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The Last Lesson
by Alphonse Daudet
Introduction to Chapter
'The last lesson' written by Alphonse Daudet narrates about the year 1870 when the Prussian forces under Bismarck attacked and captured France. ... The new Prussian rulers discontinued the teaching of French in the schools of these two districts The French teachers were asked to leave. What should be done by the people of Alsace and Lorraine as these two districts are captured by German Troops. What should be done? What is the duty of a teacher now when a language is imposed on people of a nation?
LEARNING OUTCOMES:
1. Language Loyalty Vs Language Imposition:German is being imposed on the people of Alsace and Lorraine. This lesson talks about language loyalty and language imposition. Language imposition is being done by German and language loyalty by French teacher.
2. Linguistic Chauvinism:
This lesson talks about Linguistic Chauvinism which means carrying pride in once language. The Last
Lesson is a great reminder of how we cannot take our language for granted and how important it is to
love and learn one’s language in order to protect one’s individual and collective identity. It is said
that if you want to slave a nation just do to capture its language and culture.
We are studying English as a subject here that is different scenario. Here we are studying English as a
subject to share one’s knowledge to enrich ourselves, because English is a rich language which borrowed
many words from many languages.
3. To Conserve Language & Culture:
Article 29 of our constitution says that any minority community has fundamental right to conserve its
language and culture. This is what this lesson talks about. M Hamel is doing his duty right when he says
that our language is key to enemy’s prison in our hands. “A nation is built in its classrooms.”
It is said by our former President. Radhakrishnan that having distinct language, culture
and heritage. Any minority community has full right under article 29 to conserve its language and
culture. Franz argues that it is our human right as well.
4. First person narrative in Had + V3
The lesson is with these beautiful messages. Lesson is full of learning experiences. First person narrative is in past perfect tense. If you want knowledge of past perfect tense, read this lesson thoroughly.
5. Students & Teachers attitude towards learning and teaching:
Students and teachers’ attitude towards learning and teaching is pointed out here. Because teaching is
not a profession but passion.
6. Idiomatic Expressions and Figurative use of Language
Title:
Title “The Last Lesson” given to it as no longer French lessons will be there in Alsace as it is captured by German troops. Now order has come from Berlin. French teachers have to leave Alsace and Lorraine, so he is leaving. The title “The Last Lesson” is his last lecture to the people of Alsace and Lorraine. For students, this last lesson is very important to preserve culture and key to their German prison.
About The Author
The French novelist, dramatist, and short-storywriter Alphonse Daudet (1840-1897) is remembered chiefly for his regionalist sketches of Provence and for his transitional role in the evolution of 19th-century theatre. His father Vincent was a Silk manufacture a man goes through life by misfortune, a depressing boyhood and within his career as a school teacher, his position to have proved to be intolerable and he left the job, he left teaching to make a living as a journalist in Paris. Alphonse took to writing and his powers were collected into a small volume in 1858 which met with a fair reception. He was a pure heart to be the writer of your who could see the world through the eyes of children.
His creativeness resulted in character that were real and also typical.
Summary In English
In the beginning we saw that Franz is very late in the morning for school intentionally because he is
dread of scolding of sir M Hamel because he is going to ask Franz about the rule of participles about
which he did not know even the first word, even a single word. So, he thought of running away and not
going to school. There he sees Prussian soldiers are drilling. All this seems to be more tempting than
the rule of participles to Franz but he had strength to resist and he hurried off to school. While he is
on his way to school, he sees that there is crowd in front of bulletin board. This is the same bulletin
board from where they are getting bad news for last two years, news of lost battles, the announcement of
next activity and orders of commanding officer. They were getting news from this very bulletin board. He
tries to read what is next order and he thinks what can be the matter now. But because he had to go, so
without reading he moves ahead. It was a blacksmith there; he tells him not to go
so fast because he has plenty of time to get to his school. He is telling about the bad habit of French
people. He enters the school and observes a different atmosphere. There is no sound of opening and
closing of desks. No sound of lesson recitation and no wrapping of ruler on the table was there. Today
there was only silence as if it was Sunday morning. He sees there that his classmates are sitting calmly
inside. Sir M Hamel is moving up and down and ruler is under his arm. Seeing Franz coming, he tells him
to get in and take his seat as they were about to start and were waiting for him. He does not scold
Franz for coming late. Franz observes that sir M Hamel is wearing green coat, frill shirt and black silk
cap that he used to wear on inspection and prize day functions. He sees that school has different
atmosphere today. It was strange because he notices villagers sitting on the
back benches. He does not know why Hauser was there with his old primer. M. Hamel starts speaking that
order has come from Barlin that only German is to be taught in our schools.
