THE LAST LESSON: GLOSSARY, SUMMARY & QUESTION-ANSWERS

THE LAST LESSON
ABOUT THE AUTHOR
Alphonse Daudet (1840–1897) was a French novelist and short-story writer. His story The Last Lesson is set against the background of the Franco-Prussian War (1870–1871), in which France was defeated by the Prussian-led German forces. After the war, Alsace and much of Lorraine were ceded by France to the newly established German Empire. The story describes the emotional effect of this political change on the people of Alsace, particularly the loss of French as the language of instruction in schools.
Pronunciation: Alphonse Daudet → al-FONS doh-DAY
IPA: /al.fɔ̃s do.de/
IPA: /al.fɔ̃s do.de/
Alphonse → “al-FONS” — the final n has a slightly nasal French sound.
Daudet → “doh-DAY” — the final t is silent.
Daudet → “doh-DAY” — the final t is silent.
ABOUT THE MAIN CHARACTERS
1. Franz
Franz is the narrator and a young schoolboy from Alsace. He is generally careless and playful and does not take his studies seriously. He dislikes French grammar and often avoids studying. On the day of the last lesson, however, his feelings change completely when he learns that French will no longer be taught. He experiences regret, guilt and sadness and suddenly understands the value of his language, books and education.
2. M. Hamel
M. Hamel is Franz’s French teacher, who has served the village school for forty years. He is generally known as a strict teacher, but on the day of the last lesson he behaves with unusual gentleness and emotion. He wears his fine Sunday clothes to honour the final French lesson. His words and actions reveal his love for the French language, devotion to teaching, patriotism and sorrow at leaving. Later in the story, he writes “Vive La France!” on the board, expressing his patriotism.
Pronunciation of “Vive La France!”: approximately “veev lah FRAHNS”.
ABOUT THE MINOR CHARACTERS
3. Old Hauser
Old Hauser is an elderly villager who attends the last French lesson. He brings an old primer, which he holds open on his knees. His presence represents the villagers’ regret for neglecting their education and their respect for M. Hamel and the French language.
Pronunciation: Hauser → HOW-zer / HOU-zer.
4. Wachter
Wachter is the village blacksmith. He is standing with his apprentice at the town-hall bulletin-board when Franz passes by. He tells Franz not to hurry because he will reach school in plenty of time. Franz misunderstands his remark and thinks that Wachter is making fun of him.
Pronunciation: Wachter → VAKH-ter.
5. The Villagers
The former mayor, former postmaster, Old Hauser and other villagers sit quietly on the back benches during the last lesson. They have come to show their respect and gratitude towards M. Hamel and to express their regret for not attending school more often.
6. Prussian Soldiers
The Prussian soldiers are seen drilling in the open field behind the sawmill. Their presence reminds the reader that Alsace is under Prussian control. They form part of the political background of the story and represent the new power that is imposing German in the schools.
OTHER / IMPLIED CHARACTERS
7. M. Hamel’s Sister
M. Hamel’s sister is mentioned later in the story when Franz hears the sounds of packing. She is preparing to leave with M. Hamel. Her departure reflects the wider displacement caused by the political changes following the war.
8. Other Schoolchildren
The other schoolchildren are Franz’s classmates. On the day of the last lesson, they are unusually quiet and serious. Their behaviour reflects the solemn atmosphere created by the announcement that French will no longer be taught.
9. Prussian Authorities
The Prussian authorities are not directly seen in the story. They are responsible for the order that only German should be taught in the schools of Alsace and Lorraine. Their decision determines the events of the last lesson.
10. The Town-Hall Crowd
The people gathered around the town-hall bulletin-board represent the villagers who are anxious about the latest political news. For the previous two years, the bulletin-board had carried bad news such as lost battles, the draft and orders from the commanding officer.
BACKGROUND OF THE STORY
The Franco-Prussian War (1870–1871)
The Franco-Prussian War was fought between France and Prussia-led German forces from 1870 to 1871. Prussia played the leading role in bringing the German states together and establishing a unified German Empire.
Causes
One important cause of the conflict was the growing rivalry between France and Prussia. Prussian Chancellor Otto von Bismarck used diplomacy and nationalism to strengthen German unity. Tensions surrounding the Spanish succession and Bismarck’s editing and publication of the Ems Dispatch contributed to the outbreak of war.
Pronunciation: Otto von Bismarck → OT-toh fon BIS-mark.
The War
France declared war on Prussia on 19 July 1870. The Prussian-led German forces were better organised and successfully defeated the French army. The important Battle of Sedan in September 1870 resulted in the capture of French Emperor Napoleon III and his army.
Although a new French government continued the war, Paris fell after a siege in January 1871.
German Unification
The victory strengthened the process of German unification. On 18 January 1871, the German Empire was proclaimed in the Hall of Mirrors at Versailles.
Wilhelm I, King of Prussia, became the first German Emperor (Kaiser).
Territorial Changes
Under the Treaty of Frankfurt (May 1871), France ceded almost all of Alsace and a large part of Lorraine to the new German Empire.
This territorial change is particularly important for understanding The Last Lesson, because the story takes place in Alsace, where French is suddenly ordered to be replaced by German in the schools.
Effect on France
The defeat was a great humiliation for France. France had to pay a large financial indemnity and experienced German occupation in parts of the country. The loss of Alsace-Lorraine created strong and lasting resentment in France.
Long-Term Significance
The Franco-Prussian War helped establish the German Empire as a major European power. French resentment over the loss of Alsace-Lorraine continued for decades and became one of the factors contributing to tensions between France and Germany before the First World War.
PRUSSIA AND GERMANY
Before German unification in 1871, the German-speaking territories were divided into numerous states. Prussia was the largest and most powerful German state and played the leading role in unifying Germany.
After German unification, Prussia became the dominant state within the German Empire.
Prussia no longer exists as a political state today. The Allied Control Council formally abolished the State of Prussia in 1947.
Important distinction
Prussia ≠ Germany.
Prussia was a powerful German state that played the leading role in the creation of the German Empire in 1871. Germany became the unified country, while Prussia remained its largest constituent state until its abolition in 1947.

