The Last Lesson

Summary
The story is narrated by a French boy, Franz. He is lazy but sensitive and likes to play. He
dislikes studying French and hates his teacher M. Hamel.After overpowering their districts of
Alsace and Lorraine in France, Berlin has ordered that German language instead of French
be taught in the schools there.
It is the last day of their French teacher M. Hamel, who has been there for forty years. He is
full of grief, nostalgia and patriotism. As a mark of respect to his hard work, the village men
also attend his ‘last lesson’. They are sad as they did not learn their mother tongue, French
in their childhood.
Franz is shocked to know that it’s his last lesson, as he does not know French. Now,
suddenly, he gets interested in learning it and understands everything taught on that day!
He develops an instant liking for the teacher, M. Hamel and respects him for his sincerity
and hard work.
He feels sad at departing from him and is ashamed for not being able to recite the lesson of
participles.
M. Hamel tells them that they all are at fault for not being eager enough to learn, putting it off
to the next day. He blames himself for not teaching them sincerely.
His patriotism is reflected in his praise for the French language as being the most beautiful
and most logical language in the world. He tells the class to guard their language as being
close to one’s language is the key to escape from the prison of slavery. It will help them in
getting free from the Germans.
They realize the importance of learning their mother tongue and that they have been
defeated by the Germans because of their illiteracy.
Franz feels that it is not possible to take away one’s language from a person as it is natural
to each being, may it be the “coo” to the pigeons or “French” to the Frenchmen.

Theme of the Lesson

The importance of language and its connection with nationalism are the central themes of
the chapter “The Last Lesson.” The protagonist of the narrative is a little kid, Franz, whose
teacher, M Hamel is compelled to flee his native town in France’s Alsace region because
German settlers are annexing it and making German its official language. Now the mother
tongue, French will not longer be taught in the schools of Frech districts of Alsace and
Lorraine. Even though it is obvious that his students won’t be able to speak French in the
future, the narrator’s French teacher, Monsieur Hamel, is determined to give them one more
lesson in the language. The teacher emphasizes that language is an integral element of
one’s identity and culture and that its suppression constitutes an act of oppression, as done
by the enemy country. The French villagers reaize that they have been overpowered by the
enemy soldiers because they did not value their country and their mother tongue.

The Last Lesson Explanation

Passage: 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.
Word Meaning: in great dread of: fear of
Explanation of the above passage: The narrator of the story is a young school-going boy
named Franz. That morning, he was scared as he was late for school. Also, as their teacher
M. Hamel had announced the previous day that he would test them on the topic of
‘Participles’ and Franz did not know anything at all, he was more scared of being scolded.
Passage: 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.
Word Meaning:
Sawmill: a factory for cutting wood
Drilling: exercising
Explanation of the above passage: Franz had another option in his mind – to miss school
and enjoy the day out in the warm and bright weather. He describes the scene – there were
birds chirping on the trees and the noise of the Prussian soldiers doing the drill behind the
sawmill could also be heard.
Passage: It was all much more tempting than the rule for participles, but I had the strength
to resist, and hurried off to school.
Word Meaning:
Tempting: attracting
Resist: to stay away
Explanation of the above passage:The scene outside was more attractive than the school
but Franz controlled the temptation and chose to attend school.
Passage: 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?”
Word Meaning :
bulletin-board: a notice board for putting up the latest news and communication
Explanation of the above passage: As Franz walked past the town hall, he noticed a huge
crowd at the notice board. The war with Prussia had begun two and a half years ago and
since then all the bad news like losing the war, occupation of Alsace and Lorraine by the
enemy i.e. Prussia, etc had been communicated to the people through this bulletin board.
Franz kept on walking towards the school and thought in his mind that what news could
have been put up at the board now.
Passage: 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.
Word Meaning: Apprentice: trainee
Explanation of the above passage: As he walked hurriedly towards the school, the
blacksmith who was also reading the news and had come along with his trainee called out to
Franz from behind and said that he needn’t go in such a hurry as there was plenty of time for
him to reach school.
Franz thought that the blacksmith was making fun of him as he was already late for school.
When Franz reached the garden outside the school, he was out of breath as he had walked
very fast.
Passage:
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.
Word Meaning :
a great bustle: a lot of noise created by many people
in unison: at the same time
rapping: striking
Explanation of the above passage:Franz describes the usual scene at the school in the
mornings – a lot of noise created by the moving of desks, children repeating their lessons
and teachers striking the tables with the rulers could be heard.
Passage: 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.
Word Meaning :
counted on: depended upon
commotion: noise and confusion
Explanation of the above passage:That day was unusual as there was no such sound
coming out of the school and it seemed that the school was closed as it used to be on a
Sunday morning. Franz had planned that he would take cover under the commotion and
reach the class without being noticed but that did not seem possible.

Passage: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.
Explanation of the above passage:Franz peeped inside his class and saw his classmates
seated and M. Hamel, their teacher walking in the class with the ruler made of iron placed
under his arm. Franz feared a beating.
Passage:I had to open the door and go in before everybody. You can imagine how I blushed
and how frightened I was.
Word Meaning :
Blushed: face turned red in colour due to shame
Explanation of the above passage:Franz was ashamed of being late and feared a
scolding as he had to enter the classroom in front of everyone.
Passage:But nothing happened. M. Hamel saw me and said very kindly, “Go to your place
quickly, little Franz. We were beginning without you.”
Explanation of the above passage:Franz found it strange as M. Hamel did not say
anything and on the contrary, politely asked him to get to his seat,as the class was about to
begin without him.
Passage: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.
Explanation of the above passage:Franz hurried to his seat. After some time when he
overcame the scare and became comfortable, he noticed that their teacher had worn his
best embroidered that day. The teacher normally wore it on occasions like inspection and
prize distribution days. Franz wondered if that day was a normal day, then what could be the
reason for M. Hamel to wear his special dress.
PASSAGE
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 for mer 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.
Explanation of the above passage: 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.
Word Meaning: Solemn: serious.
Passage:Franz felt that the atmosphere in the school was unusual and serious. To add to it,
the last benches of the classroom were occupied by the senior village men – Hauser, who
was wearing his three-cornered hat, the retired mayor, postmaster, etc.
Passage: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.
Word Meaning:
Primer: basic reader of any language
Thumbed: torn and damaged
Explanation of the above passage:They all looked sad. Hauser had brought his reader
which was old and torn. He had opened it, kept it on his knees and had placed his
spectacles on it.
Passage: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.”
Word Meaning :
Grave: serious
Explanation of the above passage:Franz was confused and could not figure out what was
happening that day. Just then M. Hamel told them that it was their last lesson in French as
the Prussians in Berlin had ordered that French language would no longer be taught in the
schools of Alsace and Lorraine and that German language be taught instead. The German
teacher would arrive the next day and as this was the last lesson in French, he wanted them
to pay attention.
Passage:What a thunderclap these words were to me! Oh, the wretches; that was what they
had put up at the town-hall!

Word Meaning :
Thunderclap: used in comparison to refer to something startling or unexpected
Wretches: here, it refers to an unfortunate happening
Explanation of the above passage:Franz was shocked to know that he could not learn
French any longer and now he knew the latest news that had been put up at the bulletin
board of the town hall.

Passage: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!
Word Meaning :
Saar: a river which passes through France
Explanation of the above passage:Franz regretted for not being serious towards studies
and for wasting his time in hunting bird’s eggs and playing in the Saar river.

Passage: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.
Word Meaning :
Nuisance: problem, burden
couldn’t give up: cannot leave
Explanation of the above passage:Till now Franz considered his books to be an unwanted
burden but suddenly, he starts considering them to be his best friends whom he could never
leave. The writer wants to show the change in Franz’s attitude towards study after hearing
the news that he could not learn French any longer.
Passage: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.
Word Meaning :
Cranky: strange, short – tempered
Explanation of the above passage:The news that their teacher M Hamel was leaving also
had a similar impact on him. Franz did not want him to go away. He no longer thought the
teacher to be short–tempered and strict.
Passage: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.
Word Meaning :
Sunday clothes: the best dress that a person has.
Explanation of the above passage:Now Franz knew that M Hamel was wearing his best
dress in honour of this last lesson. He also realized that the village men had come to pay
respect and thank M Hamel for his service of forty years in that school.
Passage: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.
Explanation of the above passage:The village men had come to the class as they were
also repenting for not have studied well in their childhood. They had come to thank their
teacher for his forty years of service as a teacher of French. Also, they wanted to show
respect to their country and were sad as their mother tongue – French would no longer be
taught to them.
Passage:While I was thinking of all this, I heard my name called.

