turned to the blackboard… he wrote as large as he could: ‘Vive La France!’ Then he stopped… ‘School is dismissed—you may go.’”
a) Who turns to the blackboard? (1 mark)
Ans. M. Hamel.
b) What words does he write? (1 mark)
Ans. “Vive La France!”
c) Why is he unable to speak further? (2 marks)
Ans. He is overcome with emotion at the end of his last lesson.
d) What does the act of writing signify? (2 marks)
Ans. A silent declaration of patriotism and defiance.
e) Why does he write in large letters? (2 marks)
Ans. To make his final message strong and unforgettable.
f) Explain the significance of the dismissal gesture. (3 marks)
Ans. It marks the end of French teaching and his lifelong service.
g) Why is this moment considered the climax of the story? (3 marks)
Ans. It powerfully unites emotion, patriotism, loss, and resistance.

Two-Mark Questions

1.    Why was Franz nervous when his name was called to recite?
Ans. Franz had not prepared the rule of participles. When called to recite, he forgot the first words, felt ashamed, clutched his desk, and feared M. Hamel’s scolding, realising his habitual procrastination had finally failed him.

2.    How did M. Hamel react to Franz’s failure to recite the lesson?
Ans. M. Hamel did not scold Franz. Instead, he spoke gently, saying Franz already felt bad enough, and used the moment to reflect on shared responsibility for neglecting learning, including students, parents, and himself.

3.    What does M. Hamel say is the great trouble with Alsace?
Ans. M. Hamel says Alsace’s great trouble is postponing learning until tomorrow. People keep delaying education, believing there is plenty of time, until circumstances change and opportunities are lost forever.

4.    How were Franz’s parents responsible for his poor learning?
Ans. Franz’s parents were not anxious about his education. They preferred sending him to work on farms or mills to earn money, valuing immediate income over proper schooling and long-term learning.

5.    In what ways does M. Hamel blame himself for the situation?
Ans. M. Hamel admits his fault in sending students to water his flowers instead of studying and giving holidays when he wanted to go fishing, thereby neglecting his teaching duty at times.

6.    What are M. Hamel’s views on the French language?
Ans. M. Hamel calls French the most beautiful, clear, and logical language. He urges people to guard it carefully, believing language preserves identity and dignity, especially when a nation is enslaved.

7.    Why does M. Hamel compare language to a ‘key to prison’?
Ans. He believes that as long as enslaved people preserve their language, they retain their identity and hope of freedom. Language becomes a symbolic key that can unlock their cultural and national imprisonment.

8.    Why was Franz amazed during the grammar lesson?
Ans. Franz was amazed because he understood the grammar lesson perfectly. The explanations seemed easy, and he realised he had never listened so attentively before, nor had M. Hamel ever taught with such patience.

9.    What was special about the copies given for the writing lesson?
Ans. The copies were beautifully written with the words “France, Alsace” in round hand. They resembled little flags decorating the classroom, symbolising patriotism and love for the homeland.

10. Describe the atmosphere in the classroom during the writing lesson.
Ans. The classroom was unusually quiet and focused. Everyone worked seriously; only the scratching of pens was heard. Even beetles and pigeons caused no distraction, reflecting the solemn mood of the last lesson.

11. What thought crossed Franz’s mind about the pigeons?
Ans. Franz wondered whether the Germans would force even the pigeons to sing in German, showing his innocent yet sharp awareness of cultural domination and the fear of losing one’s native language.

12. Why did M. Hamel look around the classroom repeatedly?
Ans. M. Hamel seemed to fix every detail of the classroom in his memory. After teaching there for forty years, he was about to leave, and the sight of familiar surroundings deeply moved him.

13. What details show M. Hamel’s long association with the school?
Ans. The worn desks, tall walnut trees, and hopvine he had planted himself show his forty-year attachment to the school, highlighting his devotion and the pain of leaving his life’s work behind.

14. How is old Hauser’s presence in the class significant?
Ans. Old Hauser, spelling letters with trembling voice and tears, represents lifelong regret for neglecting education. His emotional participation shows respect for the French language and shared sorrow over its loss.

15. Explain the significance of M. Hamel writing ‘Vive La France!’
Ans. Writing “Vive La France!” was M. Hamel’s silent, powerful protest and farewell. It expressed his love for France, faith in national spirit, and resistance to linguistic and cultural suppression.

Three Mark Questions

1.    How does Franz’s failure to recite reflect the theme of lost opportunity in the lesson?
Ans. Franz’s inability to recite the participle rule symbolises wasted time and missed chances. His habit of postponing learning mirrors Alsace’s collective neglect of education. Only when the lesson becomes his last does he realise its value. The moment highlights how sudden political changes can turn ordinary negligence into permanent loss, making regret inevitable and painful.

2.    Explain M. Hamel’s speech on responsibility and collective guilt.
Ans. M. Hamel does not blame Franz alone; instead, he distributes responsibility among students, parents, and teachers. Parents preferred money over education, students delayed learning, and he himself neglected teaching at times. This shared guilt shows that cultural loss is never caused by one person but by collective indifference spread over years.

3.    Why does M. Hamel consider the French language a symbol of freedom?
Ans. M. Hamel believes language preserves a people’s identity and dignity. Even when politically enslaved, holding fast to one’s language keeps the spirit of freedom alive. He compares it to a key to prison, suggesting that cultural unity and linguistic pride can one day unlock political liberation and national self-respect.

4.    Describe the significance of the writing copies ‘France, Alsace’.
Ans. The writing copies symbolise patriotism and silent resistance. Displayed like little flags, they fill the classroom with national feeling. Writing these words becomes an emotional act rather than a routine exercise. It reinforces love for the homeland and asserts French identity at a moment when its public use is being forcibly suppressed.

5.    How does the classroom atmosphere during the last lesson differ from ordinary days?
Ans. Unlike usual noisy classes, the room is deeply silent and disciplined. Students work with unusual seriousness, ignoring beetles and pigeons. This calm reflects respect, sorrow, and awareness of finality. The stillness turns the classroom into a sacred space where learning becomes an act of remembrance and farewell.

6.    What does Franz’s reaction to the grammar lesson reveal about him?
Ans. Franz’s clear understanding of grammar surprises him and reveals his latent ability. His regret deepens as he realises that the lesson was never difficult; only his attitude was. This shows that sincere attention and motivation can transform learning, but such realisation often comes too late.

7.    Discuss the emotional importance of old Hauser’s presence in the class.
Ans. Old Hauser represents lifelong remorse for neglected education. His trembling voice and tears show deep respect for the French language. His presence proves that learning has no age limit and highlights collective sorrow. It also intensifies the tragedy of losing one’s language just when its value is fully understood.

8.    Analyse the significance of M. Hamel’s final act and dismissal gesture.
Ans. Writing “Vive La France!” is M. Hamel’s final declaration of love and defiance. Unable to speak, he lets action replace words. The dismissal gesture marks the end of an era, his career, and French teaching in the school. It powerfully blends patriotism, sacrifice, and quiet resistance.