KEY POINTS TO REMEMBER

1.      Author: Alphonse Daudet

2.      Nationality: French

3.      Life: 1840–1897

4.      Story: The Last Lesson

5.      Background: Franco-Prussian War

6.      War: 1870–1871

7.      France: Defeated

8.      Prussia: Led the German forces

9.      Prussian Chancellor: Otto von Bismarck

10.   French Emperor: Napoleon III

11.   Important battle: Battle of Sedan

12.   Alsace and Lorraine: Territories ceded by France to the German Empire

13.   New language in schools: German

14.   Old language of instruction: French

15.   Order came from: Berlin

16.   Franz: Narrator and schoolboy

17.   M. Hamel: French teacher

18.   M. Hamel’s service: Forty years

19.   Old Hauser: Elderly villager with an old primer

20.   Wachter: Blacksmith

21.   Final patriotic words: “Vive La France!”

22.   Treaty ending the war: Treaty of Frankfurt

23.   German Empire proclaimed: 18 January 1871

24.   First German Emperor: Wilhelm I

25.   Prussia abolished as a state: 1947

ONE-MARK QUESTIONS
About the Author
1. Q: Who wrote The Last Lesson?
A: The Last Lesson was written by Alphonse Daudet, a famous French novelist and short-story writer of the nineteenth century.
2. Q: What was Alphonse Daudet’s nationality?
A: Alphonse Daudet was French. He was a French novelist and short-story writer whose works include The Last Lesson.
3. Q: When was Alphonse Daudet born?
A: Alphonse Daudet was born in 1840 and became one of the notable French writers of the nineteenth century.
4. Q: When did Alphonse Daudet die?
A: Alphonse Daudet died in 1897, after making a significant contribution to French literature as a novelist and short-story writer.
5. Q: What type of writer was Alphonse Daudet?
A: Alphonse Daudet was a French novelist and short-story writer, known especially for his literary works depicting French life and society.
6. Q: How is the name “Alphonse Daudet” pronounced?
A: “Alphonse Daudet” is approximately pronounced al-FONS doh-DAY, with the final t in Daudet remaining silent.
7. Q: What is the IPA pronunciation of Alphonse Daudet?
A: The IPA pronunciation given for Alphonse Daudet is approximately /al.fɔ̃s do.de/, reflecting French pronunciation.
About the Story
8. Q: What is the title of Daudet’s story?
A: The title of Daudet’s story is The Last Lesson, which deals with language, education, patriotism, regret and cultural loss.
9. Q: Against what historical background is The Last Lesson set?
A: The Last Lesson is set against the background of the Franco-Prussian War of 1870–1871 and its consequences for Alsace.
10. Q: Which war forms the historical background of The Last Lesson?
A: The Franco-Prussian War of 1870–1871 forms the historical background, explaining the political changes affecting Alsace and Lorraine.
11. Q: Between which years was the Franco-Prussian War fought?
A: The Franco-Prussian War was fought from 1870 to 1871, ending with French defeat and significant territorial changes.
12. Q: Which country was defeated in the Franco-Prussian War?
A: France was defeated in the Franco-Prussian War by Prussia-led German forces, resulting in major political and territorial consequences.
13. Q: Which regions mentioned in the story passed into German control?
A: Alsace and much of Lorraine were ceded by France to the newly established German Empire after the Franco-Prussian War.
14. Q: What important change occurred in the schools of Alsace and Lorraine?
A: French was replaced by German as the language of instruction, following the order issued by the authorities after the territorial change.
15. Q: What major theme does The Last Lesson highlight?
A: The story highlights the importance of language, education, patriotism, cultural identity and freedom, especially when these are threatened or lost.
Franz
16. Q: Who is Franz?
A: Franz is the narrator and a young schoolboy from Alsace who experiences the emotional impact of losing French instruction.
17. Q: Where is Franz from?
A: Franz is a young schoolboy from Alsace, a region that passed from French to German control after the war.
18. Q: What kind of student is Franz generally?
A: Franz is generally careless and playful about his studies, often avoiding lessons and failing to appreciate the value of education.
19. Q: Which subject does Franz dislike?
A: Franz dislikes French grammar, particularly difficult lessons such as participles, which he often avoids studying seriously.
20. Q: What does Franz realise when he learns about the last French lesson?
A: Franz suddenly realises the value of French, his books and education, experiencing deep regret for having neglected his studies earlier.
21. Q: What emotions does Franz experience after hearing the announcement?
A: Franz experiences shock, regret, guilt and sadness when he discovers that French will no longer be taught in his school.
22. Q: What does Franz’s change of attitude reveal?
A: Franz’s change reveals that people may recognise the true value of their language and education only when they are threatened or lost.
M. Hamel
23. Q: Who is M. Hamel?
A: M. Hamel is Franz’s French teacher, who has served the village school faithfully for forty years.
24. Q: How long had M. Hamel served at the village school?
A: M. Hamel had served the village school for forty years, demonstrating remarkable dedication to teaching and the French language.
25. Q: What subject does M. Hamel teach?
A: M. Hamel teaches French, the language that the new authorities have ordered to be replaced by German.
26. Q: How is M. Hamel generally regarded as a teacher?
A: M. Hamel is generally regarded as a strict teacher, although he becomes gentle and emotional during the final French lesson.
27. Q: How does M. Hamel behave on the last lesson?
A: On the last lesson, M. Hamel becomes gentle, serious and emotional, showing deep love for his language and sorrow at leaving.
28. Q: Why does M. Hamel wear his fine Sunday clothes?
A: M. Hamel wears his fine Sunday clothes to honour the last French lesson, treating the occasion as solemn and significant.
29. Q: What do M. Hamel’s actions reveal about his character?
A: M. Hamel’s actions reveal his devotion to teaching, love for French, patriotism, dignity and deep sorrow over the loss of his language.
30. Q: What patriotic words does M. Hamel write on the board later?
A: M. Hamel later writes “Vive La France!” on the board, expressing his love for France and his patriotic feelings.
31. Q: What does “Vive La France!” express?
A: “Vive La France!” expresses patriotism, showing M. Hamel’s love for his country at a time of political defeat and cultural loss.
32. Q: How is “Vive La France!” approximately pronounced?
A: “Vive La France!” is approximately pronounced “veev lah FRAHNS”, with the final French word containing a nasal vowel sound.
Old Hauser
33. Q: Who is Old Hauser?
A: Old Hauser is an elderly villager who attends the last French lesson and represents regret for neglecting education.
34. Q: What does Old Hauser bring to the last lesson?
A: Old Hauser brings an old primer, showing his desire to reconnect with the French language and his earlier education.
35. Q: What does Old Hauser’s old primer symbolise?
A: The old primer symbolises regret, forgotten education and renewed appreciation for the French language among the older villagers.
36. Q: What does Old Hauser’s presence represent?
A: Old Hauser’s presence represents the villagers’ regret for neglecting education and their respect for M. Hamel and French.
37. Q: How is the name “Hauser” pronounced?
A: Hauser may be pronounced approximately as HOW-zer or HOU-zer, depending on the English pronunciation being followed.
Wachter
38. Q: Who is Wachter?
A: Wachter is the village blacksmith who is present with his apprentice near the town-hall bulletin-board.
39. Q: Where does Franz meet Wachter?
A: Franz encounters Wachter near the town-hall bulletin-board, where the blacksmith is reading the latest official announcement.
40. Q: Who is with Wachter at the bulletin-board?
A: Wachter’s apprentice is with him at the bulletin-board while they read the latest posted announcement.
41. Q: What does Wachter tell Franz?
A: Wachter tells Franz not to hurry, assuring him that he will reach school in plenty of time.
42. Q: Why does Franz misunderstand Wachter’s remark?
A: Franz thinks Wachter is making fun of him because he is already anxious about being late and expecting punishment at school.
43. Q: What does Wachter’s behaviour suggest about the villagers?
A: Wachter’s behaviour suggests the villagers are anxious and helpless, aware of the political situation but unable to change what is happening.
The Villagers
44. Q: Who are some of the villagers present during the last lesson?
A: The villagers include Old Hauser, the former mayor, the former postmaster and several other elderly people from the village.
45. Q: Where do the villagers sit during the last lesson?
A: The villagers sit on the back benches of the classroom, which are normally empty during ordinary school lessons.
46. Q: Why do the villagers attend the last French lesson?
A: They attend to honour M. Hamel, thank him for his forty years of service, and express regret for neglecting their education.
47. Q: What do the villagers’ faces reveal?
A: The villagers’ sad faces reveal their grief, regret and emotional pain over losing French as their language of instruction.
48. Q: What do the villagers regret?
A: The villagers regret not having attended school more regularly and not appreciating the opportunity to learn French earlier.
Prussian Soldiers and Authorities
49. Q: Where are the Prussian soldiers seen in the story?
A: The Prussian soldiers are seen drilling in the open field behind the sawmill, near Franz’s route to school.
50. Q: What do the Prussian soldiers represent in the story?
A: The Prussian soldiers represent foreign political control and the loss of freedom, language and cultural identity in Alsace.
51. Q: Who issued the order to teach only German?
A: The authorities in Berlin issued the order that only German should be taught in the schools of Alsace and Lorraine.
52. Q: What did the order from Berlin require?
A: The order required schools in Alsace and Lorraine to teach only German, ending French instruction in those schools.
53. Q: What role do the Prussian authorities play in the story?
A: The Prussian authorities cause the central conflict by ordering German instruction, forcing French teachers and students to lose their familiar language.
Historical Background
54. Q: Who led the Prussian side during the Franco-Prussian War politically?
A: Otto von Bismarck, the Prussian Chancellor, played the leading political role in Prussia’s efforts during the Franco-Prussian War.
55. Q: What was Otto von Bismarck’s position?
A: Otto von Bismarck was the Chancellor of Prussia, who played a major political role in German unification and the war.
56. Q: How is Otto von Bismarck’s name pronounced?
A: Otto von Bismarck is approximately pronounced OT-toh fon BIS-mark, with the main stress falling on the first syllable of Bismarck.
57. Q: Which French emperor was captured at the Battle of Sedan?
A: Napoleon III, the French Emperor, was captured along with his army after the decisive Battle of Sedan in September 1870.
58. Q: What important battle occurred in September 1870?
A: The Battle of Sedan occurred in September 1870 and resulted in the capture of Napoleon III and his army.
59. Q: What happened at the Battle of Sedan?
A: The French army suffered a decisive defeat at Sedan, where Emperor Napoleon III and his army were captured by German forces.
60. Q: When did France declare war on Prussia?
A: France declared war on Prussia on 19 July 1870, beginning the Franco-Prussian War that eventually ended in French defeat.
61. Q: When did Paris fall during the Franco-Prussian War?
A: Paris fell in January 1871 after a prolonged siege, although a new French government had continued resistance after Napoleon III’s capture.
62. Q: What treaty ended the Franco-Prussian War?
A: The Treaty of Frankfurt, signed in May 1871, formally ended the Franco-Prussian War and imposed significant terms on France.
63. Q: When was the German Empire proclaimed?
A: The German Empire was proclaimed on 18 January 1871 in the Hall of Mirrors at Versailles.
64. Q: Where was the German Empire proclaimed?
A: The German Empire was proclaimed in the Hall of Mirrors at Versailles on 18 January 1871.
65. Q: Who became the first German Emperor?
A: Wilhelm I, King of Prussia, became the first German Emperor, or Kaiser, when the German Empire was proclaimed in 1871.
66. Q: What was Prussia before German unification?
A: Before German unification, Prussia was the largest and most powerful German state, playing the leading role in creating unified Germany.
67. Q: What role did Prussia play in German unification?
A: Prussia played the leading role in German unification, using its political and military strength to unite the German states.
68. Q: Was Prussia the same as Germany?
A: No. Prussia was a powerful German state, while Germany became the unified country established as the German Empire in 1871.
69. Q: What happened to Prussia after German unification?
A: After German unification, Prussia remained the largest constituent state of the German Empire and continued to exercise considerable influence.
70. Q: Does Prussia exist as a political state today?
A: No. Prussia no longer exists as a political state; the State of Prussia was formally abolished by the Allied Control Council in 1947.
Territorial and Political Changes
71. Q: What happened to Alsace after the Franco-Prussian War?
A: Almost all of Alsace was ceded by France to the German Empire, bringing the region under German political control after the war.
72. Q: What happened to Lorraine after the Franco-Prussian War?
A: A large part of Lorraine was ceded by France to the German Empire, along with almost all of Alsace.
73. Q: Why is Alsace important in The Last Lesson?
A: Alsace is important because the story takes place there, where French instruction is ordered to end and German is imposed.
74. Q: Why is language important in The Last Lesson?
A: Language is important because French represents cultural identity and freedom, while its removal creates a painful sense of loss among the people.
75. Q: What does the loss of French symbolise in the story?
A: The loss of French symbolises the loss of cultural identity, freedom and national belonging under foreign political control.
Other Characters and Details
76. Q: Who is M. Hamel’s sister?
A: M. Hamel’s sister is a character mentioned later in the story who is preparing to leave with M. Hamel.
77. Q: What does M. Hamel’s sister’s departure suggest?
A: Her departure suggests the wider displacement caused by political changes, showing that the consequences of war affect ordinary families.
78. Q: Who are the other schoolchildren?
A: The other schoolchildren are Franz’s classmates, who remain unusually quiet and serious during the final French lesson.
79. Q: What do the other schoolchildren’s silence and seriousness suggest?
A: Their silence and seriousness reflect the solemn emotional atmosphere created by the announcement that French will no longer be taught.
80. Q: What is the significance of the town-hall bulletin-board?
A: The bulletin-board is significant because it carries official wartime news, including lost battles, the draft and orders from the authorities.
81. Q: What kind of news had appeared on the bulletin-board for two years?
A: For two years, the bulletin-board had carried bad news such as lost battles, the draft and orders from the commanding officer.
82. Q: What does the town-hall crowd represent?
A: The crowd represents the villagers’ anxiety and uncertainty as they gather around the bulletin-board to learn the latest official news.
Important Historical Facts
83. Q: What was the Ems Dispatch?
A: The Ems Dispatch was a diplomatic telegram whose edited publication by Bismarck intensified French-German tensions and contributed to the outbreak of war.
84. Q: What was one important cause of the Franco-Prussian War?
A: Growing rivalry between France and Prussia, intensified by diplomatic tensions surrounding the Spanish succession and the Ems Dispatch, contributed to the war.
85. Q: What was one major consequence of the Franco-Prussian War?
A: A major consequence was the creation of the German Empire and the transfer of Alsace and much of Lorraine from France.
86. Q: What financial burden was imposed on France after the war?
A: France was required to pay a large financial indemnity under the terms imposed after its defeat in the Franco-Prussian War.
87. Q: What long-term resentment resulted from the loss of Alsace-Lorraine?
A: The loss of Alsace-Lorraine created lasting French resentment towards Germany, contributing to continuing tension between the two countries.
88. Q: How did the Franco-Prussian War change the European balance of power?
A: The war strengthened the newly unified German Empire, establishing Germany as a major European power and weakening France’s position.
89. Q: What was the German Empire?
A: The German Empire was the unified German state proclaimed in 1871, with Wilhelm I as its first emperor.
90. Q: What is the central conflict in The Last Lesson?
A: The central conflict arises from the forced replacement of French by German in schools, creating emotional loss for students, teachers and villagers.
Pronunciation-Based One-Mark Questions
91. Q: How is “Wachter” pronounced?
A: Wachter is approximately pronounced VAKH-ter, with the initial sound resembling the German pronunciation of the letter W.
92. Q: How is “Hauser” pronounced?
A: Hauser is approximately pronounced HOW-zer or HOU-zer, depending on the pronunciation adopted in English.
93. Q: How is “Vive La France!” pronounced?
A: “Vive La France!” is approximately pronounced “veev lah FRAHNS,” with a nasalised French sound in “France.”
94. Q: What does “Vive La France!” mean?
A: “Vive La France!” means “Long live France!” and expresses M. Hamel’s patriotism and emotional attachment to his country.
Very Important Conceptual One-Mark Questions
95. Q: What does Franz’s regret teach readers about education?
A: Franz’s regret teaches that education should be valued while opportunities remain, because its importance may become painfully clear only after it is lost.
96. Q: What does M. Hamel’s final lesson symbolise?
A: M. Hamel’s final lesson symbolises the loss of French language and cultural freedom under foreign political control.
97. Q: What does the villagers’ attendance at the last lesson symbolise?
A: Their attendance symbolises collective regret, respect for education and love for their language and cultural identity.
98. Q: What does Franz’s transformation represent?
A: Franz’s transformation represents a sudden awakening to the value of education, language and national identity when they are about to disappear.
99. Q: What does M. Hamel’s forty years of service represent?
A: M. Hamel’s forty years of service represent dedication to teaching, loyalty to his community and devotion to the French language.
100. Q: What is the chief message of The Last Lesson?
A: The story teaches that language is closely connected with identity and freedom, and education should be valued before circumstances make its loss unavoidable.