Explanation of the above passage:The teacher calls out to Franz as it his turn to recite the
topic of participles.
Passage:It was my turn to recite. What would I not have given to be able to say that dreadful
rule for the participle all through, very loud and clear, and without one mistake?
Word Meaning :
Dreadful: frightening
Explanation of the above passage:As the news had impacted Franz, he was eager to
study and so, he was desperate to show his eagerness. He wanted to be able to recite the
topic in one go and without any mistake and please his teacher. His desperation is reflected
in his willingness to give away all that he had in return for reciting the lesson well.
Passage:But I got mixed upon the first words and stood there, holding on to my desk, my
heart beating, and not daring to look up.
Word Meaning :
mixed up: confused
Explanation of the above passage:As Franz did not know the lesson, he got confused and
stood quietly. His heart was beating fast as he was ashamed of himself and did not have the
courage to face his teacher.
Passage:I heard M. Hamel say to me, “I won’t scold you, little Franz; you must feel bad
enough. See how it is! Every day we have said to ourselves, ‘Bah! I’ve plenty of time. I’ll
learn it tomorrow.’ And now you see where we’ve come out.
Word Meaning :
where we’ve come out: result
Explanation of the above passage:M. Hamel said to Franz that he would not scold him as
now he had realized his mistake. Everyday Franz told himself that he would study the next
day and now the opportunity to study had ended and he knew nothing.
Passage:Ah, that’s the great trouble with Alsace; she puts off learning till tomorrow. Now
those fellows out there will have the right to say to you, ‘How is it; you pretend to be
Frenchmen, and yet you can neither speak nor write your own language?’ But you are not
the worst, poor little Franz. We’ve all a great deal to reproach ourselves with.”
Word Meaning :
Pretend: show
to reproach: blame
Explanation of the above passage:M Hamel says that all the people of Alsace were to be
blamed as no one was serious towards learning. He tells the class that the enemies
(Prussians) would laugh at them and say that they only show to be Frenchmen as they can
neither speak nor write their own language. He says that Franz should not feel guilty as
everyone is at fault.
Passage:“Your parents were not anxious enough to have you learn. They preferred to put
you to work on a farm or at the mills, so as to have a little more money. And I? I’ve been to
blame also. Have I not often sent you to water my flowers instead of learning your lessons?
And when I wanted to go fishing, did I not just give you a holiday?”

Explanation of the above passage:M. Hamel says that Franz’s parents were not interested
in getting him educated. They wanted him to work at a farm or a mill and earn some money.
He says that as a teacher, he was also not interested in teaching them. He would send them
to his home to water the plants. Sometimes, he would declare a holiday and go for fishing.
Passage: Then, from one thing to another, M. Hamel went on to talk of the French
language, saying that it was the most beautiful language in the world — the clearest, the
most logical; that we must guard it among us and never forget it, because when a people
are enslaved, as long as they hold fast to their language it is as if they had the key to
their prison.
Explanation of the above passage:M. Hamel praises their mother tongue – French
language as being the most beautiful, clearest and most logical language in the world. He
tells the class to guard their language as it is the only way to free oneself from the prison of
slavery. If a person knows his mother tongue well, no one can enslave him. Knowing the
mother tongue well as a language is a tool to fight domination.
Passage:Then he opened a grammar and read us our lesson. I was amazed to see how well
I understood it. All he said seemed so easy, so easy! I think, too, that I had never listened so
carefully, and that he had never explained everything with so much patience.
It seemed almost as if the poor man wanted to give us all he knew before going away, and to
put it all into our heads at one stroke.
Word Meaning :
at one stroke: at once, in one go.
Explanation of the above passage:The teacher took a lesson in grammar. That day Franz
was surprised that he understood the lesson with ease. He felt that he had been attentive
and that M. Hamel also explained the lesson with a lot of patience. Franz felt that the
teacher wanted to give them all the knowledge he had before leaving.
Passage:After the grammar, we had a lesson in writing. That day M. Hamel had new copies
for us, written in a beautiful round hand — France, Alsace, France, Alsace.
Explanation of the above passage:After Grammar, they had a lesson in writing. M. Hamel
gave the class new notebooks with “France, Alsace, France, Alsace” beautifully written on
them.
Passage:They looked like little flags floating everywhere in the school-room, hung from the
rod at the top of our desks. You ought to have seen how everyone set to work, and how
quiet it was! The only sound was the scratching of the pens over the paper.
Explanation of the above passage:Franz felt that here was an air of patriotism in the class.
The notebooks were like flags of France that were floating all around. The entire class was
busy writing and the only sound that could be heard was that of the pen writing on the paper.

Passage:Once some beetles flew in; but nobody paid any attention to them, not even the
littlest ones, who worked right on tracing their fish-hooks, as if that was French, too.
Word Meaning :
beetles: a large-sized insect
not even the littlest ones: refers to the pigeons
who worked right on tracing their fish-hooks: scratching with their claws.
Explanation of the above passage:Once some mosquitoes flew into the class, but no one
panicked as everyone was busy writing. The writer considers the pigeons sitting on the roof
of the class to be students as well and says that even the pigeons were busy scratching the
roof with their claws and it seemed that they were also busy writing the task of French
language.
Passage:On the roof the pigeons cooed very low, and I thought to myself, “Will they make
them sing in German , even the pigeons?”
Word Meaning :
Cooed: the sound made by the pigeons
Explanation of the above passage:The ‘coo’ sound of the pigeons could be heard in the
class and Franz wondered that would the Prussians force the pigeons also to change their
language and coo in German. The writer wants to say that language comes naturally to a
being and it cannot be forced upon anyone – be it the pigeons or the French men.
Passage:Whenever I looked up from my writing I saw M. Hamel sitting motionless in his
chair and gazing first at one thing, then at another, as if he wanted to fix in his mind just how
everything looked in that little school-room.
Word Meaning :
Gazing: looking intently
fix in his mind: store or keep forever
Explanation of the above passage:In between writing, Franz looked at M. Hamel who sat
still and stared at the different things in the classroom in succession as if he wanted to
memorize the appearance of everything before leaving.
Passage:Fancy! For forty years he had been there in the same place, with his garden
outside the window and his class in front of him, just like that.

Only the desks and benches had been worn smooth; the walnut-trees in the garden were
taller, and the hopvine that he had planted himself twined about the windows to the roof.
Word Meaning :
worn smooth: had worn out and became smooth due to overuse
twined: twisted
Explanation of the above passage:M. Hamel had been teaching at that same place for the
last forty years. The only changes were that the desks in the classroom had worn out due to
use over the years, the walnut trees in the garden outside had grown taller, the hopvine on
the outer wall of the school building had climbed up to the roof.

Passage:How it must have broken his heart to leave it all, poor man; to hear his sister
moving about in the room above, packing their trunks! For they must leave the country next
day.
Explanation of the above passage:Franz feels that the teacher must be heartbroken to be
sent away from a place where he had spent forty years of his life. The noises of his sister
packing and moving their luggage could be heard from the room upstairs as they had to
leave the next day.
Passage:But he had the courage to hear every lesson to the very last. After the writing, we
had a lesson in history, and then the babies chanted their ba, be bi, bo, bu.
Explanation of the above passage:M. Hamel remained composed and heard the lesson
from the entire class. After the writing task, there was a lesson of history followed by
phonetics where they recited the sounds of alphabets. Franz referred to the class as
“babies” because although they were grown up, they were reciting the lesson of phonetics
which is usually done by younger children. So, he calls himself and his class to be ‘babies’.

Passage:Down there at the back of the room old Hauser had put on his spectacles and,
holding his primer in both hands, spelled the letters with them.
You could see that he, too, was crying; his voice trembled with emotion, and it was so funny
to hear him that we all wanted to laugh and cry. Ah, how well I remember it, that last lesson!
Explanation of the above passage:Hauser had put on his spectacles and holding the
primer in both his hands, recited the letters with the class. He was crying, his voice trembled
as he spoke. Franz had mixed feelings – he found it funny to see how an old man like
Hauser was crying and trembling and on the other hand, he also felt emotional like Hauser
did. Franz could never forget this last lesson.

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

Word Meaning :
Angelus: prayer song in the church, the start is marked by the ringing of the bell.
Explanation of the above passage:Just then the clock at the church struck twelve and the
prayer song begun.
Passage:At the same moment the trumpets of the Prussians, returning from drill,

sounded under our windows. M. Hamel stood up, very pale, in his chair. I never saw him
look so tall.
Word Meaning :
Trumpets: a musical instrument.
Pale: used to describe a person’s face or skin if it has less colour than usual
Explanation of the above passage:At the same moment, the sound of the trumpets played
by the Prussian soldiers who were returning from the drill was heard. M. Hamel’s face
became dull and colourless as the time had come for the class to get over. He stood straight
and motionless and Franz says that he had never appeared to be so tall.

Passage:“My friends,” said he, “I—I—” But something choked him. He could not go on. Then
he turned to the blackboard, took a piece of chalk, and, bearing on with all his might, he
wrote as large as he could — “Vive La France!”
Word Meaning :
Choked: became unable to speak due to strong emotions
Explanation of the above passage:M. Hamel began to speak but could not continue as he
was overpowered by his emotions. He took a piece of chalk and wrote the words “Vive La
France” meaning ‘Long Live France’ on the blackboard as large as he could.
Passage:Then he stopped and leaned his head against the wall, and, without a word, he
made a gesture to us with his hand — “School is dismissed — you may go.”
Word Meaning :
Gesture: a signal
Explanation of the above passage:Then he stopped writing, bent towards the wall and
without speaking anything signalled the class to leave as the class was over.