German master is on his way here and when he arrives, he will leave all of them. He says that this was
his last lesson in our own language. So, he wants everyone there to be attentive. Now Franz thinks of
that bulletin board news people were reading when he was on his way to school. He comes to know that no
more French will be taught in the schools of Alsace and Lorraine. This was an unexpected and unfortunate
news. Now, he felt very sorry that he had not learnt his French lessons. He bunked his classes only to
enjoy sliding on the Saar river or to collect bird’s eggs. He thinks that M Hamel sir is going and he
will never see him again. He even forgets M Hamel’s cranky nature.
He remembers how M Hamel has given forty years of faithful, dedicated service to village and showing
respect to his country. M Hamel calls Franz for recitation of lesson. That he had not learnt. But Hamel
did not scold him today. M Hamel further adds that it is bad habit of French people to leave the work
for tomorrow. He says that it is too late now. Germans are taking away their country from them but he
urged the villagers to continue and go on with reading at home as long as after he is gone. Because if
they continue with this it is as if they have keys to enemy’s prison with them. He remembers the words
of Hector Hugh “In Times like these let us is not despair, for to despair is to desert France.” What is
happening today, they are responsible for this. Its habit of Alsace, she puts her learning till
tomorrow. He even starts thinking that what German people will think of them that these French people do
not know their own language, how to read and write in French. He gives reasons that to make more money,
we sent our children to work, not to school. We sent them to mill for earning more money. He says that
they are not responsible for this state. Even he is responsible for this as he had sent students to
water the plants. Sometimes he did not give lecture as he had to go for fishing and e declared the
school off. He further says that French is the most beautiful, clear and logical language of all the
world languages. That they should regard it and not forget it. Franz also remembers here that he never
listened his lessons seriously and that was why he could not learn French. But today when he gave full
attention to Hamel sir, he is able to learn the lesson. He feels sorry for not listening to him in the
past.
Room is full of French flags. All are silent in the room where only one sound can be heard that is sound
of writing on paper. No one was giving ears to sound of beetles. Franz sees pair of pigeons and he
questions here; will Germans force these pigeons to coo in German? We have full right to conserve our
language and culture. Next M Hamel asks to chant ba be bi bo bu…
He is going but he is delivering his last lesson in the same manner of dedication as he had been doing
since last forty years. Hauser also spelt the letters with students. His voice was trembling with
emotions. At this very moment church clock strikes twelve. At the same moment trumpets of Prussians can
be heard who were returning after their drill. M Hamel stands. He is sad. He never looked like that. He
wanted to say more but he could not as something choked him. He turns to blackboard, takes a piece of
chalk, writes “Vive La France” on blackboard.
He leans his head against the wall and announces dismissal.
Summary In Hindi