Text: I started for school very late that morning .......................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 – A sudden, loud sound like the crash of thunder; something that happens suddenly and forcefully, causing great surprise or shock/गरजती हुई बिजली की तेज़ आवाज़; अचानक होने वाला बहुत बड़ा आघात या 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.}

Summary

The extract begins with Franz, a schoolboy, starting for school very late. He is frightened because he expects M. Hamel, his French teacher, to scold him. He is particularly worried because M. Hamel is going to question the students on participles, a grammar topic Franz has not studied. For a moment, Franz is tempted to avoid school and spend the day outdoors because the weather is beautiful, the birds are chirping, and the Prussian soldiers are drilling in the open field. However, he controls his temptation and hurries towards school.

On his way, Franz notices a crowd gathered around the bulletin-board at the town hall. For the previous two years, the bulletin-board had brought bad news, including reports of lost battles, military drafts and orders from the authorities. Franz wonders what new trouble has occurred but does not stop to investigate. The blacksmith, Wachter, calls out to him jokingly, telling him that he has plenty of time to reach school. Thinking that Wachter is making fun of him, Franz rushes on and reaches the school breathless.

Franz is surprised when he finds the school unusually quiet and solemn. Normally, the beginning of the school day is noisy, with desks being opened and closed, lessons being recited loudly and M. Hamel striking his ruler on the table. Franz had hoped that this usual noise would help him enter the classroom unnoticed because he was late. However, the unusual silence makes his arrival more embarrassing. He has to enter the classroom in front of everyone and feels extremely nervous.

To his surprise, M. Hamel does not scold him. Instead, he speaks kindly and asks Franz to take his seat quickly. After overcoming his initial fear, Franz notices that M. Hamel is dressed in his beautiful formal clothes, which he normally wears only on inspection and prize days. He also notices that the classroom looks unusually serious and solemn.

The greatest surprise for Franz is the presence of several village elders sitting on the usually empty back benches. Among them are old Hauser, the former mayor and the former postmaster. Hauser has brought an old primer and is following the lesson with great seriousness. Everyone appears sad. Franz cannot understand why the villagers have come to attend the class.

Then M. Hamel gives the shocking announcement: this will be the last French lesson he will teach. An order has come from Berlin that only German will be taught in the schools of Alsace and Lorraine, and a new teacher will arrive the following day. Franz is stunned by this announcement. He describes M. Hamel's words as a “thunderclap”, showing how suddenly and painfully the news affects him.

Franz immediately realizes the significance of the bulletin-board. The order displayed there was the reason for the crowd at the town hall. He suddenly regrets wasting his opportunities to learn French. Earlier, he had disliked his books and grammar lessons, preferring to play outdoors, search for birds' eggs or go sliding on the Saar. Now, knowing that he will no longer be allowed to learn French at school, he considers his books “old friends.” He also feels a new affection for M. Hamel and forgets his earlier fear of the teacher's strictness because he realizes that he may never see him again.

Finally, Franz understands why M. Hamel is wearing his finest clothes and why the village elders have come. M. Hamel has dressed formally to honour the final French lesson after serving the school faithfully for forty years. The elderly villagers have come because they regret not having studied more when they had the opportunity. Their presence is also a way of expressing gratitude and respect for M. Hamel's forty years of devoted service and showing their sorrow at losing the freedom to learn their own language.

Central Idea

The extract highlights the value of one's language, education and freedom. Franz and the villagers realize the importance of French only when they are about to lose the right to learn it. The last lesson therefore becomes a deeply emotional occasion, filled with regret, patriotism, respect for the teacher and love for the mother tongue.

सारांश

यह अंश अल्फोंस दॉडेट की प्रसिद्ध कहानी “The Last Lesson” से लिया गया है। इसमें फ्रांज़ नामक एक स्कूली लड़के के माध्यम से मातृभाषा, शिक्षा, देशभक्ति और स्वतंत्रता के महत्व को प्रभावशाली ढंग से प्रस्तुत किया गया है।

कहानी की शुरुआत में फ्रांज़ उस सुबह स्कूल के लिए बहुत देर से निकलता है। उसे डर था कि उसके शिक्षक M. Hamel उसे डाँटेंगे। विशेष रूप से उसे इसलिए डर लग रहा था क्योंकि M. Hamel ने विद्यार्थियों से participles (कृदन्त) के बारे में प्रश्न पूछने की बात कही थी, जबकि फ्रांज़ ने उसे बिल्कुल नहीं पढ़ा था। एक क्षण के लिए उसके मन में आया कि वह स्कूल न जाकर बाहर पूरा दिन बिताए। मौसम बहुत सुहावना था, पक्षी चहचहा रहे थे और आरा मिल के पीछे खुले मैदान में प्रशियन सैनिक अभ्यास कर रहे थे। ये सभी चीजें उसे व्याकरण के पाठ से कहीं अधिक आकर्षक लग रही थीं। फिर भी उसने अपने मन को नियंत्रित किया और जल्दी-जल्दी स्कूल की ओर चल पड़ा।

रास्ते में जब वह टाउन हॉल के पास से गुजरा, तो उसने सूचना-पट्ट के सामने लोगों की एक भीड़ देखी। पिछले दो वर्षों से उस सूचना-पट्ट से गाँव वालों को केवल बुरी खबरें ही मिलती थीं—युद्ध में हार, सैनिकों की भर्ती और अधिकारियों के आदेश आदि। फ्रांज़ के मन में विचार आया कि अब वहाँ क्या नई परेशानी होगी, लेकिन वह रुका नहीं। वहाँ मौजूद लोहार Wachter ने अपने प्रशिक्षु के साथ उसे देखकर आवाज लगाई और मजाक में कहा कि वह इतनी तेजी से न दौड़े, क्योंकि उसके पास स्कूल पहुँचने के लिए पर्याप्त समय है। फ्रांज़ को लगा कि Wachter उसका मजाक उड़ा रहा है, इसलिए वह और तेजी से भागा और हाँफता हुआ स्कूल पहुँच गया।

स्कूल पहुँचकर फ्रांज़ को सबसे पहले असामान्य शांति महसूस हुई। सामान्य दिनों में स्कूल शुरू होने से पहले बहुत शोर होता था—डेस्क खुलने-बंद होने की आवाजें, बच्चों का एक साथ जोर-जोर से पाठ दोहराना और M. Hamel का अपनी बड़ी छड़ी से मेज पर थपथपाना। फ्रांज़ को उम्मीद थी कि इसी शोर-शराबे का लाभ उठाकर वह बिना किसी के ध्यान में आए अपनी जगह पर बैठ जाएगा। लेकिन उस दिन स्कूल रविवार की सुबह की तरह बिल्कुल शांत था। इसलिए उसे सबके सामने कक्षा में प्रवेश करना पड़ा। वह बहुत शर्मिंदा और भयभीत हुआ तथा उसका चेहरा लाल पड़ गया।