THEME/S
1. The pain that is inflicted on the people of a territory by itsconquerors by taking away the
right to study or speak theirown language.
2. Student and teacher attitudes to learning and teaching.
3. Language loyalty and language imposition.
4. Linguistic chauvinism.
5. Linguistic and cultural hegemony.
6. Linguistic and cultural imperialism.
7. Linguistic human rights/ Language rights of the citizens of a country.
8. The importance of one’s mother tongue in his/her education.
Tone and Mood
The tone is anxious and reflective; the mood is somber and
proud.
LITEREARY DEVICES:
What a Thunderclap (Metaphor)
After Hamel announces to the class that the French language will no longer be taught in
Alsace-Lorraine, Franz comments on the shock of receiving the news, calling Hamel's words
"a thunderclap." With this metaphor, Daudet's narrator emphasizes the suddenness of the
announcement by equating it with the loud, disrupting sound of thunder.
Looked Like Little Flags (Simile)
During the cursive lesson, Franz comments on how the slips of paper that say "Alsace,
France" which Hamel distributes for the students to copy look "like little flags floating
everywhere in the school-room, hung from the rod at the top of our desks." In this simile,
Franz sees the common sight of cursive copy slips anew; under the circumstance of his
native language being removed from his lessons, Franz interprets the slips as flags planted
in the territory of the students' desks. Hamel would like to remind his students that the desks
belong to Alsace-Lorraine and not the Prussian invaders.
As If They Had the Key to Their Prison (Simile)
Before beginning the grammar lesson, Hamel digresses to remind his students about the
importance of learning and protecting their native language. With their language and culture
under immanent threat from the invading Prussians, Hamel instructs his students to guard
the French language "because when people are enslaved, as long as they hold fast to their
language it is as if they had the key to their prison." In this passage, Daudet uses simile to
liken knowledge of one's native language to a key that lets them escape the prison that is
the forces seeking to oppress and control them.
Unnecessary Dread (Situational Irony)
The story begins with Franz dreading school because he is running late and has not
prepared for the grammar lesson on participles. His unease even tempts him to skip school,
but in an instance of situational irony, Hamel doesn't scold Franz under the somber
circumstances of this being Hamel's last French lesson. Franz's concern turns out to be
misplaced given the significance of the life-changing impositions of the Prussian occupying
forces.
Books Become Old Friends (Situational Irony)
Although Franz spends much of his time at school skipping class and putting off learning, his
burdensome French textbooks come to seem like old friends after he learns that he will no
longer have the opportunity to learn his native language and history. In this instance of
situational irony, Franz's resentment toward school suddenly transforms into a profound
appreciation for the now-forbidden acquisition of knowledge.
The Bulletin Board (Symbol)
The bulletin board outside the town hall in Franz's village is a symbol of Prussian power over
the French region of Alsace-Lorraine. Normally used for communicating events and
information vital to the townspeople, the occupying Prussian military co-opts the bulletin
board as a channel for official decrees from Berlin. Franz becomes inured to the periodic
arrival of yet more bad news communicated through the bulletin board, such that he loses
interest in what the actual content is and hurries past the board on his way to school. By
showing Franz's resigned reaction to the bulletin board, Daudet illustrates how the people of
Franz's region are forced to assimilate their new reality living under the control of a foreign
power.
Hamel's Garden (Symbol)
The garden Monsieur Hamel cultivates outside the schoolroom is a symbol of the time he
has served as a teacher. During the cursive lesson, Franz observes his teacher calmly
taking in every detail of the classroom and the view out the window. Franz imagines how
heartbreaking it must be for Hamel to be forced by the Prussians to give up the space in
which he has lived and taught for the past forty years. Franz comments that the only thing
that has changed in that time is the wearing of the benches, the walnut trees Hamel planted
growing taller in the garden, and the hops vine twisting around the window frames. In this
way, the garden functions as a visual symbol of Hamel's time spent as a teacher.
Mr. Hamel’s Last Lessons (Symbol)
Monsieur Hamel’s commitment to continue teaching his French language lessons despite
the futility of knowing it will be his last day of teaching renders the lessons into a symbol for
the power of language. Hamel's pride as a teacher is evident when he advises his students
and the assembled village people to never relinquish their native language, which he
believes is a tool to battle ignorance and overcome oppression. On the eve of their language
and culture being erased by the occupying Prussian forces, Hamel humbly and nobly
performs the role he has always performed, hoping to instill in his pupils the same sense of
duty to the language they have always taken for granted.
Benches Worn Smooth (Visual Imagery)
During the cursive lesson, Franz reflects on how little has changed in the schoolroom Hamel
has spent the last forty years teaching in. Daudet writes: "Only the desks and benches had
been worn smooth; the walnut-trees in the garden were taller, and the hopvine he had
planted himself twined about the windows to the roof." In this example of visual imagery,
Daudet conveys the passage of time by detailing the incremental growth and wearing of the
objects that fill out the setting.
Sound of Pens Scratching Paper (Auditory Imagery)
Given the exceptional and mournful circumstances of their final French lessons, Franz and
the other students focus on their work like never before. During the writing lesson, Franz
comments that "you ought to have seen how everyone set to work, and how quiet it was!
The only sound was the scratching of the pens over the paper." In this example of auditory
imagery, Daudet conveys the silence of the room by emphasizing the quiet and precise
sound of the students' pens on paper.

Question and Answers

Q1. The people in this story suddenly realise how precious their language is to them.
What shows you this? Why does this happen?
A. When the village men realize that their mother tongue, French will no longer be taught to
them, they realize its importance. Suddenly, they develop an inclination towards learning.
They attend the last lesson of French, bring their old, torn primers to learn the language
which shows their eagerness. They regret putting off learning French to the next day. Now,
finally, the last lesson has arrived, and they cannot read their own language. They are
ashamed of themselves and realize that the Germans have overpowered them due to their
lack of knowing their own language.
Q2. Franz thinks, “Will they make them sing in German, even the pigeons?” What
could this mean?
A. Franz is disheartened when he comes to know that he can no longer learn his language –
French. Their district has been captured by Germany and now German will be taught to
them. Franz feels that mother tongue comes to a person naturally, he is born with it and no
one can snatch it away.
Just like the pigeons make the ‘coo’ sound, irrespective of the country from which they are,
similarly, human beings also communicate in their mother tongue. As the Germans are trying
to impose their language on the French, so similarly, Franz feels that they will teach the
pigeons also to ‘coo’ in German language. He has given this example to highlight his point
that language is a natural mode of communication and it cannot be imposed.
CBSE Class XII Board questions
Q1: Answer in 30 – 40 words: (2)
[CBSE paper, 2012]
What changes did the order from Berlin cause in the school?
A: The order from Berlin directed schools in the districts of Alsace and Lorraine in France to
teach German instead of French.
Q2: Answer in 30 – 40 words: (2)
[CBSE paper, 2013]
How did Franz react to the declaration that it was their last French lesson?
A: Franz was shocked and sad when he heard this news. Suddenly he developed a liking for
‘his’ language and was keen to learn French. He was remorseful for not learning well in the
past and was sad that his teacher, Mr. Hamel would go away.
Q3: Answer in 30 – 40 words: (2)
[CBSE paper, 2014]
Why were the elders of the village sitting in the classroom?
A: The elders of the village came to the classroom to attend the last lesson of French in the
school as a mark of respect to the French teacher Mr. Hamel who had been teaching there
for the last forty years. These ‘elders’ had not studied well and could not read and write their
mother tongue, French and so as it was the last opportunity for them, they came to attend
the class.
Q4. Answer the following question in 120 – 150 words: (6)
[CBSE paper, 2015]
The order from Berlin aroused a particular zeal in the school. Comment.
OR
Q5: Answer the following question in 120 – 150 words: (6)
[CBSE paper, 2016]
Our language is part of our culture and we are proud of it. Describe how regretful M.
Hamel and the village elders are for having neglected their native language, French.
A: When Berlin ordered that French language would no longer be taught in schools in the
French districts of Alsace and Lorraine, it stirred the otherwise lazy Frenchmen. Suddenly,
they all had a strong desire to learn how to read and write their mother tongue. It was not
only the children who went to school but also the elders of the village who had not studied
seriously in their childhood, putting off ‘unimportant’ works to the next day. The day finally
arrived as the last day of French language in the schools. They become serious and keen to
learn as they feel the German would laugh at them for not knowing their own language. They
are ashamed of themselves when the teacher says that this lack of knowledge is the reason
for their defeat to the Germans and asks them to guard their mother tongue as being close
to one’s language is the key to escape from the prison of slavery.

