·
Incidents
in series-
Franz
– (at home)
Ø
getting late for school
Ø
Scared (of M. Hamel and) to go to school
Ø
As he didn’t do his homework
Ø
Tempted towards the bright, warm weather, birds
chirping, Prussian soldiers drilling
Ø
Thought of roaming outside
Ø
Could resist the temptation
Ø
Hurried off
to school
Franz (on the way to school)
Ø
Passed town hall
Ø
Crowd in front of bulletin board(giving all bad
news since 2 years-of lost battle, the draft and order of commanding officer)
Ø
Hurried as fast as he could
Ø
Blacksmith, watcher standing there asked not to
hurry
Ø
Thought he was making fun
Franz- reached M Hamel’s garden
Ø
Sensed unusual(about school campus-as quite as Sunday morning, no humdrum,
no opening and closing of doors, no lesson repeated in unison and very loud, no
teacher rapping their ruler on table )
Ø
looked through the window (M Hamel with his
ruler under his arms, classmates sitting in their places)
Ø
Unusual kind behaviour of M Hamel (kindly asked
Franz to sit)
Ø
Unusual dress up of M Hamel(as its on inspection
and prize days )
Ø
Unusual about last benches(which use to be empty
are occupied by villagers-old Hauser former mayor, former postman)
Ø
All are sad, came to pay tribute to M Hamel
M. Hamel- lecturing
Ø
In gentle tone
Ø
Announced it as his last lesson
Ø
About the order from Berlin(to teach German in
the schools of Alsace and Lorraine)
Ø
News of new master joining by the following day
to teach German
Franz’s – realisation
Ø
Reason why people gathering in front of town
hall
Ø
Feeling sorry (for not learning well, seeking
birds’ egg, going sliding on the saar)
Ø
Rediscovering affection for books(which were
heavy to carry a while ago)
Ø
Affection for going M Hamel(forgetting his
ruler, cranky nature)
Ø
Reason behind his putting special dress and
villagers presence to pay tribute M Hamel for his forty years of honest service
Ø
Franz-
Reciting rules of participle- loud and clear, without any mistake
M Hamel’s lecture
on importance of time and French language
Ø
People of Alsace postponing lesson for tomorrow
thinking they have plenty of time to learn
Ø
French but don’t know how to speak or write(as
was replaced by German lessons)
Ø
Parents preferred their child to work on farms
and mills then attending school
Ø
M Hamel preferred to water the plants than
learning
Ø
To go fishing more than teaching
Ø
French worlds’ the most beautiful , clear and
logical language
Ø
Asked to guard it and never to loose.
M Hamel’s grammar
lessons
Ø
Franz understood it better
Ø
M Hamel explained with patience
Ø
Tried to give all he knewp
Writing lessons
Ø
Had new copies for children written France
Alsace France Alsace
Ø
Every one set to work, quiet and calm
Ø
Franz thought will these Germans make the
pigeons sing in German
M Hamel- being
emotional
Ø
Gazing intently one thing to other
Ø
Changes in the class – desk and benches worn
smooth, walnut trees grow taller, hopvine trees twined
Ø
M Hamel’s sister packing to leave following day
Ø
He had courage to hear the lesson to the last
Ø
Had lessons on History
Ø
Old Hauser holding the primer spelled the letters
in a trembled voice, crying
Ø
Church clock sound 12
Ø
Sound of the soldiers returning from drill
Ø
Trumpets of the Prussians
Ø
M Hamel’s voice choked and wrote
“VIVE LA FRANCE” (in
big and large letters)
Ø
Declared school dismissed
THE LAST LESSON
Q. 1. Describe the background in which 'The Last Lesson' of Alphonse Daudet has been set.
Ans. 'The Last Lesson' is set in the days of the Franco-Prussian War
(1870-1871). France was defeated by Prussia (Germany). By an order from Berlin,
German language was imposed on the French districts of Alsace and Lorraine. The
lesson describes how a teacher in Alsace, M. Hamel, reacts to this shocking
news. His students and even the villagers share his views.
Q. 2. What was Franz expected to be prepared with for school that day?
Why was he in great dread of scolding?
Ans. Franz had not
prepared his lesson. His teacher, M. Hamel, had said that he would question the
students on participles. But Franz didn't know even the first word about them.
He feared a scolding from M. Hamel. Moreover, he started for school very late.
For a moment he thought of running away and spending the day out of doors.