लेकिन उसकी आशंका के विपरीत, M. Hamel ने उसे डाँटा नहीं। उन्होंने बहुत शांत और स्नेहपूर्ण ढंग से कहा कि वह जल्दी से अपनी जगह पर बैठ जाए, क्योंकि वे उसके बिना ही पाठ शुरू करने वाले थे। जब फ्रांज़ का डर कुछ कम हुआ, तब उसने ध्यान से कक्षा को देखा। उसने पाया कि M. Hamel ने अपने सुंदर हरे रंग के कोट, झालरदार कमीज और कढ़ाई वाली छोटी काली रेशमी टोपी पहन रखी थी। वे ये विशेष कपड़े केवल निरीक्षण या पुरस्कार-वितरण जैसे विशेष अवसरों पर ही पहनते थे। इससे फ्रांज़ को लगा कि उस दिन अवश्य कोई विशेष बात थी।

इसके बाद फ्रांज़ की नजर कक्षा की पिछली बेंचों पर पड़ी। ये बेंचें सामान्यतः खाली रहती थीं, लेकिन उस दिन वहाँ गाँव के कई बुजुर्ग बैठे हुए थे। उनमें बूढ़े Hauser, पूर्व मेयर, पूर्व पोस्टमास्टर और कई अन्य लोग शामिल थे। सभी के चेहरे पर उदासी और गंभीरता थी। Hauser अपने साथ एक पुरानी primer (प्रारम्भिक पाठ्य-पुस्तक) लाए थे और उसे घुटनों पर खोलकर बैठे थे। उनके बड़े चश्मे पुस्तक के पन्नों पर रखे थे। फ्रांज़ यह देखकर बहुत आश्चर्यचकित हुआ और सोचने लगा कि आखिर ऐसा क्या हुआ है जिसके कारण गाँव के बुजुर्ग भी कक्षा में आए हैं।

तभी M. Hamel अपनी कुर्सी पर चढ़े और उसी गंभीर तथा शांत स्वर में घोषणा की कि यह उनका फ्रांज़ और अन्य विद्यार्थियों को फ्रेंच पढ़ाने का अंतिम दिन है। बर्लिन से आदेश आया है कि अब Alsace और Lorraine के स्कूलों में केवल जर्मन भाषा पढ़ाई जाएगी। अगले दिन एक नया शिक्षक आएगा। इसलिए यह विद्यार्थियों का अंतिम French lesson है। उन्होंने बच्चों से बहुत ध्यानपूर्वक पढ़ने के लिए कहा।

M. Hamel के ये शब्द फ्रांज़ के लिए “thunderclap” अर्थात अचानक गिरी बिजली के समान एक जबरदस्त आघात थे। अचानक उसे टाउन हॉल के सूचना-पट्ट की सारी बात समझ में आ गई। वही आदेश वहाँ लगाया गया था। उसे पहली बार गहराई से एहसास हुआ कि वह अब फ्रेंच नहीं पढ़ सकेगा। उसे अपने अज्ञान पर बहुत पछतावा हुआ। उसे याद आया कि उसने कितनी बार पढ़ाई की उपेक्षा की थी और पक्षियों के अंडे खोजने या Saar नदी में फिसलने जैसे खेलों में समय बिताया था।

अब उसकी दृष्टि में उसके वही किताबें और व्याकरण की पुस्तक, जो पहले उसे बोझ और परेशानी लगती थीं, अचानक पुराने प्रिय मित्रों जैसी हो गईं। उसे महसूस हुआ कि वह इन्हें अब छोड़ना नहीं चाहता, क्योंकि इन्हें पढ़ने का अवसर उससे हमेशा के लिए छिनने वाला था। इसी तरह M. Hamel के प्रति भी उसके मन में अचानक सम्मान और स्नेह पैदा हो गया। पहले वह शिक्षक की डाँट और उनकी कठोर छड़ी से डरता था, लेकिन अब यह सोचकर दुखी था कि वह उन्हें फिर कभी नहीं देख पाएगा।

अंत में फ्रांज़ को M. Hamel के विशेष कपड़े पहनने का कारण भी समझ में आया। वे अपने चालीस वर्षों की निष्ठापूर्ण सेवा के सम्मान में अंतिम फ्रेंच पाठ को विशेष अवसर की तरह मनाना चाहते थे। गाँव के बुजुर्ग भी इसलिए आए थे क्योंकि उन्हें इस बात का पछतावा था कि उन्होंने अपनी पढ़ाई को गंभीरता से नहीं लिया। वे M. Hamel के प्रति अपनी कृतज्ञता और सम्मान व्यक्त करना चाहते थे। साथ ही, वे उस भाषा के प्रति भी सम्मान और दुख प्रकट कर रहे थे जो अब उनके अपने देश में स्वतंत्र रूप से नहीं पढ़ाई जाएगी।

मुख्य विचार

इस अंश का मुख्य संदेश यह है कि हम अक्सर किसी चीज़ का वास्तविक मूल्य तब समझते हैं जब उसे खोने का समय आ जाता है। फ्रांज़ और गाँव के बुजुर्गों को अपनी भाषा और शिक्षा के महत्व का एहसास तब हुआ जब फ्रेंच सीखने का उनका अधिकार उनसे छिनने वाला था। अंतिम फ्रेंच पाठ उनके लिए केवल एक कक्षा नहीं, बल्कि मातृभाषा, शिक्षा, देशप्रेम, स्वतंत्रता और अपने अतीत के प्रति सम्मान का प्रतीक बन गया।

MCQ SET 1

1. Why was Franz afraid of going to school that morning?
A. He had lost his books B. He had forgotten his homework C. He feared a scolding for being late D. He had 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 sound did Franz hear at the edge of the woods?
A. Children laughing B. Birds chirping C. Soldiers shouting D. Bells ringing
Answer: B

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. What did Franz notice at the town hall?
A. A crowd around the bulletin-board B. A school examination C. A military parade D. A village celebration
Answer: A

6. What kind of news had come from the bulletin-board during the previous two years?
A. Good harvest news B. School announcements C. Bad news, including lost battles, the draft and official orders D. Local advertisements
Answer: C

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

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

9. Why did Franz think Wachter was making fun of him?
A. Wachter laughed at him B. Wachter called him lazy C. Wachter told him that he had plenty of time to reach school D. Wachter asked him to stop
Answer: C

10. What was unusual about the school that morning?
A. The desks were missing B. Everyone was noisy C. Everything was unusually quiet D. The students were playing
Answer: C

11. What was usually heard when school began?
A. Songs and laughter B. Military commands C. Desks opening and closing, lessons being recited and M. Hamel's ruler rapping on the table D. Village bells
Answer: C

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

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

14. What special clothes was M. Hamel wearing?
A. A soldier's uniform B. His beautiful formal clothes worn on special occasions C. A farmer's outfit D. An ordinary school dress
Answer: B

15. What made the whole school seem strange and solemn to Franz?
A. There was an examination B. The students were celebrating C. The unusual silence and the serious atmosphere D. The teacher was absent
Answer: C

16. Who were sitting on the usually empty back benches?
A. New students B. Government officers C. Village people, including old Hauser, the former mayor and the former postmaster D. Prussian soldiers
Answer: C

17. What had old Hauser brought with him?
A. A newspaper B. A map C. An old primer D. A history book
Answer: C

18. What announcement did M. Hamel make?
A. The school was closing permanently B. He was being transferred C. It was the last French lesson D. The examinations 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 react to M. Hamel's announcement?
A. He felt happy B. He remained indifferent C. He was deeply shocked and saddened D. He became angry with his classmates
Answer: C

22. How did Franz now regard his books?
A. As boring objects B. As useless things C. As old friends he could not give up D. As unnecessary burdens
Answer: C

23. Why did Franz forget about M. Hamel's ruler and crankiness?
A. He was no longer afraid of school B. He realized that M. Hamel was leaving and he would never see him again C. M. Hamel had become less strict D. He wanted to avoid punishment
Answer: B

24. Why had M. Hamel worn his beautiful formal clothes?
A. It was his birthday B. It was an inspection day C. He wanted to honour the last French lesson D. He was attending a meeting
Answer: C

25. Why had the village people come to the classroom?
A. To inspect the school B. To punish the students C. To express regret, gratitude and respect D. To meet the new master
Answer: C

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

27. What did the village elders want to express by attending the last lesson?
A. Their support for the new German teacher B. Their regret, gratitude and respect for M. Hamel C. Their dislike of the students D. Their desire to leave the village
Answer: B

28. Which two regions are mentioned in the order from Berlin?
A. Paris and Lyon B. Alsace and Lorraine C. Rome and Venice D. Berlin and Hamburg
Answer: B

29. What language were the schools of Alsace and Lorraine ordered to teach from then on?
A. French B. English C. German D. Latin
Answer: C

30. To what did Franz compare the silence of the school?
A. Midnight B. A cemetery C. Sunday morning D. A festival
Answer: C

31. What activities had Franz preferred to studying?
A. Fishing and swimming B. Playing football C. Searching for birds' eggs and sliding on the Saar D. Flying kites
Answer: C

32. What kinds of things had the bulletin-board announced during the previous two years?
A. Only school notices B. Only local advertisements C. Lost battles, the draft and orders of the commanding officer D. Village festivals
Answer: C

33. In what tone did M. Hamel speak to the students?
A. Loud and angry B. Harsh and impatient C. Grave and gentle D. Excited and cheerful
Answer: C

34. Why did the village people look sad?
A. They were disappointed with the students B. They were sorry about losing their country and the French language in their schools C. They disliked M. Hamel D. They wanted a holiday
Answer: B

35. Which language was being replaced by German in the schools?
A. English B. French C. Latin D. Italian
Answer: B

36. On what occasions did M. Hamel usually wear the clothes he had worn that day?
A. On ordinary school days B. On Sundays only C. On inspection and prize days D. During military ceremonies
Answer: C

37. Why had Franz hoped that the usual school commotion would help him?
A. He wanted to join the noise B. He hoped to enter the classroom without being noticed C. He wanted to avoid M. Hamel completely D. He wanted to talk to his classmates
Answer: B

38. What did Franz expect to hear when he reached school?
A. Complete silence B. The usual bustle of desks, recitation and the teacher's ruler C. Military commands D. Village songs
Answer: B

39. What does the expression “thumbed at the edges” suggest about Hauser's primer?
A. It was new and unused B. It was old and frequently handled C. It was borrowed that morning D. It was completely unreadable
Answer: B