The Last Lesson Extract based questions

1. But now it was all so still! I had counted on the commotion to get to my desk without being
seen; but, of course, that day everything had to be as quiet as Sunday morning. Through the
window I saw my classmates, already in their places, and M. Hamel walking up and down
with his terrible iron ruler under his arm.
1. ‘Counted on’ means___________
a. To count numbers
b. To depend on
c. To borrow
d. To think
A. b
2. Find a synonym of disturbance
A. Commotion
3. Why did the narrator want to reach his desk without being seen?
a. He was afraid of the enemy soldiers
b. He was afraid of being caught by the teacher
c. He was afraid of his classmates
d. He was afraid of his mother
A. b
4. Why was everything quiet on a Sunday morning?
A. It was quiet on a Sunday morning because it was a holiday in the school.
5. State true or False
A. The statement “M. Hamel walking up and down” means that he was walking on the wall of
the classroom
False
2.Ah, that’s the great trouble with Alsace; she puts off learning till tomorrow. Now those
fellows out there will have the right to say to you, ‘How is it; you pretend to be Frenchmen,
and yet you can neither speak nor write your own language?’ But you are not the worst, poor
little Franz. We’ve all a great deal to reproach ourselves with.”
1. Who / what is Alsace?
a. A girl
b. A district
c. not mentioned
d. Both a and b
A. b
2. Who are ‘those fellows’?
A. The enemy German soldiers.
3. Why does he call Franz poor?
A. Franz is called poor because he is not learned in his mothertongue the French language.
4. Find a synonym of scold
A. Reproach
5. ‘A Great deal’ means
a. A big matter / issue
b. A big business deal
c. both a and b
d. None of these
A. a
3.Then, from one thing to another, M. Hamel went on to talk of the French language, saying
that it was the most beautiful language in the world — the clearest, the most logical; that we
must guard it among us and never forget it, because when a people are enslaved, as long as
they hold fast to their language it is as if they had the key to their prison. Then he opened a
grammar and read us our lesson. I was amazed to see how well I understood it. All he said
seemed so easy, so easy! I think, too, that I had never listened so carefully, and that he had
never explained everything with so much patience.
1. How can we guard a language?
A. We can guard a language by not forgetting it and by using it in our daily lives.
2. How is our language the key to the prison of enslavement?
A. One’s language or mother tongue helps one remain attached to the mother land and
unites all countrymen because it is a unique thing which is common in the people of one
country.
3. Why on that day Franz understood the lesson?
a. It was easy
b. He listened carefully
c. Teacher had taught with patience
d. b and c
A. d
4. Find a synonym of surprised
A. Amazed

Flamingo The Last Lesson – More Questions Solved

Flamingo The Last Lesson – SHORT ANSWER TYPE QUESTIONS

Q1. Why do you think was little Franz afraid of being scolded?
Ans: Franz was afraid of being scolded that day especially because M. Hamel, the
teacher, had said that he would question them on participles. Franz frankly admits
that he was totally ignorant about the topic. His exact words are: “I did not know the
first word about them.” Secondly, he had started for school very late that morning.

Q2. “It was all much more tempting than the rule for participles.” What did
Franz find ‘much more tempting’? How did he finally react?

Ans: Franz found that it was a very warm and bright day. The birds were chirping at
the edge of woods. The Prussian soldiers were drilling in the open field at the back of
sawmill. He could gladly spend life out of doors. However, he had the strength to
resist the temptation. Finally, he hurried off to school.

Q3. “What can be the matter now?” says Franz. Why, do you think, did he
make this comment?

Ans: There was a bulletin-board near the town-hall. When Franz passed by it, he
noticed a crowd there. He did not stop to look at it. He wondered what could be the
matter then. For the last two yeairs they had received all the bad news from the
bulletin-board—the lost battle, conscription and the orders of the commanding
officer.

Q4. Who was Wachter? What did he ask Franz and why? How did Franz react?

Ans: Wachter was a blacksmith. He was reading the latest bulletin. He asked Franz
not to go so fast to his school. He added that the little boy would get to his school in
plenty of time. Wachter had read the latest bulletin about teaching of German. Franz
thought that the blacksmith was making a fun of him. So, he ran to the school and
reached there breathless.

Q5. What was the usual scene when Franz’s school began in the morning?

Ans: Usually, when the school began, there was a great bustle. The noise could be
heard out in the school. Students opened and closed their desks. They repeated the
lessons together very loudly. They kept their hands over their ears to understand
better. The teacher would go on rapping the table with his great iron ruler.

Q6. How had Franz hoped to get to his desk? What had he to do and why?

Ans: Franz had hoped to get to his desk unseen during the commotion. But that day
it was very quiet. So, Franz had to open the door and go in before everybody. He
blushed as he was late. He was frightened that the teacher might rebuke him, but M.
Hamel spoke kindly to him that day.

Q7. What three things in school surprised Franz most that day?

Ans: First, M. Hamel, the teacher had put on his fine Sunday clothes—his beautiful
green coat, frilled shirt and the little black silk cap, all embroidered. Second, the
whole school seemed quite strange and solemn. Thirdly, the village people were
sitting quietly like school children on the back benches that usually remained empty.
Q8. Why had the villagers come to school that day? How did they look?

Ans: The villagers had come there to thank M. Hamel for his forty years of faithful
service. They also wanted to show their respect to the country that was theirs no
more. They were sorry that they had not gone to school more. They were sitting
quietly and looked sad.

Q9. “What a thunderclap these words were to me!” Which were the words that
shocked and surprised the narrator?

Ans: M. Hamel, the teacher, told the children in a solemn and gentle tone that it was
their last French lesson. Henceforth, only German would be taught in the schools of
Alsace and Lorraine. The new master would come the next day. As that was their
last French lesson, he wanted them to be very attentive. The teacher’s kind gesture
and use of soft words shocked and surprised the narrator.

Q10. How did Franz react to the declaration: ‘This is your last French lesson’?

Ans: The words appeared startling and unexpected like a thunderclap. He now
understood why there was a crowd at the bulletin board, why the village people had
come to school, why the teacher was dressed in his Sunday best and why there was
sadness and silence in the school.

Q11. What tempted Franz to stay away from school? [Delhi 2014]

Ans: Franz was not prepared Tor the test on participles. The Prussian soldiers were
drilling in the open field at the back of sawmill. The birds were chirping at the edge of
woods. These things tempted him. So he hurried off to school.

Q12. Who did M. Hamel blame for neglect of learning on the part of boys like
Franz?

Ans: He thought it typical with the people of Alsace. They would put off learning till
tomorrow. Parents are not quite anxious to have their children learn. They put them
to work on a farm or at the mills in order to have a little more money. The teacher got
his flowers watered or gave them a holiday. He too neglected their lessons.

Q13. What did M. Hamel tell them about French language? What did he ask
them to do and why?

Ans: M. Hamel told them that French was the most beautiful language in the world.
It was the clearest and the most logical language. He asked them to guard it among
them and never _ forget it. He gave a reason also. When a people were enslaved, as
long as they held fast to their language, they had the key to their prison.

Q14. Why were the elders of the village sitting in the classroom? [All India
2014]
Ans: M. Hamel was taking the class of last French lesson. That is why elders of the
village were sitting in the classroom to attend it. It was done not only to pay respect
to M.Hamel but to pay respect to his own language.

Q15. How did Franz and other hoys enjoy their lesson in writing?

Ans: That day M. Hamel had new copies for them. The words “France, Alsace,
France, Alsace” were written on them in a beautiful round hand. The boys set to
work quietly. The only sound was the scratching of the pens over the paper. Nobody
paid any attention to the beetles who flew in.

Q16. How did M. Hamel feel and behave during the last lesson?

Ans: M. Hamel was solemn and gentle. He sat motionless in his chair during the
writing lesson. He gazed at one thing or the other. Perhaps he wanted to fix in his
mind how everything looked in that little school room. Surely, it must have broken his
heart to leave it all after forty years.

Q17. “He had the courage to hear every lesson to the very last.” What led
Franz to make this remark?

Ans: Franz noticed that M. Hamel was feeling sad on having to leave the place sifter
40 years and not being allowed to teach French any longer. Yet, he kept control on
his emotions. He performed his duties faithfully. He heard every lesson to the last.
The school was dismissed only at mid-day prayer time.

Q18. What happened when the lesson in history was over?

Ans: After the lesson in history was over, the babies chanted their ba, be, bi, bo, bu.
Old Hauser, who was sitting at the back of the room, had put on his spectacles. He
was holding his primer in both hands. He was spelling the letters with the babies.

Q19. “Ah, how well I remember it, that last lesson!” says the narrator. Which
scene does he remember more vividly than the others?

Ans: The narrator remembers the scene of old Hauser spelling the letters from the
primer with the babies. He too was crying. His voice trembled with emotion. It was so
funny to hear him that all of them wanted to laugh and cry at the same time.

Q20. How did M. Hamel behave as the last lesson came to an end?

Ans: M. Hamel stood up in his chair. He looked very pale and tall. He wanted to say
some parting words, but something choked him. Then he wrote “Vive La France!” on
the blackboard with a piece of chalk. Then he stopped. He leaned his head against
the wall. Without a word, he made a gesture to the students with his hand to permit
them to go as the school was over.

Flamingo The Last Lesson – LONG ANSWER TYPE QUESTIONS

Q1. Why was Franz scared that day 1 What did he see on his way to school
and how did he get to his deski

Ans: Franz was not good at learning. He would rather take the day off and waste
time in searching birds’ eggs or going sliding on the Saar. Franz was scared that day
because M. Hamel had said that he would question them on participles. Franz did
not know anything about participles.
He found that the day was warm and bright. The birds were chirping at the edge of
the woods. The Prussian soldiers were drilling in the open fields. There was a crowd
in front of the bulletin-board near the town-hall.

Franz found the school room unusually quiet. So, he had no option but to open the
door and go in before everybody. He blushed and was frightened of the teacher. M.
Hamel spoke very kindly to him and asked him to go to his place quickly. Franz
jumped over the bench and sat down at his desk.