Q. 3. Why did Franz think of running away and spending the day out of
doors?
Ans. Franz started for school very late. His teacher, M. Hamel had said
that he would question them on 'participles'. Franz knew nothing about them. He
feared a scolding from M. Hamel. He thought of running away from the school and
spending the day out of doors. But he resisted the temptation and hurried off
to school.
Q. 4. What was the temptation and how did Franz resist it?
Ans. M. Hamel was to question the students on participles. Franz
knew nothing about them and feared a scolding. For a moment he was tempted to
run away and spend the day out of doors. The weather was warm. The day was
bright. Woods, open fields and chirping of birds tempted him. But he overcame
his temptation and hurried off to school.
Q. 5. What did Franz see when he passed in front of the town hall
on the way to school?
Ans. Franz passed the town hall on his way to school. There was a
great crowd in front of the bulletin-board. For the past two years all
their bad news had come from there. The people thronged there to
hear the news of last battles or the orders of the commanding officer. They
verified everything from there.
Q. 6. Why was there a crowd in front of the bulletin-board at the
town hall?
Ans. Usually there used to be a crowd in front of the bulletin-board at
the town hall. All the bad news had come from there for the last two years. But
today another bad news shocked the residents of the town. An order has come
from Berlin. German language was to be imposed on the people of Alsace and
Lorraine. Now only the German teachers will teach German to the French speaking
population.
Q. 7. Describe at least two changes that could be seen in M. Hamel
after he came to know of that order from Berlin.
Ans. M. Hamel was a hard task-master. But the order from Berlin
completely changed him. He didn't rebuke Franz when he entered the classroom
quite late. Nor did he scold him when he got mixed up and confused when it was
his turn to recite. His last act of writing "Vive La France!" on the
blackboard revealed his love for France and French.
Q. 8. How was the scene in the school in the morning of the last
lesson different from that on other days?
Ans. The scene in the school is different from that on other days. It
was the last lesson in French. German was going to be imposed on them from the
next day. Hence, all students and even the village elders had gathered there.
The love for their native language French dominated all other things.
Q. 9. ‘I had counted on the commotion to get to my
desk without being seen..’, said Franz. How did he enter and what was the reaction of the teacher?
Ans. Franz was late for school. Usually there was always a great hustle
and bustle in the morning. He had hoped to take advantage of that noise and
commotion. He wanted to get to his desk without being noticed. But that day he
had to go in before everybody. But nothing happened. M. Hamel only asked him
very politely to take up his seat.
Q. 10. What did Franz see through the window when he reached his school?
Ans. Through the window Franz saw his classmates. They were already in
their places. M. Hamel was
tense walking up and down. He had that "terrible" ruler under his
arm. It was all very quiet—as quiet as Sunday morning. The usual commotion and
activities were absent.
Q. 11. What was the thing that surprised the narrator most? Why was
everybody sad?
Ans. The whole school seemed so strange and silent. But the thing that
surprised Franz most was to see the village people on the back benches.
Generally they were always empty. Everybody sat quietly and looked sad.
Everybody was sad to know that German would be taught in all schools of Alsace.
Q. 12. Why didn't M. Hamel get angry with Franz for being late?
Ans. M. Hamel was much disturbed by the news that came from Berlin. He
was delivering his 'last lesson' in French. So he didn't get angry with Franz
for being late. Rather he said very kindly, "Go to your place, little
Franz". He ignored Franz's being late and went on with his lesson.
Q. 13. How did M. Hamel give the shocking news to the students and
the villagers and with what effect?
Ans. The villagers sat along with the students on the back desks. M.
Hamel mounted on his chair. He spoke in a grave and gentle tone. He made it
clear that it was his last French lesson. An order had come from Berlin. All
the schools of Alsace and Lorraine would teach only German. A new teacher would
replace him the next day. The news left everyone shocked and grieved.
Q. 14. Why had M. Hamel put on his fine Sunday clothes? Why were
the old men of the village sitting there in the back of the classroom?
Ans. M. Hamel had put on his fine Sunday clothes to highlight the
occasion. The old men of the village had come there to show their sympathy and
respect to the teacher. It was their way to thank M. Hamel for his forty years
of faithful service. They had also come to show their respect to France and
their most beautiful language French.
Q. 15. How did Franz perform when his turn came to recite? How did M.
Hamel react?