40. What did Franz eventually understand about M. Hamel's formal clothes?
A. He was going to a wedding B. He wanted to impress the soldiers C. He had worn them to honour the last French lesson D. It was an ordinary school day
Answer: C

41. What does Franz's sudden change of attitude towards his books signify?
A. He had developed an interest in all kinds of books B. He had realized the value of his education and language when he was about to lose them C. He wanted to study at home D. He disliked his old books
Answer: B

42. What does the expression “What a thunderclap these words were to me!” suggest?
A. The words were amusing B. The words were expected C. The news came as a sudden and powerful shock D. The words were difficult to understand
Answer: C

43. Who does Franz mean by “the wretches” in “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. Those responsible for the order posted at the town hall
Answer: D

44. What were the main reasons for the villagers' attendance at the last lesson?
A. Curiosity and entertainment B. Anger towards M. Hamel C. Regret for not studying more and respect for M. Hamel's service D. A desire to meet the new teacher
Answer: C

45. What feeling made Franz forget M. Hamel's ruler and crankiness?
A. Pity and sadness at the thought of M. Hamel leaving B. Happiness about the holiday C. Fear of the new teacher D. Excitement about learning German
Answer: A

46. What quality of M. Hamel is shown when he says, “Go to your place quickly, little Franz”?
A. Anger B. Patience and kindness C. Indifference D. Sarcasm
Answer: B

47. What did the order from Berlin require the schools of Alsace and Lorraine to do?
A. Close permanently B. Teach only German C. Teach only French D. Stop teaching grammar
Answer: B

48. What did “the draft” mentioned on the bulletin-board refer to?
A. A school writing exercise B. Military conscription C. A newspaper article D. A government examination
Answer: B

49. What does the villagers' presence in the classroom mainly show?
A. Their support for the new German master B. Their indifference to the last lesson C. Their regret, respect and gratitude on the occasion of the last French lesson D. Their desire to become students again
Answer: C

50. What did the villagers' attendance at the last lesson symbolize?
A. Their acceptance of the new German rule B. Their lack of interest in education C. Their respect for M. Hamel and their sorrow at losing what was theirs D. Their wish to leave the village
Answer: C

MCQ: SET 2

1. What was Franz's main concern as he hurried towards school?
A. He might miss the examination B. He might be punished for arriving late C. He might meet the soldiers D. He might lose his books
Answer: B

2. Why did Franz consider spending the day outdoors?
A. The school was closed B. He had finished his studies C. The pleasant weather and outdoor sights attracted him D. His friends had invited him
Answer: C

3. What was the weather like that morning?
A. Cold and cloudy B. Warm and bright C. Rainy and windy D. Dark and stormy
Answer: B

4. Which activity of the Prussian soldiers did Franz observe?
A. Marching towards the school B. Drilling in the open field C. Fighting in the village D. Guarding the town hall
Answer: B

5. What did Franz think about the participles lesson?
A. It was interesting B. He had mastered it C. He knew nothing about it D. He had revised it that morning
Answer: C

6. What did Franz do after resisting the temptation to stay outdoors?
A. He returned home B. He went to the town hall C. He hurried off to school D. He joined the soldiers
Answer: C

7. What had been the source of bad news for the people for two years?
A. The school B. The church C. The bulletin-board D. The newspaper
Answer: C

8. Which of the following was NOT mentioned as news from the bulletin-board?
A. Lost battles B. The draft C. Orders of the commanding officer D. School examination results
Answer: D

9. Why did Franz not stop at the town hall?
A. He was frightened of the crowd B. He was in a hurry to reach school C. He was forbidden to stop D. He had already read the notice
Answer: B

10. Who was with Wachter when he called out to Franz?
A. His son B. His apprentice C. The mayor D. M. Hamel
Answer: B

11. How did Franz reach M. Hamel's little garden?
A. Calm and relaxed B. With his classmates C. All out of breath D. After stopping at the town hall
Answer: C

12. Why had Franz expected some commotion when he reached school?
A. It was a festival day B. School usually began with considerable noise C. The soldiers were nearby D. The villagers were visiting
Answer: B

13. What did Franz hope to avoid by using the usual school commotion?
A. Doing his homework B. Meeting Wachter C. Being noticed as he entered late D. Answering the grammar questions
Answer: C

14. What did Franz see through the classroom window?
A. Soldiers marching B. His classmates already in their places C. Villagers leaving the school D. Wachter entering the room
Answer: B

15. Where was M. Hamel when Franz looked through the window?
A. Sitting at his desk B. Standing near the door C. Walking up and down with his ruler D. Talking to the villagers
Answer: C

16. What did Franz have to do because the classroom was unusually quiet?
A. Wait outside B. Enter before everybody C. Go home D. Knock on the window
Answer: B

17. What physical reaction did Franz have when he entered the classroom?
A. He trembled with cold B. He blushed and felt frightened C. He began to cry D. He became angry
Answer: B

18. What did M. Hamel ask Franz to do?
A. Stand outside B. Explain his lateness C. Go quickly to his place D. Read the bulletin
Answer: C

19. What did Franz do after M. Hamel spoke kindly to him?
A. He left the classroom B. He jumped over the bench and sat at his desk C. He apologized to the villagers D. He opened the classroom door
Answer: B

20. When did Franz begin to notice the unusual features of the classroom?
A. Before reaching school B. After he had overcome some of his fright C. Before entering the garden D. While talking to Wachter
Answer: B

21. Which item was part of M. Hamel's special dress?
A. A blue turban B. A frilled shirt C. A military cap D. A woollen scarf
Answer: B

22. What kind of cap was M. Hamel wearing?
A. A red woollen cap B. A large white hat C. A little black silk cap D. A military helmet
Answer: C

23. What was special about M. Hamel's cap?
A. It was decorated with medals B. It was embroidered C. It belonged to the mayor D. It was worn every day
Answer: B

24. What was Franz's first reaction to seeing the village people in the classroom?
A. Anger B. Surprise and wonder C. Happiness D. Fear of punishment
Answer: B

25. Which of the following was NOT among the people mentioned as sitting at the back?
A. Old Hauser B. The former mayor C. The former postmaster D. The blacksmith's apprentice
Answer: D

26. How did the village people sit in the classroom?
A. Noisily B. Quietly like the students C. Outside the classroom D. In groups around M. Hamel
Answer: B

27. What was lying across the pages of Hauser's primer?
A. A pencil B. A ruler C. His great spectacles D. A handkerchief
Answer: C

28. What does Hauser's use of an old primer reveal about his attitude?
A. He was careless about the lesson B. He was making a serious effort to follow it C. He had forgotten his books D. He wanted to teach the students
Answer: B

29. What did everyone in the classroom appear to be?
A. Cheerful B. Excited C. Sad D. Angry
Answer: C

30. What did M. Hamel do immediately before making his announcement?
A. He opened the door B. He mounted his chair C. He left the classroom D. He spoke to Hauser
Answer: B

31. How did M. Hamel address the students in his announcement?
A. “My friends” B. “My children” C. “Dear students” D. “Young boys”
Answer: B

32. What did M. Hamel ask the students to do during the final lesson?
A. Leave immediately B. Be very attentive C. Study German D. Remain silent all day
Answer: B

33. What did Franz suddenly realize about his ability to write?
A. He was an excellent writer B. He hardly knew how to write C. He had mastered French writing D. He preferred writing to grammar
Answer: B

34. What did Franz regret about his earlier behaviour?
A. He had been absent from school for a year B. He had not learned his lessons seriously C. He had argued with Wachter D. He had refused to attend the last lesson
Answer: B

35. Which school subjects does Franz specifically mention as becoming precious to him?
A. Geography and mathematics B. Grammar and the history of the saints C. Science and geography D. Literature and physics
Answer: B

36. Why did Franz's books suddenly become precious to him?
A. They had become expensive B. He was about to lose the opportunity to study them C. They were beautifully illustrated D. M. Hamel had praised them
Answer: B

37. What did Franz now consider his grammar and history books?
A. Heavy burdens B. Old friends C. Difficult subjects D. Unnecessary possessions
Answer: B

38. What did Franz realize about his relationship with M. Hamel?
A. He had never liked him B. He would miss him after he left C. He wanted to become like him D. He was angry with him
Answer: B

39. What earlier characteristic of M. Hamel does Franz remember?
A. His generosity B. His crankiness C. His laziness D. His humour
Answer: B

40. What did Franz now feel towards M. Hamel?
A. Greater affection and respect B. Anger and resentment C. Fear and hatred D. Indifference
Answer: A

41. What did Franz finally understand about the old men in the classroom?
A. They had come to inspect the school B. They regretted not going to school more C. They wanted to learn German D. They were waiting for the new master
Answer: B

42. What did the old villagers want to thank M. Hamel for?
A. His financial help B. His forty years of faithful service C. His military service D. His work at the town hall
Answer: B

43. What does the villagers' presence suggest about their attitude towards education?
A. They considered education unimportant B. They regretted their earlier neglect of education C. They wanted to stop their children from studying D. They preferred military training
Answer: B

44. What does M. Hamel's forty years of service indicate about him?
A. He was a temporary teacher B. He was devoted and faithful to his work C. He disliked teaching D. He wanted to become a soldier
Answer: B

45. What does Franz's reaction to the last lesson reveal about him?
A. He has begun to value what he previously neglected B. He dislikes his mother tongue C. He wants to leave school immediately D. He is excited about the new teacher
Answer: A

46. Why was the final lesson especially painful for Franz?
A. He had failed an examination B. He realized that he would no longer have the opportunity to learn French C. He had lost his books D. He had been punished by M. Hamel
Answer: B

47. What does the change from Franz's earlier attitude to his later attitude illustrate?
A. The value of competition B. The value of something becomes clearer when it is about to be lost C. The importance of physical exercise D. The superiority of German
Answer: B

48. Why was M. Hamel's final lesson a special occasion for the villagers as well as the students?
A. It marked the beginning of a new school year B. It marked the end of their opportunity to receive French instruction C. It was an annual celebration D. It was the teacher's birthday
Answer: B

49. What feeling is most strongly shared by Franz, M. Hamel and the villagers in this extract?
A. Excitement about change B. Sorrow at the loss of French instruction C. Anger towards the students D. Happiness about the new master
Answer: B

50. Which theme is most clearly developed through Franz's experience in this extract?
A. The importance of outdoor recreation B. The value of one's language and education C. The excitement of military life D. The importance of becoming a blacksmith
Answer: B

WHO SAID TO WHOM?