Q2. What order had been received from Berlin that day? What effect did it have
on the life at school?

Ans: An order had been received from Berlin that only German would be taught in
the schools of Alsace and Lorraine. This order had far-reaching effects on the life at
school. M. Hamel, who had been teaching French at the village school for the last
forty years would deliver his last lesson that day.

It was in honour of the last lesson that M. Hamel, the teacher had put on his best
clothes. Old men of the village were sitting quietly at the back of the classroom. They
were sad as well as sorry for they had not gone to school more. They had come to
thank the master for his forty years of faithful service and to show respect for the
country that was theirs no more.

The teacher addressed the students in a solemn and gentle tone. He asked them to
be attentive and explained everything quite patiently. He appealed to them to
preserve French among them. During slavery it would act as key to the prison. He
felt so overwhelmed by emotion that he could not bid farewell properly.

Q3. What do you think is the theme of the story ‘The Last Lesson’? What is the
reason behind its universal appeal?

Ans: The theme of the story ‘The Last Lesson’ is linguistic chauvinism of the proud
conquerors
and the pain that is inflicted on the people of a territory by them by taking away the
right to study or speak their own language and thus make them aliens in their own
land of birth. The story has a sub-theme also. It highlights the attitudes of the
students and teachers to learning and teaching.

Though the story is located in a particular village of Alsace district of France which
had passed into Prussian hands, it has a universal appeal. It highlights the efforts of
the victors to crush their victims—the vanquished people in all possible manner—
materially, spiritually, mentally and emotionally. Taking away mother tongue from the
people is the harshest punishment. The proper equation between student and
teacher, his focused attention, helpful and encouraging attitude and kind treatment
can encourage students to learn better.

Q4. Comment on the appropriateness of the title ‘The Last Lesson’.

Ans: The story has an appropriate and suggestive title. It is the centre of attention
throughout and the whole story revolves around it. The beginning of the story serves
as preparation for it. The unusual quietness at school, presence of village elders and
the teacher in his Sunday best dress—all point out to the unusual and unique
occasion—the last lesson in French in a French village school in a district conquered
by the Prussians. While delivering the last lesson, the teacher wants to transmit all
his knowledge in one go. He explains everything with patience and the students as
well as old villagers listen attentively.

For the narrator it is an unforgettable experience. “Ah, how well I remember it, that
last lesson,” says he. Old Hauser is crying and his voice trembled with emotion. As
the teacher is unable to express His emotions because of choked throat, he ends the
lesson by writing Wive La France’ on the blackboard. He makes a gesture with his
hand to indicate that the school is dismissed and students can go home.

Q5. What impression do you form o fM. Hamel on the basis of your study of
the story ‘The Last Lesson’?

Ans: M. Hamel is an experienced teacher who has been teaching in that village
school for forty years. He imparts primary education in all subjects. He is a hard task
master and students like Franz, who are not good learners, are in great dread of
being scolded by him.

The latest order of the Prussian conquerors upsets him. He has to leave the place
for ever and feels heart broken. He feels sad but exercises self-control. He has the
courage to hear every lesson to the last.
His performance during the last lesson is exemplary. He is kind even to a late comer
like Franz. He uses a solemn and gentle tone while addressing the students. He has
a logical mind and can analyse problems and deduce the reasons responsible for it.
The problem for Alsace is that he (the district) puts off learning till tomorrow.

He knows the emotional hold of a language over its users. He is a good

communicator and explains everything patiently. Partings are painful and being
human, M. Hamel too is no exception. He fails to say goodbye as his throat is
choked. On the whole, he is a patriotic gentleman.

Flamingo The Last Lesson – VALUE-BASED QUESTIONS

Q1. War causes destruction and spreads hatred. People feel insecure. Discuss
the disadvantages of war keeping in mind Franco-Prussian war (1870-71).

Ans: War is a great threat to mankind. Fear, anxiety, tension and hatred are some of
the off springs of war. No individual is in favour of this brutal act. Innocent people
lose their life because of the vested interests of some of the corrupt politicians.
Moreover, war is not the solution to any problem. It only increases the hiatus
between two nations. The desire to overpower the other disseminates hatred and the
feelings of enmity. The aftermaths of Hiroshima and Nagasaki are evident before us.
It should also be remembered that each nation is trying its level best to become a
nuclear power. A nuclear bomb has the power to devastate nations. Thousands of
people will lose their lives. There will not be any survivor. If someone is left alive,
he/she will be crippled. There is no doubt that war has put the human existence at
stake. We have heard seers say that one should shed one’s ego. The nations should
also feel equally important. No nation is self-sufficient. Peace enhances creativity
and productivity. The concept of a global village should be followed by all countries.
Thus, war does not benefit any individual. It must not be encouraged.

Q2. It is often said that each language is unique in itself. No language is

superior or inferior. People need to understand that a language is one of the
means of communication. Discuss this statement in the light of the following
lines:

“My children, this is the last lesson I shall give you. The order has come from
Berlin to teach only German in schools of Alsace and Lorraine. The new
master comes tomorrow. This is your last French lesson…”

Ans: Language is always considered a medium of communication. Man is a

gregarious animal. He has to interact with the fellow human beings. Therefore, a set
of complex symbols is designed to serve this purpose. We must ruminate over the
past before discussing the status of a language. There are innumerable man made
problems. At the dawn of civilisation there was no discrimination on the basis of
caste, colour, creed, language and nationality. But in this century these problems
exist. Nature does not segregate nations. Scientific advancement, material
prosperity, lofty aspirations, materialistic attitude, a desire to rule the world and
vested interests are some of the causes of human sufferings. The concepts of all
languages are similar. They have nouns, pronouns, adjectives, adverbs, prepositions
and conjunctions. As no religion is insignificant in the same way no language is
inferior. The characteristics and nature of all languages are similar. The only
difference is in symbols and pronunciation. The purpose and objective of all
languages are synonymous. There is a dire need to understand that there should be
only one religion i.e. humanity and there should be only one language i.e. the
language of love. A language must not become the cause of rift among masses. It
should bring people together instead of spreading hatred. One should not despise
others because of their language. It is against human dignity and grace.

Q3. The people of Alsace and Lorraine were forced to study German. They
were not allowed to study French. It implies that students of the area were
taught only one language. They did not follow the concept of three languages
at school. Write an article on the topic Advantages of Three Language System
at school.

Ans: Advantages of Three Language System

India is a democratic stater. It is replete with people who have diverse backgrounds,
and culture. Their customs and traditions vary. Their languages are also different.
The language of a South Indian is entirely different from that of the North Indians.
People have their regional languages and dialects too. In such circumstances it
becomes a herculean task to decide which language should be taught at schools.
So, India opted for three language system at schools. It is a boon to the residents of
a particular area. They do not feel that their language is insignificant and ignored.
They are given ample opportunities to opt for the languages they intend to speak or
learn. Pupils get fundamental knowledge of three languages and can appreciate the
literature of all these three languages. Such students never face failure due to
language barriers. They bring laurels to their parents and nations as well. They
explore new avenues and horizons with an astonishing ease. Three language
system must be adopted by all nations so as to acquaint the children with various
language patterns. The people of Alsace and Lorraine could be taught both
languages i.e. German and French. Linguistic discrimination mars the future of
humanity.

Q4. Nature has the knack to fascinate even the cynics. Its beauty and
spontaneous music galvanise the beings. Write an article expressing the
astounding beauty of nature in the light of the following lines:
“It was so warm, so bright! The birds were chirping at the edge of the woods…
It was all much more tempting than the rule for participles…”
Ans. Our touch with nature makes the whole world kin. Matthew Arnold has rightly
said that:

“Nature, with equal mind,

sees all her sons at play,
sees man control the wind,
the wind sweep man away.”

Nature’s working is mysterious. It is an astonishingly fabricated universe. Man has,

undoubtedly, progressed a lot. Scientific advancement has explored the portals of
every field. The hidden realities have been exposed. But science has not unearthed
the mysterious traits of nature. It is also an acceptable fact that nature gives
happiness to weary minds. It soothes and consoles the troubled souls. It banishes
anxiety, tension, worry, fear and dejection. Its law is to please every beholder. The
aesthetic pleasure we derive from Nature is incredible and cannot be expressed in
words. Keats has rightly averred that ‘A thing of beauty is a joy forever!’ Lord Byron
has said:

“There is a pleasure in the pathless wood,

there is a rapture on the lonely shore,
there is a society where none intrudes, ‘
By the deep sea, and music in its roar:
I love not man the less but nature more.”