Ans. It was Franz's turn to recite. In spite of his best effort, he got
mixed up. His heart was beating and he did not dare to look up. M. Hamel
assured in a polite tone that he would not scold him. He was not the only one
who neglected learning French. Many others in Alsace shared his fate.
Q. 16. "We've all a
great deal to reproach ourselves with." Why did M. Hamel blame
the parents and himself too for not showing due attention and care to the
learning of French?
Ans. M. Hamel didn't scold Franz for neglecting the learning of French.
Most of the people of Alsace could neither speak nor write their own language.
Their parents preferred to put them to work on a farm or at the mills. Mr Hamel
didn't even spare himself. He had often sent his students to water his flowers
instead of learning their lessons.
Q. 17. What did M. Hamel tell the people in the class about French language?
What did he ask them to do and why?
Or
How does M. Hamel pay a tribute to the French language?
Ans. M. Hamel went on to talk of French language. He told that it was
the most beautiful language of the world. It was the clearest and the most
logical of all languages. He asked the people to guard it among themselves and
never forget it. As long as people 'hold fast to the' language' they have the
key to freedom.
Q. 18. Why did M. Hamel ask his students and the villagers to guard
French among them?
Ans. M. Hamel was delivering his last in French to his students. From
the next day the French districts of Alsace would teach German in all schools.
M. Hamel was grieved but quite helpless. He praised French as
the most beautiful and logical language in the world. He urged upon them to
guard their beautiful language.
Q. 19. How did the narrator take the last lesson in grammar and with
what effect?
Ans. In the end, M. Hamel opened a grammar book. He read them their
last lesson. All he said 'seemed so easy, so easy!' Franz understood it so
well. He had never listened to his teacher so carefully. It seemed as if M.
Hamel wanted to give them all he knew before going away. He wanted to put it
all into their heads at one stroke.
Q. 20. Describe M. Hamel's service to the school in Alsace.
Ans. For forty years M. Hamel had been serving in the same school in
Alsace. He valued French language as the most beautiful language in the world.
His students and even the village elders paid respect to him on the last day.
He felt sorry that the people of Alsace neglected their learning.
Q. 21. What was the parting message of M. Hamel to his students and the
village elders who had gathered in the classroom?
Ans. M. Hamel stood up, very pale, in his chair. He was speaking for the
last time. He tried to speak but couldn't. Something choked him. Then he turned
to the blackboard and wrote as large as he could:
"Vive La France!" ("
Long Live France!"). Without a word he made a gesture. All of them
could go. The school was "dismissed".
Q. 22. "The people in
the story realise suddenly how precious their language is to them." How
do they realise it and who makes them realise it?
Ans. An order comes from Berlin. The people suddenly realise how
precious their language is to them. German is imposed on the French districts
of Alsace and Lorraine. The man who makes them aware of the greatness of their
language is M. Hamel. He arouses their hidden love for their beautiful
language.
Q. 23. What happened when the church-clock struck twelve?
Or
How did M. Hamel say farewell to his students and the village elders?
Ans. The church-clock struck twelve. It was time for the Angelus prayer.
At the same moment the trumpets of the Prussians sounded. Suddenly M. Hamel
grew overemotional. Patriotic feelings overpowered him. He took a piece of
chalk and wrote as large as he could: "Long Live France".
Q. 24. What is Linguistic Chauvinism? How do you classify M.
Hamel's love and the villagers' concern for French?
Ans. 'Linguistic Chauvinism' means carrying pride in one's
language too far. But the love of Hamel and the village elders for French
doesn't amount to this. Rather they are victims of it. German is being imposed
on the French speaking people of Alsace. M. Hamel feels genuinely proud of
French language. He urges others never to forget such a beautiful language.
Q. 25. Justify the title of 'The Last Lesson.'
Ans. The title is self-revealing. It was certainly the last lesson that
M. Hamel was delivering to his students. From the next day German was to
be imposed on the French speaking people of Alsace. M. Hamel was leaving the
school for good with a heavy heart. Even the elders had come to pay respect and
listen to the last lesson in French.
Q. 26. What message does the writer want to convey to the readers
through 'The Last Lesson'?
Ans. Alphonse Daudet has a definite message to convey to his
readers. Through M. Hamel he wants to express pride in one's language.
Greatness of French language is highlighted. The lesson arouses patriotic
feelings. It makes the readers aware that they must keep their language and
culture alive at all costs.