1. “Don’t go so fast, bub; you’ll get to your school in plenty of time!”
Who said this to whom?
Answer: Wachter, the blacksmith, said this to Franz as Franz hurried past the town hall.

2. “Go to your place quickly, little Franz. We were beginning without you.”
Who said this to whom?
Answer: M. Hamel said this to Franz when he entered the classroom late.

3. “My children, this is the last lesson I shall give you.”
Who said this to whom?
Answer: M. Hamel said this to his students at the beginning of the final French lesson.

4. “The order has come from Berlin to teach only German in the schools of Alsace and Lorraine.”
Who said this to whom?
Answer: M. Hamel said this to his students while announcing the order received from Berlin.

5. “The new master comes tomorrow.”
Who said this to whom?
Answer: M. Hamel said this to his students while informing them about the arrival of the new teacher.

6. “This is your last French lesson.”
Who said this to whom?
Answer: M. Hamel said this to his students after announcing the order to teach only German.

7. “I want you to be very attentive.”
Who said this to whom?
Answer: M. Hamel said this to his students, asking them to pay close attention during their final French lesson.

8. “What can be the matter now?”
Who said this to whom?
Answer: Franz said this to himself when he saw a crowd gathered around the bulletin-board at the town hall.

9. “What a thunderclap these words were to me!”
Who said this to whom?
Answer: Franz said this to himself, describing the shock caused by M. Hamel's announcement.

10. “Oh, the wretches; that was what they had put up at the town-hall!”
Who said this to whom?
Answer: Franz said this to himself after realizing that the notice on the bulletin-board contained the bad news.

11. “My last French lesson!”
Who said this to whom?
Answer: Franz said this to himself after realizing that he would no longer have French lessons.

12. “Why, I hardly knew how to write!”
Who said this to whom?
Answer: Franz said this to himself when he realized how little he had learned before French instruction was stopped.

13. “I should never learn any more!”
Who said this to whom?
Answer: Franz said this to himself after realizing that his French education was coming to an end.

14. “Oh, how sorry I was for not learning my lessons…”
Who said this to whom?
Answer: Franz said this to himself while regretting that he had neglected his studies.

15. “Poor man!”
Who said this to whom?
Answer: Franz said this to himself about M. Hamel when he realized that his beloved teacher was leaving.

16. “What a thunderclap these words were to me!”
Who said this to whom?
Answer: Franz said this to himself after hearing that it was his last French lesson.

17. “I want you to be very attentive.”
Who said this to whom?
Answer: M. Hamel said this to the students, urging them to concentrate carefully on their final French lesson.

18. “The new master comes tomorrow.”
Who said this to whom?
Answer: M. Hamel said this to the students while explaining what would happen after their final French lesson.

ONE-MARK QUESTIONS

1. Q: Who is the narrator of the story?
A: The narrator is Franz, a schoolboy who is going to school late and later experiences his last French lesson.

2. Q: Why was Franz in great dread of going to school that morning?
A: Franz feared being scolded for arriving late, especially because M. Hamel was going to question the students on participles.

3. Q: What topic was M. Hamel going to question the students on?
A: M. Hamel was going to question the students on participles, a subject Franz had not studied at all.

4. Q: Did Franz know anything about participles?
A: No, Franz did not know the first word about participles, which made him particularly afraid of being questioned by M. Hamel.

5. Q: What did Franz briefly think of doing instead of attending school?
A: Franz briefly thought of running away and spending the day outdoors, where the pleasant weather and natural surroundings attracted him.

6. Q: What was the weather like that morning?
A: The weather was warm and bright, making the outdoors especially attractive to Franz as he hurried towards school.

7. Q: What were the birds doing at the edge of the woods?
A: The birds were chirping at the edge of the woods, adding to the pleasant outdoor atmosphere that tempted Franz to stay outside.

8. Q: What were the Prussian soldiers doing near the sawmill?
A: The Prussian soldiers were drilling in the open field behind the sawmill while Franz was on his way to school.

9. Q: What did Franz decide to do despite the temptation to remain outdoors?
A: Although the outdoors seemed tempting, Franz resisted the temptation and hurried off to school instead of spending the day outside.

10. Q: Where did Franz see a crowd while passing the town hall?
A: Franz saw a crowd gathered in front of the bulletin-board at the town hall while he was hurrying to school.

11. Q: For how long had bad news been coming from the bulletin-board?
A: For the previous two years, the bulletin-board had brought bad news concerning battles, the draft, and orders from the authorities.

12. Q: What kinds of bad news had appeared on the bulletin-board?
A: The bulletin-board had displayed news about lost battles, the draft, and orders issued by the commanding officer.

13. Q: Who called out to Franz as he hurried past the town hall?
A: Wachter, the blacksmith, who was standing with his apprentice reading the bulletin, called out to Franz as he hurried past.

14. Q: What did Wachter tell Franz?
A: Wachter told Franz not to go so fast because he would reach school in plenty of time.

15. Q: Why did Franz think Wachter was making fun of him?
A: Franz thought Wachter was making fun of him because Wachter told him that he had plenty of time to reach school.

16. Q: Where did Franz arrive all out of breath?
A: Franz arrived all out of breath at M. Hamel's little garden after hurrying from the town hall towards the school.

17. Q: What kind of bustle was usually heard when school began?
A: The usual bustle included desks opening and closing, lessons being repeated together, and M. Hamel's ruler rapping on the table.

18. Q: Why had Franz hoped for the usual school commotion?
A: Franz hoped the usual noise would allow him to reach his desk without being noticed for arriving late.

19. Q: What was unusual about the school atmosphere that morning?
A: Unlike ordinary mornings, the school was unusually quiet and still, creating an atmosphere similar to that of a Sunday morning.

20. Q: Who did Franz see walking up and down the classroom?
A: Franz saw M. Hamel walking up and down the classroom with his terrible iron ruler under his arm.

21. Q: What was M. Hamel carrying under his arm?
A: M. Hamel was carrying his terrible iron ruler under his arm while walking up and down the classroom.

22. Q: How did Franz feel when he entered the classroom before everyone?
A: Franz blushed and felt frightened because the unusual silence forced him to enter the classroom before everyone else.

23. Q: How did M. Hamel react when Franz entered late?
A: Instead of scolding Franz, M. Hamel spoke kindly and simply told him to go quickly to his place.

24. Q: What did M. Hamel say to Franz when he entered?
A: M. Hamel kindly told Franz to go quickly to his place because the class had already begun without him.

25. Q: What special clothes was M. Hamel wearing that day?
A: M. Hamel wore his beautiful green coat, frilled shirt, and embroidered black silk cap, which he normally reserved for special occasions.

26. Q: When did M. Hamel usually wear those special clothes?
A: M. Hamel usually wore those special clothes only on inspection and prize days, making his appearance that morning significant.

27. Q: What made the classroom seem strange and solemn to Franz?
A: The classroom seemed strange and solemn because the village people were sitting quietly on the normally empty back benches.

28. Q: Who were some of the village people present in the classroom?
A: Among the villagers were old Hauser, the former mayor, the former postmaster, and several other village people.

29. Q: How did the village people look that morning?
A: The village people looked sad and sat quietly in the classroom, sharing the solemn atmosphere surrounding the final French lesson.

30. Q: What did Hauser bring with him to the classroom?
A: Hauser brought an old primer, thumbed at the edges, and held it open on his knees with his spectacles across its pages.

31. Q: What does the condition of Hauser's primer suggest?
A: The thumbed edges of Hauser's primer suggest that the old book had been handled and used frequently over time.

32. Q: In what tone did M. Hamel make his announcement?
A: M. Hamel made his announcement in the same grave and gentle tone that he had used when speaking kindly to Franz.

33. Q: What announcement did M. Hamel make?
A: M. Hamel announced that it was his last lesson because an order had come to teach only German in Alsace and Lorraine.

34. Q: Where had the order to teach only German come from?
A: The order to teach only German in the schools of Alsace and Lorraine had come from Berlin.

35. Q: What was special about the next day according to M. Hamel?
A: The next day, a new master would arrive, and French lessons in the schools of Alsace and Lorraine would end.

36. Q: What did M. Hamel ask the students to do during the final lesson?
A: M. Hamel asked the students to be very attentive because it was their final French lesson.

37. Q: What did Franz mean by calling M. Hamel's announcement a “thunderclap”?
A: Franz called the announcement a “thunderclap” because the unexpected news came as a sudden and powerful shock to him.

38. Q: What did Franz realize about his French after hearing the announcement?
A: Franz realized that he hardly knew how to write French and would no longer have the opportunity to learn it.

39. Q: Why did Franz suddenly regret not studying his lessons?
A: Franz regretted neglecting his lessons because he realized that the opportunity to learn French was being taken away from him.

40. Q: What activities did Franz regret doing instead of studying?
A: Franz regretted spending time seeking birds' eggs and going sliding on the Saar instead of learning his school lessons.

41. Q: How did Franz's books seem to him after the announcement?
A: Franz's books, grammar, and history seemed like old friends because he suddenly realized their value when he was about to lose them.

42. Q: What books did Franz specifically mention?
A: Franz specifically mentioned his grammar book and his history of the saints, both of which suddenly became precious to him.

43. Q: What did Franz forget when he thought about M. Hamel leaving?
A: Franz forgot all about M. Hamel's ruler and his crankiness because he was deeply saddened by the thought of losing him.

44. Q: Why did M. Hamel wear his fine clothes that morning?
A: M. Hamel wore his fine clothes in honour of the last French lesson he was going to teach.

45. Q: Why had the old men of the village come to the classroom?
A: The old men had come because they regretted not attending school more often and wanted to honour M. Hamel.

46. Q: What did the villagers' presence express towards M. Hamel?
A: Their presence expressed gratitude for M. Hamel's forty years of faithful service and respect for him as their teacher.