Nature is our mother. It must be obeyed. It gives us moral lessons. All the seers and
intellectuals have understood the significance of nature. “Nature goes on her own
way, and all that to us seems an exception is really according to order.” It fascinates
those who are indifferent to life. The boring scientific explorations and linguistic
principles make our life insignificant. We are becoming devoid of emotions. But
nature evokes sentiments and help us to become sensitive.
Q5. Teachers can act as trailblazers in the lives of pupils. They can affect
eternity. But the advancement of technology has changed the role of a teacher.
Write an article on the para¬digm shift in educational technology and the role
of teachers.
Ans: Technology and Teachers
It goes without saying that teachers shape the destiny of children. They mould them
according to their inbred potential and considerable talent. Dronacharya taught his
pupils together. But he could not make everyone so skilled in using the bow and
arrow as Aijuna. He identified his latent talent and tapped the same potential. In
modem education system teachers don’t have much time to study the child. Children
stay in the school campus for six hours a day and study various subjects from
teachers. At times it happens that the subject teachers do not remember the names
of students. They use PITs, projectors and computers to make their lectures
interesting. They lack any kind of emotional attachment with the pupils. It has
happened because of the innovative educational tools and aids. Teachers are given
softwares to teach students. The teaching community has made students information
seekers. The role of a teacher has undergone a sea change. A teacher has become
a facilitator. He has no right to scold and punish the child. The dictum ‘spare the rod,
spoil the child’ has become obsolete and outdated. A teacher has to understand the
psychology of a child in a period of thirty minutes. The role of a teacher is a mystery
in today’s era.

Short Answer Type Questions (3-4 Marks)

Question 1.
What was the mood in the classroom when M. Hamel gave his last French lesson?
(Delhi 2009)
Answer:
When M.Hamel was giving his last French ; lesson, the mood in the classroom was
solemn and sombre. When he announced that this was their last French lesson
everyone present in the classroom suddenly developed patriotic feelings for their
native language and genuinely regretted ignoring their mother tongue.

Question 2.
What had the narrator counted on to enter the school, unnoticed? (Delhi 2010)
Answer:
The narrator (Franz) had counted on the hustle and bustle that was usual when the
school began in order to enter there unnoticed. He had thought he could depend on
the commotion to get to his desk without anybody noticing that he was late for the
class.

Question 3.
“This is your last French lesson.” How did Franz react to this declaration of
M.Hamel? (Delhi 2010)
Answer:
When M.Hamel declared that it was their last French lesson a grim realisation
dawned on Franz that he had so much more yet to learn. He felt sorry for whiling
away his time and skipping his lessons. Now he did not want to part with his books,
which he had earlier consi¬dered a nuisance. He was also deeply pained at the
thought that M.Hamel was leaving.
Question 4.
“What a thunder clap these words were to me!” Which were the words that shocked
and surprised little Franz? (Delhi 2010)
Answer:
When M.Hamel mounted on the chair and announced that he was there to teach his
last French lesson that day, Franz was shocked and surprised. He felt very guilty for
deliberately ignoring to learn his native language and he suddenly developed a
strange fascination for his language and his school.

Question 5.
What changes came over little Franz after he heard M.Hamel’s announcement? (All
India 2010)
Answer:
When M.Hamel announced that this was to be their last French class a grim
realisation dawned on Franz that he could hardly write his language and now he was
being deprived of the opportunity to learn it. He felt very guilty of neglecting his
classes and escaping school. The thought of losing his teacher, M. Hamel, also
pained him.

Question 6.
What was tempting Franz to keep away from school That morning’? (Comptt. Delhi
2010)
Answer:
Franz was very late for school ‘that morning’. M. Hamel was to question the students
on participles and Franz knew nothing and feared a scolding. The bright weather,
woods, fields and chirping of birds tempted him to spend the day outdoors.

Question 7.
What was unusual about M. Hamel’s dress and behaviour on the day of his last
French lesson? (Comptt. Delhi 2010)
Answer:
On the day of his last French lesson M. Hamel was unexpectantly kind. He had put
on his beautiful green coat, frilled shirt and an embroidered black silk cap that he
normally wore only on inspection and prize days. In his last lesson he explains
everything with unusual patience as if he wants to teach them everything he has
ever learned in their last French class.

Question 8.
Why had the bulletin-board become a centre of attention during the last two years?
(Comptt. All India 2010)
Answer:
The bulletin-board had become a centre of attention because for the last two years
all the bad news had come from there. It was the source of all bad news-the lost
battles, the draft and the orders of the commanding officers.

Question 9.
What was Franz expected to be prepared with for the school that day? (Delhi 2011)
Answer:
Franz had started very late for school that morning. He feared facing his class-
teacher, M. Hamel. Because he was expected to be prepared with his grammar
lesson on participles and he did not know even the first word about them. So he
feared a scolding.

Question 10.
What had been put up on the bulletin board? (Delhi 2011)
Answer:
A notice had been put up on the bulletin board informing the people about the order
from Berlin which declared that only German was to be taught in the schools of
Alsace and Lorraine. They had also been informed that the new German teacher
was coming on the following day.

Question 11.
Who did M.Hamel blame for the neglect of learning on the part of boys like Franz?
(Delhi 2011)
Answer:
Mr. Hamel blamed various people for different reasons for neglect of learning on the
part of boys like Franz. First he blamed the parents for not being anxious to have
their children learn and rather engaging them into household work. He blamed the
boys themselves for preferring to work on mills and farms. He also blamed himself
for sending boys on errands for his convenience.

Question 12.
Franz thinks, “Will they make them sing in German, even the pigeons?” What does
this tell us about the attitude of the Frenchmen? (All India 2011)
Answer:
During his last French class Franz hears the pigeons cooing and wonders if the
Prussians would make them sing in German too. His thought reveals the
Frenchmen’s fear of complete domination by the Germans whereby they would try to
enslave even their minds.

Question 13.
“What a thunderclap these words were to me!” – Which were the words that shocked
and surprised Franz? (All India 2011)
Answer:
When M.Hamel mounted on the chair and announced that he was there to teach his
last French lesson that day, Franz was shocked and surprised. He felt very guilty for
deliberately ignoring to learn his native language and he suddenly developed a
strange fascination for his language and his school.

Question 14.
“What announcement did M. Hamel make? What was the impact of this on Franz?
(All India 2011)
Answer:
When M.Hamel declared that it was their last French lesson a grim realisation
dawned on Franz that he had so much more yet to learn. He felt sorry for whiling
away his time and skipping his lessons. Now he did not want to part with his books,
which he had earlier consi¬dered a nuisance. He was also deeply pained at the
thought that M.Hamel was leaving.

Question 15.
What did M. Hamel tell the people in the class about French language? What did he
ask them to do and why? (Comptt. Delhi 2011)
Answer:
M. Hamel told the people in his class that French was the most beautiful, the clearest
and the most logical language in the world. He advised them to guard it among
themselves j and never to forget it because it would prove to be the key to their
prison when they were I enslaved.

Question 16.
What was the mood in the classroom when M.Hamel gave his last French lesson?
(Comptt. All India 2011)
Answer:
When M.Hamel was giving his last French; lesson, the mood in the classroom was
solemn and sombre. When he announced that this was their last French lesson
everyone present in the classroom suddenly developed patriotic feelings for their
native language and genuinely regretted ignoring their mother tongue.

Question 17.
What changes did the order from Berlin cause in the school? (Delhi 2012)
Answer:
The shocking order from Berlin that only German would be taught in the schools of
Alsace and Lorraine saddened and hurt the pride of the French people. So as a
gesture to express their solidarity for their language the village elders also attended
school for the last French lesson. The usual hustle and bustle was missing from
school and it was unusually quiet. M. Hamel was also dressed in his formal suit
which he wore only on special occasions.

Question 18.
How did M.Hamel say farewell to his students and the people of the town? (All India
2012)
Answer:
To bid farewell to his students and the people of the town M.Hamel wore his formal
suit on the day he gave his last French lesson. He assumed the role of a mentor and
advised the villagers to safeguard their language, which was the most beautiful and
logical language in the world. Being rimmed up with emotions, he wrote “Vive La
France” which mean Tong live France’ in order to inculcate a feeling of patriotism
within everyone.

Question 19.
What were Franz’s regrets after M. Hamel’s announcement of his last lesson?
(Comptt. Delhi 2012)
Answer:
When M. Hamel announced that it was their last French lesson, Franz realised he
had so much more to learn. He felt sorry for whiling away his time and skipping his
lessons. He was also deeply pained at the thought of M. Hamel leaving the school.

Question 20.
What change was there in Franz’ attitude towards M. Hamel? (Comptt. All India
2012)
Answer:
Franz’s attitude towards M. Hamel underwent a complete change on the day of the
last French lesson. He developed a strange fascination for his school and the French
language. When M. Hamel read out a grammar lesson to the class, Franz was
amazed at how well he understood it. All M. Hamel said seemed so easy to Franz
and he genuinely regretted ignoring M. Hamel’s classes and lessons.

Question 21.
Why did M. Hamel not scold Franz when the latter fumbled with the rule for the
participle? (Comptt. All India 2012)
Answer:
Since it was M. Hamel’s last class in Alsace, he did not scold Franz when the latter
fumbled with the rule for the participle. He told Franz that he would not scold him as
he knew that Franz was already feeling terrible enough and reproaching himself a
great deal.

Question 22.
How did Franz react to the declaration that it was their last French lesson? (Delhi
2013)
Answer:
When M.Hamel declared that it was their last French lesson a grim realisation
dawned on Franz that he had so much more yet to learn. He felt sorry for whiling
away his time and skipping his lessons. Now he did not want to part with his books,
which he had earlier considered a nuisance. He was also deeply pained at the
though that M.Hamel was leaving.