LONG ANSWER TYPE QUESTIONS
Q. 1. What was the order from Berlin? How did that order affect the
people of Alsace, particularly M. Hamel and his students?
Ans. A shocking order had come from Berlin. Two French speaking
districts of Alsace and Lorrain were under German occupation. German language
was imposed on the people of Alsace.
The order from Berlin added insult to the injury. It hurt the pride of
the people. M. Hamel, a school teacher, broke this shocking news to his
students. He declared that it was his last lesson in French. He would leave the
place for good. A new master would replace him to teach German. The news
aroused patriotic feelings in students as well as the villagers. The village
elders came to the school to listen to the last lesson in French. He spoke at
length about French language. He called French the most beautiful language in
the world. It was the clearest and the most logical language. He expressed his
dismay that the people of Alsace were quite indifferent to the learning of French.
He called upon them to guard it among themselves and never forget it. Their
language was the key to their unity and liberation. Everyone listened to him
with rapt attention and respect.
Q. 2. Draw a character sketch of M. Hamel as it is shown in 'The Last Lesson.'
Ans. In 'The Last Lesson' Alphonse Daudet has presented M. Hamel's
character with all sympathy and respect. He is presented in the mould of a
traditional school-master. He always kept his 'terrible' ruler under his arm.
Franz reminds us 'how cranky' M. Hamel was.
Franz was in great dread of scolding as he had not prepared his lesson
on participles. Mr Hamel was a hard task-master. We see the other side of M.
Hamel's character after the order from Berlin came. He was a transformed person
now. He became extra soft and gentle 'towards his students. He didn't scold
Franz for coming late. Nor did he use his ruler when Franz got mixed up and
confused. He declared that it was his last lesson in French.
M. Hamel was highly respected both by his students and the village
elders. He had completed 40 years in the same school. The village elders came
to pay their respect to such a grand teacher.
M. Hamel loved France and French from the core of his heart. He
considered French as the most beautiful language in the world. He asked the
people to guard it among themselves and never to forget it.
Q. 3. Who was Franz? What did he think about M. Hamel? Did he change his
views about M. Hamel? Illustrate at least two changes that came in Franz
towards his teacher, his school and French.
Ans. Little Franz was a student of a school in Alsace. M. Hamel was his
schoolmaster. Franz was not a brilliant student. He didn't prepare his lesson
on participles. When he was asked to recite, he got mixed up and confused. He
was always in dread of the great ruler that M. Hamel kept under his arm. Franz
knew how 'cranky' M. Hamel was.
However, Franz had to change his opinion about M. Hamel. An order had
come from Berlin. German language was imposed on the people in Alsace. When he
came to know that it was the last lesson of Mr. Hamel, his views about him
changed. He began to respect him. He had spent 40 years in the same school. He
felt sorry that he had neglected learning French. He shared M. Hamel's views
about French. It was the most beautiful language in the world. He listened to
M. Hamel's last lesson with rapt attention and respect.
Q. 4. What is 'linguistic
chauvinism'? Analyse the order from Berlin in this light. How do
you justify M. Hamel's views about French and the new-found love of the
people towards their language?
Ans. Carrying pride in one's language too far leads to 'linguistic
chauvinism'. We can analyse the order from Berlin in this light. It is nothing
but a naked example of linguistic chauvinism. The imposition of German language
over the French speaking population can't be justified at all. It is the worst
kind of colonialism.
M. Hamel's love for French is genuine. The shocking order from Berlin
arouses patriotic feelings in him. He loves French as the most beautiful
language in the world. He calls it the clearest and most logical language too.
He regrets that the people of Alsace have not paid much heed to the learning of
this great language. He asks the people to safeguard it among themselves. It is
the key to their unity and freedom.
The people of Alsace, particularly the village elders, suddenly realise
how precious their language is to them. Students like Franz too are not immune
to patriotic feelings. Franz feels sorry for neglecting the learning of French.
He hates the idea of German language being imposed on them. He remarks
sarcastically: "Will they make them sing in German, even the pigeons.
Questions for home work
1.
What was the significance of the bulletin –
board?
2.
What was
the order from Berlin?
3.
What
changes did Franz notice in the school?
4.
What
surprised Franz the most?
5.
Who, do
you think, is guilty of linguistic chauvinism - the Prussians or the French?
Why?
6.
What is the theme of the lesson?
7.
How did the young ones show that they had
realized how precious their language was?
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