47. Q: How long had M. Hamel served as the teacher there?
A: M. Hamel had served as the teacher for forty years, showing his long and faithful connection with the village.

48. Q: What did the villagers' visit show about their feelings towards their country?
A: Their visit showed their respect for the country that had been theirs and their sadness over its loss.

49. Q: What change was being imposed on the schools of Alsace and Lorraine?
A: The schools of Alsace and Lorraine were ordered to teach only German, bringing French instruction to an end.

50. Q: What central feeling dominates the ending of this extract?
A: The ending is dominated by sorrow, regret, gratitude, and patriotism as Franz and the villagers face the loss of French instruction.

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.

TWO-MARK QUESTIONS

Q1. Why was Franz afraid of being scolded that morning?
A1. Franz was afraid because he had started for school very late and expected M. Hamel to scold him. His fear was greater because M. Hamel had announced that he would question the class on participles, a topic Franz knew nothing about. Thus, his lateness and lack of preparation made him anxious.

Q2. What tempted Franz to spend the day outdoors instead of going to school?
A2. Franz was tempted by the warm and bright weather, the chirping birds at the edge of the woods, and the open field behind the sawmill. The Prussian soldiers were also drilling there. These pleasant sights seemed much more attractive to Franz than studying the difficult rule of participles.

Q3. Why was there a crowd at the bulletin-board near the town hall?
A3. A crowd had gathered around the bulletin-board because it had been the source of bad news for the previous two years. It had carried reports of lost battles, the draft, and orders from the commanding officer. Franz therefore wondered what troubling news might have appeared there that morning.

Q4. Why did Franz think Wachter was making fun of him?
A4. Wachter told Franz not to hurry because he would reach school in plenty of time. Franz was already rushing because he feared being late and scolded. Therefore, he misunderstood Wachter’s remark and thought that the blacksmith was making fun of him rather than giving him useful information.

Q5. What unusual things did Franz notice when he entered the classroom?
A5. Franz noticed that the classroom was unusually silent, unlike the normal noisy beginning of school. M. Hamel was wearing his special clothes, which he usually wore on inspection and prize days. He also noticed village elders sitting quietly on the normally empty back benches, making the classroom seem strange and solemn.

Q6. How did M. Hamel’s behaviour towards Franz differ from what Franz had expected?
A6. Franz expected M. Hamel to scold him for arriving late, but the teacher behaved kindly and gently. Instead of reprimanding him, M. Hamel simply told him to go quickly to his place because the class had already begun. This unexpected kindness helped create the unusual atmosphere of the final lesson.

Q7. Why had M. Hamel worn his special clothes that morning?
A7. M. Hamel wore his beautiful green coat, frilled shirt and embroidered black silk cap because it was the last French lesson he would teach. Franz later understood that these were his special clothes, normally reserved for inspection and prize days, and that he had worn them to honour the final lesson.

Q8. Why had the villagers come to attend the last lesson?
A8. The villagers had come because they were sorry that they had not gone to school more often. Their presence was also a way of thanking M. Hamel for his forty years of faithful service. They wished to show their respect for their teacher and for the country that was no longer theirs.

Q9. Why did Franz suddenly regret neglecting his studies?
A9. Franz regretted neglecting his studies because he suddenly realised that he would no longer have the opportunity to learn French. He felt sorry for wasting his time seeking birds’ eggs and sliding on the Saar. The announcement made him understand too late the value of his education and lessons.

Q10. How did Franz’s feelings towards his books change after M. Hamel’s announcement?
A10. Before the announcement, Franz regarded his books as a nuisance because they seemed heavy and troublesome. After learning that it was his last French lesson, however, his attitude changed completely. His grammar and history books became like old friends that he could not bear to give up.

THREE-MARK QUESTIONS

Q11. Describe Franz’s inner conflict before reaching school.
A11. Franz was torn between his duty to attend school and his desire to remain outdoors. The warm sunshine, chirping birds, open field and Prussian soldiers drilling attracted him strongly. Moreover, he feared being questioned on participles, which he had not studied. Nevertheless, he resisted the temptation and hurried to school, unaware that he was going to attend his last French lesson.

Q12. How does the writer create a sense of sadness and loss in the classroom scene?
A12. The writer creates sadness through several unusual details. The classroom is completely silent instead of being filled with the usual bustle. M. Hamel wears his special clothes, while the normally empty back benches are occupied by sad village elders. Finally, M. Hamel announces that it is their last French lesson, turning the strange atmosphere into one of deep sorrow and loss.

Q13. What does the presence of the villagers reveal about their feelings towards M. Hamel and their education?
A13. The villagers’ presence reveals both gratitude and regret. They are sorry that they had not attended school more often and therefore missed opportunities for education. At the same time, they have come to thank M. Hamel for his forty years of faithful service. Their quiet presence shows the respect they have for their teacher.

Q14. How does Franz’s attitude towards M. Hamel change during the extract?
A14. Earlier, Franz feared M. Hamel’s ruler and remembered him as a cranky teacher. After hearing that M. Hamel was leaving, however, Franz forgot his strictness and felt sorry about losing him. He began to see his teacher with greater affection and appreciation, especially after understanding the significance of his special clothes and final lesson.

Q15. Explain the significance of the villagers sitting on the back benches.
A15. The villagers’ presence gives special importance to the final French lesson. They have come to express regret for not attending school more often and to thank M. Hamel for his forty years of faithful service. Their sadness also reflects their respect for their country, which they realise is no longer theirs.

Q16. What does the phrase “What a thunderclap these words were to me!” reveal about Franz’s reaction?
A16. The phrase shows that M. Hamel’s announcement came as a sudden and powerful shock to Franz. Until that moment, Franz had been worried mainly about being late and being questioned on participles. Suddenly, he realised that French lessons were ending, making him regret his earlier neglect of school and learning.

Q17. Why did Franz consider his books “old friends” after hearing M. Hamel’s announcement?
A17. Franz had previously regarded his books as troublesome and heavy burdens. The announcement changed his feelings because he realised that he was about to lose the opportunity to study French. His grammar and history books therefore became precious to him, like old friends he could not bear to give up.

Q18. What does the extract suggest about the value of learning one’s language?
A18. The extract shows that people may realise the value of their language and education only when they are about to lose them. Franz regrets neglecting his lessons, while the villagers regret not attending school more often. M. Hamel’s final lesson also shows the importance of preserving and respecting the language one has been taught.

Q19. Why was M. Hamel’s final lesson emotionally significant for both Franz and the villagers?
A19. The lesson was significant because it marked the end of French instruction in their school. Franz realised that he had neglected an opportunity that would no longer be available. The villagers also regretted their earlier absence from school. Their presence showed gratitude towards M. Hamel and sadness at losing French instruction.

Q20. What contrast does the extract present between Franz’s feelings before and after M. Hamel’s announcement?
A20. Before the announcement, Franz considered school a burden and preferred the attractive outdoor world. He feared the participles lesson and M. Hamel’s scolding. After the announcement, however, he regretted neglecting his studies, valued his books as old friends, and felt deeply saddened by the thought of losing M. Hamel and French lessons.

Extract 1

I started for school very late that morning and was in great dread of a scolding, especially because M. Hamel had said that he would question us on participles, and I did not know the first word about them. For a moment I thought of running away and spending the day out of doors. It was so warm, so bright! The birds were chirping at the edge of the woods; and in the open field back of the 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.

I. Why was Franz afraid of going to school that morning? What made his fear greater? [3 marks]
Answer: Franz was afraid because he was very late for school and expected to be scolded by M. Hamel. His fear was greater because M. Hamel had announced that he would question the students on participles, a topic Franz had not studied at all. Therefore, Franz was anxious about both his lateness and lack of preparation.

II. What tempted Franz to remain outdoors instead of going to school? [3 marks]
Answer: Franz was tempted by the warm and bright weather, the chirping birds at the edge of the woods, and the open field behind the sawmill. The sight of the Prussian soldiers drilling there also attracted him. These pleasant outdoor sights seemed much more enjoyable than studying the difficult rule of participles.

III. Explain the significance of the words, “I had the strength to resist, and hurried off to school.” [3 marks]
Answer: These words show that Franz was strongly tempted to avoid school but finally overcame his desire to remain outdoors. Despite the pleasant weather and his fear of the participles lesson, he chose to attend school. His decision shows that he still had a sense of duty, although he did not yet know how significant that school day would become.

IV. How does the description of the morning contrast with Franz’s feelings about going to school? [3 marks]
Answer: The morning is described as warm, bright and attractive, with birds chirping and soldiers drilling in the open field. In contrast, Franz feels anxious and frightened because he is late and unprepared for the participles lesson. The pleasant beauty of nature therefore stands in sharp contrast to his fear and reluctance to attend school.

V. What does this extract reveal about Franz’s character and his attitude towards education at this stage of the story? [4 marks]
Answer: The extract presents Franz as a young and somewhat careless student who is easily attracted by outdoor pleasures. He has neglected his lessons and is particularly afraid of being questioned on participles. Yet he possesses enough determination to resist the temptation to stay outdoors and goes to school. His attitude also foreshadows his later regret when he discovers the true value of his education.

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?”

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.

I. What did Franz notice when he passed the town hall, and why did the bulletin-board concern him? [3 marks]
Answer: Franz noticed a crowd gathered in front of the bulletin-board. It concerned him because, during the previous two years, the bulletin-board had brought bad news such as lost battles, the draft, and orders from the commanding officer. Seeing the crowd made him wonder what fresh trouble had been announced.

II. Who was Wachter, and what did he say to Franz? Why did Franz misunderstand his remark? [3 marks]
Answer: Wachter was the village blacksmith, who was standing with his apprentice and reading the bulletin. He told Franz not to hurry because he would reach school in plenty of time. Franz misunderstood the remark because he was already anxious about being late and thought Wachter was making fun of him.

III. What does Franz’s question, “What can be the matter now?” reveal about his thoughts? [3 marks]
Answer: Franz’s question reveals that he was accustomed to receiving disturbing news from the town-hall bulletin-board. Since it had brought reports of lost battles, the draft and official orders for two years, he immediately suspected that another unpleasant announcement had appeared. His reaction also shows his awareness of the troubled situation around him.