Question 23.
“What a thunderclap these words were to me !” What were the words that shocked
and surprised the narrator? (Delhi, Comptt. All India 2013)
Answer:
When M.Hamel mounted on the chair and announced that he was there to teach his
last French lesson that day, Franz was shocked and surprised. He felt very guilty for
deliberately ignoring to learn his native language and he suddenly developed a
strange fascination for his language and his school.

Question 24.
What did M. Hamel tell them about the French language? What did he ask them to
do and why? (Delhi 2013)
Answer:
M. Hamel told the people in his class that French was the most beautiful, the clearest
and the most logical language in the world. He advised them to guard it among
themselves j and never to forget it because it would prove to be the key to their
prison when they were I enslaved.

Question 25.
What was the order from Berlin and what changes did it cause in the school? (All
India 2013)
Answer:
The shocking order from Berlin that only German would be taught in the schools of
Alsace and Lorraine saddened and hurt the pride of the French people. So as a
gesture to express their solidarity for their language the village elders also attended
school for the last French lesson. The usual hustle and bustle was missing from
school and it was unusually quiet. M. Hamel was also dressed in his formal suit
which he wore only on special occasions.

Question 26.
Why did Franz think of running away from the school that morning? (Comptt. Delhi
2013)
Answer:
Franz was tempted to run away and spend the day outside instead of attending
school as it was a warm and bright day and he wanted to watch the Prussian
soldiers’ drill. Moreover he had not done his lesson on participles from which his
teacher, M. Hamel was going to question and feared a scolding from his teacher.

Question 27.
What did Franz see when he passed the town hall? (Comptt. Delhi 2013)
Answer:
When Franz passed the town hall he saw there was a crowd in front of the bulletin
board. For the last two years all the bad news of lost battles, the draft etc. had come
from there and Franz thought to himself what the matter was then and what bad
news awaited them.

Question 28.
When Franz reached his school, what unusual situation did he observe? (Comptt.
Delhi 2013)
Answer:
The usual hustle and bustle of the morning hours could not be seen on the day of the
last lesson. It was all very still and quiet as it used to be on a Sunday morning. The
din of opening and closing of desks and the rapping of the teacher’s ruler on the
table could not be heard. The students had already taken their places and even the
village elders had gathered there.

Question 29.
After sitting down at his desk what unusual things did Franz observe about M.
Hamel? (Comptt. All India)
Answer:
Franz realised that M. Hamel was not his usual cranky self and said nothing to him
even though he was late for the class. Moreover their teacher was wearing his
beautiful green coat, his frilled shirt and the little black silk cap, all embroidered, that
he wore only on special days in school.

Question 30.
“But the thing that surprised me most was to see ” What surprised Franz most in the
class? (Comptt. All India 2013)
Answer:
The thing that surprised Franz the most when he entered the classroom was to see
the village people sitting as quietly as the students on the back benches of the class
that were always empty. This included old Hauser, the former mayor, the former
postmaster and several others.

Question 31.
What tempted Franz to stay away from school? (Delhi 2014)
Answer:
Little Franz was tempted to run away and spend the day outside instead of attending
school as it was a warm and bright day with the birds chirping merrily. Moreover, he
was tempted to watch the Prussian soldiers’ drill. All these things appeared rather
tempting considering he did not know his participles and feared the French teacher
M. Hamel’s scolding on that day.

Question 32.
Why were the elders of the village sitting in the classroom? (All India 2014)
Answer:
The elders of the village were sitting in the classroom as a mark of respect which
they wanted to show for their language and their country. They felt sorry for not
having learnt their language and wanted to thank M. Hamel for his forty years of
faithful service.

Question 33.
What words did M. Hamel write on the black¬board before dismissing the last class?
What did they mean? (Comptt. Delhi 2014)
Answer:
Before dismissing the last French class, M. Hamel turned to the blackboard, took a
piece of chalk and wrote as large as he could -“Vive la France!” These words meant
“Long Live France”. He then made a gesture with his hand that the class was
dismissed.

Question 34.
Who were sitting on the back benches during M. Hamel’s last lesson? Why?
(Comptt. Delhi 2014)
Answer:
The village elders were sitting on the back benches during M. Hamel’s last lesson.
They included old Hauser, the former mayor, the former postmaster and several
others. They were there to show their respect for their language and their country.

Question 35.
Why is the order from Berlin called a thunderclap by Franz? (Comptt. Delhi 2014)
Answer:
The order from Berlin is called a thunderclap by Franz, because it was a complete
shock for him. He had never thought that he would be deprived of the right of
learning his native language. He realised he had so much more yet to learn and was
going to lose the opportunity.

Question 36.
Why does M. Hamel reproach himself for his students’ unsatisfactory progress in
studies? (Comptt. All India 2014)
Answer:
M. Hamel reproaches himself for his students’ unsatisfactory progress in studies. He
had often sent them to water his flowers instead of learning their lessons. And when
he wanted to go fishing, he gave them a holiday.

Question 37.
What made M. Hamel cry towards the end of his last lesson? (Comptt. All India
2014)
Answer:
Towards the end of his last French lesson, as the church clock struck twelve and the
trumpets of the Prussians sounded under the window, M. Hamel was completely
overwhelmed with emotions. Feeling choked, he was unable to talk further and
dismissed the class by making a gesture with his hand.

Question 38.
What was unusual about M. Hamel’s dress on his last day in the school? (Comptt. All
India 2014)
Answer:
In honour of his last French lesson in the school, M. Hamel had put on his fine
Sunday clothes. He had on his green coat, his frilled shirt and the little black, all
embroidered silk cap that he never wore except on inspection and prize days.

Question 39.
Who occupied the back benches in the classroom on the day of the last lesson?
Why? (Delhi 2015)
Answer:
The village people occupied the backbenches in the classroom on the day of the last
lesson. They included the old hauser, the former mayor, the former postmaster and
several others. They had come there to thank their master for his valuable service
and to show their respect for their language and country which was no longer theirs.

Question 40.
Why did M. Hamel write ‘Vive La France’ on the blackboard? (Delhi 2015 )
Answer:
Before dismissing the class, M. Hamel writes ‘Vive La France’ (Long Live France) on
the blackboard. He was extremely patriotic and he does this to make the Alsacians
conscious that they had to safeguard their language and identity among themselves
as this was the key to their prison.
Question 41.
“We’ve all a great deal to reproach ourselves with”, said M. Hamel. Comment. (Delhi
2015)
Answer:
M. Hamel blamed everyone for putting off learning till the next time and thus losing
out on the opportunity to learn their native language, French. The parents preferred
to put their children to work on a farm or at the mills so that they could earn more
money. M. Hamel too sent them to water his flowers and gave them a holiday when
he wanted to go for fishing.

Question 42.
How did the order from Berlin change the situation in the school? (All India 2015)
Answer:
The shocking order from Berlin after the defeat of France shocked the French
people. It declared that all the schools in the two French districts of Alsace and
Lorraine would now teach only German. This not only saddened but also hurt the
pride of the people of France. On the day of the French teacher M.Hamel’s last
lesson, even the village elders came to show their respect to him for serving the
community faithfully for forty years. The usual hustle and bustle too was missing
from school and Franz found it unusually quiet as it used to be on a Sunday morning.
M.Hamel was dressed in his formal suit. Even though Franz reached late M.Hamel
did not scold him. He then went on to praising the French language at length by
referring to it as the most beautiful language. He called upon the French people to
safeguard their language among themselves and not to forget it ever.

Question 43.
Whom did M.Hamel blame for Franz’s inabil¬ity to answer his questions? (Comptt.
Delhi 2015)
Answer:
Hamel blamed the parents who sent the children to work instead of sending them to
school. He blamed himself for making them water the plants and giving them a
holiday when he wanted to go fishing. He also blamed the students themselves for
delaying the learning of their lessons thinking that there was plenty of time.

Question 44.
How did M.Hamel display his love for the French language? (Comptt. Delhi 2015)
Answer:
M. Hamel had great love for the French language which he had been teaching for
forty years. For him it was the most beautiful, most logical and clearest language. He
wanted the French people to preserve it among themselves and this would enable
them to be free from foreign rule.

Question 45.
What was the bulletin board news that caused a change in the school? (Comptt. All
India 2015)
Answer:
The bulletin board news that caused a change in the school was that, that day was
going to be the last French lesson for the schools of Alsace and Lorraine. The order
had come from Berlin to teach only German in the schools and their new German
teachers would come the next day.

Question 46.
Who were sitting on the backbenches on the day of the last lesson? Why? (Comptt.
All India 2016)
Answer:
The village people occupied the backbenches in the classroom on the day of the last
lesson. They included the old hauser, the former mayor, the former postmaster and
several others. They had come there to thank their master for his valuable service
and to show their respect for their language and country which was no longer theirs.

Question 47.
Why were people standing in front of the bulletin board in ‘The Last Lesson’? Why
did Franz not join the crowd? (Comptt. All India 2016)
Answer:
For the past two years the bulletin board had been the bearer of all bad news—the
lost battles, drafts, orders from the commanding officer. That day an order had come
from Berlin that from the next day a new teacher would teach German instead of
French in the school. Franz could not join the crowd as he was already late for his
class and could not afford further delay.

Question 48.
Why did Franz not want to go to school that day? (Delhi 2016)
Answer:
Franz was tempted to run away and spend the day outside instead of attending
school as it was a warm and bright day and he wanted to watch the Prussian
soldiers’ drill. Moreover he had not done his lesson on participles from which his
teacher, M. Hamel was going to question and feared a scolding from his teacher.

Question 49.
Why was Franz not scolded for reaching the school late that day? (Delhi 2016)
Answer:
It was to be their last French lesson that day. The order from Berlin allowed only
German language to be taught in the schools of Alsace and Lorraine. Hence their
teacher, M. Hamel, was in a sad and sombre mood. So he did not scold Franz for
reaching school late that day.

Question 50.
What did Franz wonder about when he entered the class that day? (Delhi 2016)
Answer:
Franz wondered about a number of things when he entered the class that day. He
wondered as to why he was not given a scolding by his teacher, M. Hamel for being
late, why his teacher was wearing his formal clothes which he wore only on
inspections and prize days and why the village elders were sitting on the
backbenches in the classroom.
Question 51.
Why were some elderly persons occupying the backbenches that day? (All India
2016)
Answer:
The elders of the village were sitting in the classroom as a mark of respect which
they wanted to show for their language and their country. They felt sorry for not
having learnt their language and wanted to thank M. Hamel for his forty years of
faithful service.

Question 52.
“What a thunderclap these words were to me!” (Franz). What were those words and
what was their effect on Franz? (All India 2016)
Answer:
When M.Hamel mounted on the chair and announced that he was there to teach his
last French lesson that day, Franz was shocked and surprised. He felt very guilty for
deliberately ignoring to learn his native language and he suddenly developed a
strange fascination for his language and his school.

Question 53.
How were the parents and M. Hamel respon¬sible for the children’s neglect of the
French language? (All India 2016)
Answer:
M. Hamel blamed everyone for putting off learning till the next time and thus losing
out on the opportunity to learn their native language, French. The parents preferred
to put their children to work on a farm or at the mills so that they could earn more
money. M. Hamel too sent them to water his flowers and gave them a holiday when
he wanted to go for fishing.

Question 54.
How is the title ‘The Last Lesson’ appropriate? (Comptt. Delhi 2016)
Answer:
The title ‘The Last Lesson’ is appropriate because it was M. Hamel’s last lesson and
also the last French lesson in the school. During the last lesson, the teacher, as well
as all those who were attending it, were feeling nostalgic and repentant.

Question 55.
What changes did the order from Berlin cause on the day of the last lesson?
(Comptt. Delhi 2016)
Answer:
The shocking order from Berlin that only German would be taught in the schools of
Alsace and Lorraine saddened and hurt the pride of the French people. So as a
gesture to express their solidarity for their language the village elders also attended
school for the last French lesson. The usual hustle and bustle was missing from
school and it was unusually quiet. M. Hamel was also dressed in his formal suit
which he wore only on special occasions.

Question 56.
How different did M.Hamel look that particu¬lar morning in ‘The Last Lesson’?
(Comptt. All India)
Answer:
In honour of his last French lesson in the school, M. Hamel had put on his fine
Sunday clothes. He had on his green coat, his frilled shirt and the little black, all
embroidered silk cap that he never wore except on inspection and prize days.

Question 57.
What was M.Hamel’s regret on the day of the last lesson? (Comptt. All India 2016)
Answer:
M. Hamel’s regret on the last day of the French lesson was that they all had put off
learning their language till the next day and now most of them who claimed to be
Frenchmen could neither speak nor write their language. For this they all, including
M. Hamel himself, had a great deal to reproach themselves with.

Question 58.
How different was the scene in the classroom on the day of the last lesson? (Comptt.
All India 2016)
Answer:
The usual hustle and bustle of the morning hours could not be seen on the day of the
last lesson. It was all very still and quiet as it used to be on a Sunday morning. The
din of opening and closing of desks and the rapping of the teacher’s ruler on the
table could not be heard. The students had already taken their places and even the
village elders had gathered there.

The Last Lesson Important Questions Long Answer Type Questions (5-6
marks)

Question 59.
What did the French teacher tell his students in his last French lesson? What impact
did it have on them? Why? (All India 2009)
Answer:
M. Hamel told his students that a new order from Berlin has declared that all schools
of Alsace and Lorraine would teach only German so this was going to be their last
French lesson. This new order aroused patriotic feelings in him and he, in turn,
wanted to arouse similar patriotism in his students and the village elders. He made
them conscious of the glory and value of the French language and told them to
safeguard it among themselves and keep it alive at all costs as it was the key to their
unity and liberation. Everyone listened to him sadly but with rapt attention and
respect. Even little Franz listened to his teacher’s words with a new-found interest.
He felt sorry that he had neglected learning French. Everyone from the village
assembled in the class to thank Mr. Hamel for his forty years of faithful service to the
community.

Question 60.
How different from usual was the atmosphere at school on the day of the last
lesson? (All India 2015)
Answer:
Acquiring power over the Alsacians made the Prussians so dominating that they
even imposed their language on them. This way the Prussians intended to dominate
the hearts and minds of the Alsacians and wanted them to even think in their
language and thereby lose their complete identity. An order had been received from
Berlin that only German would be taught in schools of Alsace and Lorraine. So there
was something unusual about the school on the last day of the French lesson. The
usual hustle and bustle was missing. Everything was ‘strange and solemn’ as on a
Sunday morning. The village elders were seated on the back desks.

M.Hamel, who had been teaching French at the school for the last forty years, was
wearing his formal suit in honour of the last French lesson. While delivering the last
lesson, he called upon his students and the village elders to guard the French
language among themselves and never forget it, declaring French to be the most
beautiful language in the world. Franz developed a sudden fascination for school and
the French language and a sudden respect for M.Hamel. He wanted his teacher to
stay and felt very guilty for having neglected his French lessons as now he was
being deprived of the opportunity of learning his language.

Question 61.
Everybody during the last lesson is filled with regret. Comment. (All India 2015)
Answer:
The one common feeling that fills each and every person who is present in the last
French lesson is an acute sense of regret. M. Hamel reproaches himself for putting
off his students’ learning till the next day and sending them to water his flowers
instead of learning their lessons. He also gave his students a holiday when he
wanted to go fishing. Franz felt sorry for not learning his lessons and escaping
school. He wished he had attended his classes more often and even the thought of
losing his teacher saddened him. The village elders occupied the back benches of
the class to atone for their guilt and express their regret for not having attended
school regularly. They were now showing their respect for the country that was theirs
no more.

Question 62.
Our language is part of our culture and we are proud of it. Describe how regretful
M.Hamel and the village elders are for having neglected their native language,
French. (Delhi 2016)
Answer:
The feeling of regretfulness for having neglected their native language, French
comes quite late to M. Hamel and the village elders. They realise rather late that
their language is part of their culture and they should be proud of it. It is only after
they have been deprived of learning their language that they understand its value.
The imposition of German language made them suddenly realise the authority of
their captors and they felt a loss of freedom. So on the day of the last French lesson
the village elders are seated on the back desks and M. Hamel, who had been
teaching French at the school for the last forty years, was wearing his formal suit as
a mark of respect for the last French lesson. M. Hamel expressed how they all had a
great deal to reproach themselves for as most of the people of Alsace could neither
speak nor write French. Parents preferred to put their children to work on farms or
mills.
M. Hamel regretfully said how he himself sometimes sent his students to water his
flowers instead of learning their language lessons. While delivering the last lesson M.
Hamel called upon his students and the village elders to guard the French language
among themselves, declaring it to be the most beautiful language tn the world. Each
one of them felt guilty for having ignored the French lessons.

Question 63.
Our native language is part of our culture and we are proud of it. How does the
presence of village elders in the classroom and M.Hamel’s last lesson show their
love for French? (All India 2016)
Answer:
Acquiring power over the French made the Prussians so dominating that they
decided to impose even their language on them. So on the day of the last French
lesson the village elders were seated on the back seats of the classroom. They felt
sad and sorry for not having gone to school more often. Their presence was also
their way of thanking their master, M.Hamel for his forty years of faithful service.
M.Hamel himself had put on his fine Sunday clothes in honour of the last French
lesson. Assuming the role of mentor he advised the class to safeguard and preserve
their language among themselves and never forget it. He called French the most
beautiful and logical language in the world. By the end of the class M.Hamel was so
choked with emotion and could not speak so he took a piece of chalk and wrote on
the blackboard “Vive la France!” (Long Live France) and then dismissed the class.

Question 64.
Describe the atmosphere in the class on the day of the last lesson. (Comptt. Delhi
2016)
Answer:
On the day of the last French lesson the atmosphere in the class was strange and
solemn. The school was as quiet as if it was a Sunday morning. The teacher
(M.FIamel) moving in the class with his ruler under his arm was wearing his special
dress for the last class. The elders of the village were sitting on the backbenches of
the classroom. All the students were studying with complete attention and the
teacher was teaching with full dedication. All this was due to an order from Berlin that
from the next day German would be taught instead of French by a new teacher.
While delivering the last lesson, the teacher called upon his students and the village
elders to guard the French language among themselves and never forget it,
declaring French to b