IV. What does the phrase “all out of breath” tell us about Franz at this point? [3 marks]
Answer: The phrase shows that Franz was hurrying anxiously towards school because he was already late. He was so worried about reaching school quickly that he rushed past the town hall without stopping to read the bulletin. His breathlessness also reflects his nervousness and fear of being scolded by M. Hamel.

V. How does this extract prepare the reader for the important announcement that follows? [4 marks]
Answer: The extract creates suspense through the crowd around the bulletin-board and Franz’s recollection of the bad news previously posted there. His question, “What can be the matter now?” hints that something serious has happened. Wachter’s unusual assurance that Franz has plenty of time further creates curiosity. These details prepare the reader for the shocking announcement about the last French lesson.

Extract 3

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.

I. What was the usual atmosphere in the school when classes began? [3 marks]
Answer: Normally, the school was filled with considerable noise and activity. Desks were opened and closed, lessons were repeated loudly in unison, and the teacher’s ruler repeatedly struck the table. The lively commotion was so great that it could be heard outside in the street.

II. Why had Franz counted on the usual commotion that morning? [3 marks]
Answer: Franz had arrived late and feared being noticed by M. Hamel. He therefore expected the usual noise and activity to help him reach his desk unnoticed. However, instead of the normal commotion, he found the school unusually silent, making his late arrival more noticeable.

III. How was that morning different from an ordinary school morning? [3 marks]
Answer: On ordinary mornings, the school was noisy with desks opening and closing, students loudly repeating lessons, and M. Hamel’s ruler rapping on the table. That morning, however, everything was unusually still and quiet. The silence made the school seem strange and solemn to Franz.

IV. What does the comparison “as quiet as Sunday morning” suggest about the classroom? [3 marks]
Answer: The comparison emphasizes the unusual silence of the classroom. Unlike the normal noisy beginning of school, there was hardly any sound that morning. By comparing the silence with a Sunday morning, when schools were normally closed, Franz highlights how strangely peaceful and still the classroom seemed.

V. What effect does the contrast between the usual bustle and the unusual silence have on the reader? [4 marks]
Answer: The contrast immediately creates a sense of something unusual and serious. Readers know that Franz expects the normal school noise to conceal his late arrival, but instead he encounters complete silence. This unexpected change creates suspense and curiosity. It also prepares the reader for the important announcement that will soon explain the strange atmosphere.

Extract 4

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. What did Franz see through the window before entering the classroom? [3 marks]
Answer: Franz saw his classmates already seated in their places. He also saw M. Hamel walking up and down the classroom with his terrible iron ruler under his arm. These sights made Franz nervous because he knew he had arrived late and expected to be scolded.

II. Why did Franz blush and feel frightened when he entered the classroom? [3 marks]
Answer: Franz had arrived late and had to enter the classroom openly before all his classmates. He expected M. Hamel to notice his lateness and scold him, especially because he was unprepared for the participles lesson. Therefore, he felt embarrassed, nervous and frightened as he entered.

III. What did Franz expect M. Hamel to do when he entered late? [3 marks]
Answer: Franz expected M. Hamel to scold him for arriving late. He was particularly nervous because M. Hamel was known for using his ruler and had planned to question the students on participles. However, contrary to Franz’s expectations, M. Hamel did not reprimand him.

IV. How did M. Hamel actually react to Franz’s late arrival? [3 marks]
Answer: M. Hamel reacted with unexpected kindness. Instead of scolding Franz, he gently told him to go quickly to his place because the class had already begun without him. His calm and considerate response surprised Franz, who had been expecting a harsh reprimand.

V. What does M. Hamel’s response to Franz reveal about his character? [4 marks]
Answer: M. Hamel’s response reveals his kind, patient and considerate nature. Although Franz arrived late, M. Hamel did not scold or embarrass him. Instead, he gently asked him to take his place. His unusual kindness is especially significant because he knows that this is their final French lesson and that the day is emotionally important.

Extract 5

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.

I. What special clothes was M. Hamel wearing, and when did he usually wear them? [3 marks]
Answer: M. Hamel was wearing a beautiful green coat, a frilled shirt and a little embroidered black silk cap. He normally wore these special clothes only on inspection and prize days. Their unusual appearance on this morning suggested that the day was important and different from an ordinary school day.

II. What made the classroom appear strange and solemn to Franz? [3 marks]
Answer: The classroom seemed strange and solemn because M. Hamel was dressed in his special clothes and the usually empty back benches were occupied by village people. Everyone looked sad and sat quietly like the students, creating an atmosphere very different from an ordinary school day.

III. Who were the village people sitting on the back benches? [3 marks]
Answer: The villagers included old Hauser, the former mayor, the former postmaster and several other people. They were sitting quietly on the back benches, which were normally empty. Their presence was unusual and contributed to the strange and solemn atmosphere that Franz noticed in the classroom.

IV. What did Hauser bring to the classroom, and what does its condition suggest? [3 marks]
Answer: Hauser brought an old primer with him and held it open on his knees, while his great spectacles lay across its pages. The thumbed edges of the primer suggest that it was old and had been handled or used frequently, showing his connection with earlier schooldays.

V. What details in the extract suggest that the day was not an ordinary school day? [4 marks]
Answer: Several details show that the day was unusual. M. Hamel wore his special clothes, normally reserved for inspection and prize days. The classroom appeared strange and solemn, while the usually empty back benches were occupied by village people. Everyone looked sad, and old Hauser had brought an old primer, showing the emotional significance of the occasion.

Extract 6

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!

I. What announcement did M. Hamel make to the class? [3 marks]
Answer: M. Hamel announced that it was the last French lesson he would give. An order had come from Berlin that only German would be taught in the schools of Alsace and Lorraine. A new master would arrive the following day, bringing French instruction to an end.

II. What was the source of the order mentioned by M. Hamel? [3 marks]
Answer: The order had come from Berlin. It directed that only German should be taught in the schools of Alsace and Lorraine. As a result, M. Hamel would give his final French lesson that day, and a new master was to arrive the next day.

III. Why did M. Hamel ask the students to be very attentive? [3 marks]
Answer: M. Hamel asked the students to be very attentive because the lesson was their final French lesson. An order from Berlin had made German the only language to be taught in their schools. Therefore, this was their last opportunity to receive a French lesson from him.

IV. What does the expression “What a thunderclap these words were to me!” mean? [3 marks]
Answer: The expression means that M. Hamel’s announcement came as a sudden and powerful shock to Franz. He had not expected that his French lessons would end so abruptly. The news immediately made him realise the value of his education and filled him with regret for neglecting his studies.

V. Why did Franz exclaim, “Oh, the wretches; that was what they had put up at the town-hall!”? What had he understood? [4 marks]
Answer: Franz suddenly understood that the mysterious notice on the town-hall bulletin-board contained the announcement about ending French instruction. He now realised why the crowd had gathered there earlier. The order from Berlin meant that French would no longer be taught and that M. Hamel was giving his final lesson. The discovery shocked and saddened him deeply.

Extract 7

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.

I. Why did Franz regret not learning his lessons properly? [3 marks]
Answer: Franz regretted neglecting his lessons because he had suddenly learnt that it was his last French lesson. He realised that he hardly knew how to write French and would not get another opportunity to learn it. He therefore felt sorry for wasting his time on birds’ eggs and sliding.

II. Why did Franz’s books, especially his grammar and history books, suddenly become “old friends”? [3 marks]
Answer: Franz had earlier considered his books a nuisance because they seemed heavy and troublesome. After learning that French lessons would end, he realised that he would soon lose the opportunity to study them. He therefore began to value his books deeply and regarded them as precious “old friends.”

III. What activities did Franz regret doing instead of studying? [3 marks]
Answer: Franz regretted wasting his time seeking birds’ eggs and going sliding on the Saar instead of learning his lessons. He now realised that these activities had distracted him from his studies. Since it was his final French lesson, he deeply regretted the time he had spent neglecting his education.

IV. How did the announcement about M. Hamel affect Franz’s feelings towards him? [3 marks]
Answer: The announcement changed Franz’s feelings towards M. Hamel. Earlier, he had been afraid of his ruler and regarded him as cranky. Now, the thought of M. Hamel leaving and never being seen again made Franz forget his teacher’s strictness and feel deeply sorry about his departure.

V. How does this extract show Franz’s change in attitude towards education and his teacher? [4 marks]
Answer: The extract shows a complete change in Franz’s attitude. Earlier, he had neglected his lessons and regarded his books as a nuisance. After learning that French would no longer be taught, he regretted wasting his time and began to value his books as old friends. Similarly, he forgot M. Hamel’s strictness and felt sad about losing his teacher.

Extract 8

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.

I. Why had M. Hamel put on his fine Sunday clothes that day? [3 marks]
Answer: M. Hamel had put on his fine Sunday clothes to honour the last French lesson he was going to teach. His special clothes, normally worn on inspection and prize days, showed that he considered the final lesson an important and solemn occasion.

II. Why were the old men of the village sitting on the back benches? [3 marks]
Answer: The old men had come to attend the last French lesson because they were sorry that they had not gone to school more often. Their presence expressed their regret and showed how deeply they valued the opportunity to attend this final lesson.

III. How did the villagers show their gratitude towards M. Hamel? [3 marks]
Answer: The villagers showed their gratitude by attending the last French lesson and sitting quietly on the back benches. Their presence was a way of thanking M. Hamel for his forty years of faithful service. They also showed their respect for him as their teacher.

IV. What does the expression “the country that was theirs no more” mean? [3 marks]
Answer: The expression means that the people of Alsace and Lorraine had lost their country to the Prussians. As a result, their homeland was no longer under their own control. The phrase expresses the villagers’ deep sense of loss and their attachment to their country.

V. How does this extract reveal the emotional significance of the last French lesson for M. Hamel, Franz and the villagers? [4 marks]
Answer: The extract shows that the final French lesson was deeply emotional for everyone. M. Hamel wore his finest clothes to honour the occasion after forty years of service. The villagers attended because they regretted neglecting their education and wished to thank him. Franz also understood the significance of the occasion and felt sorrow at losing his teacher and French lessons.

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.