कहानी के आरंभ में हमने देखा कि फ्रेंज जानबूझकर स्कूल में देरी चाह रहा है क्योंकि आज एम हेमल सर ने पार्टिसिपल्स पर लेसन सुनना है। उसे डर है कि सर उसको डांटगे क्योंकि उसे पार्टिसिपल्स का क ख ग भी नहीं आता है। इसलिए फ्रेंज स्कूल से दूर भाग जाने का निर्णय लेता है। वह देखता है प्रशिया के सैनिक अभ्यास कर रहे हैं। जो उसे पार्टिसिपल्स के नियमों से अधिक प्रभावित करता है लेकिन उसमें इतनी शक्ति है कि इस प्रलोभन से परे वह स्कूल जाने का निर्णय लेता है। जब वह रास्ते में स्कूल की तरफ जा रहा होता है तो एक बुलिटिन बोर्ड के बाहर बहुत सारी भीड़ देखता है। यह वही बुलिटिन बोर्ड है जहां से शहर वासियों को पिछले 2 वर्षों से समाचार मिला करते थे हारी हुई लड़ाईओ का समाचार या आगामी कार्रवाई की घोषणा और कमांडिंग ऑफिसर के आगामी आदेश। यह सब समाचार इसी बुलिटिन बोर्ड से उन्हें प्राप्त होते थे। वह पढ़ने की कोशिश करता है कि बुलेटिन बोर्ड पर क्या लिखा है। वह सोचता है कि क्या मामला हो सकता है कि इतने लोग खड़े हैं लेकिन क्योंकि उसे स्कूल जाने की जल्दी होती है इसलिए वह बिना पढ़े आगे बढ़ जाता है। रस्ते में लोहार उसे कहता है कि तुम इतनी तेजी से क्यों जा रहे हो तुम्हारे पास बहुत समय है तुम स्कूल में समय पर पहुंच जाओगे। वह बात कर रहा होता है फ्रेंच लोगों की लेटलतीफी की बुरी आदत की। फ्रेंज स्कूल पहुंच जाता है और देखता है कि आज स्कूल का वातावरण बदला-बदला है। आज डेस्क् के खुलने और बंद होने की आवाजें नहीं आ रही हैं लेसन को दोहराए की आवाज में भी नहीं आ रही है। अध्यापक द्वारा मेज पर डंडा भी नहीं थकता पाया जा रहा है। आज वहां पर पूरी तरह शांति है। जैसे आज रविवार है। वह देखता है कि उसके सारे सहपाठी चुपचाप कक्षा में बैठे हैं और एम हेमल कक्षा में आना-जाना कर रहे हैं। उन्होंने अपना रूलअ अपने बाजू के नीचे रखा हुआ है। फ्रेंज को आता देखकर वह कहते हैं आ जाओ फ्रेंज हम शुरू ही करने वाले थे। वह फ्रेंज को लेट आने पर डाटता नहीं है। फ्रेंज देखता है कि आज एम हेमल ने हरा कोट, झालर दार कमीज और एक रेशमी काली टोपी डाली हुई है। ऐसी ड्रेस तो वे निरीक्षण और प्राइज डे पर ही पहना करते थे। वह स्कूल का बदला हुआ माहौल देखता है। वह देखता है कि गांव वाले भी कक्षा में पिछले बेन्च् पर बैठे हैं। वह नहीं जानता कि आज होजर पुराना कायदा क्यों अपने साथ लिए हुए हैं। एम हेमल बोलना शुरू करते हैं कि बर्लिन से आदेश आ गए हैं कि अब हमारे स्कूलों में सिर्फ जर्मन पढ़ाई जाएगी। जर्मन के अध्यापक पहुंचने ही वाले हैं जिनके पहुंचते ही उसे जाना होगा। वह कहते हैं कि आज वह यह उसका आखरी पाठ है। वह चाहता है कि सभी उस पाठ को ध्यान से सुने। अब फ्रेंज को पता चलता है कि बुलेटिन बोर्ड के सामने वह भीड़ क्या पढ़ रही थी। यह आदेश था। उसे अब मालूम होता है कि अलसेस और लोरेन में अब फ्रेंच नहीं पढ़ाई जाएगी। यह दुर्भाग्यपूर्ण समाचार था। वह खेद व्यक्त करता है कि उसने तो फ्रेंच लेसन कभी गंभीरता से सीखा ही नहीं। वह जार रिवर पर स्लाइडिंग के लिए और पक्षियों के अंडे इकट्ठे करने के लिए क्लासेज को छोड़ देता था। वह सोचता है कि एम हेमल सर जा रहे हैं और वह उसे कभी नहीं मिलेगा। वह भूल जाता है कि सर कितने सख्त प्रकृति के थे। वह याद करता है कि कैसे एम हेमल ने अपने कर्तव्यनिष्ठ 40 वर्ष की समर्पित सेवा गांव को और देश के सम्मान में दी है। एम हेमल फ्रेंज को बुलाते हैं पाठ दोहराने के लिए। लेकिन उसने पाठ याद नहीं किया है परंतु आज हेमल सर उसे डांटते नहीं है। सर कहते हैं कि यह फ्रेंच लोगों की आदत है कि वे आज काम किया जा सकता है उसे कल पर छोड़ते हैं। आप बहुत देरी हो चुकी है जर्मन हमारे देश पर कब्जा कर रहे हैं। लेकिन वह कहता है कि चाहे कब्जा कर रही हैं लेकिन आपने फ्रेंच भाषा को घर पर रहते हुए भी अध्ययन करना है। चाहे मैं आज यहां से जा भी रहा हूं क्योंकि अगर आप ऐसा करना जारी रखते हैं तो यह दुश्मन के कैद की चाबी आपके हाथों में होने के जैसा है। वह याद करता है कि हमें निराश नहीं होना है क्योंकि हम निराश होंगे तो इससे फ्रांस और भी दर्द में चला जाएगा। आज जो हो रहा है उसके लिए कौन जिम्मेदार है। अलसेस की आदत है कि वह सीखने के कार्य को आने वाले कल के लिए टाल देता है। वह सोचता है कि जर्मन लोग हमारे बारे में क्या सोचेंगे कि हम फ्रेंच लोग कैसे हैं। अलसेस और लोरेन के लोग कैसे हैं कि इन्हें अपनी भाषा लिखने और पढ़ने भी नहीं आती। वह याद करता है, कारण बताता है कि कैसे हमने पैसे कमाने के लिए बच्चों को स्कूल ना भेजकर फैक्ट्रियों में भेजा ताकि और ज्यादा धन खर्च किया जा सके। सिर्फ आप ही इसके लिए जिम्मेदार उत्तरदाई नहीं है। मैं भी तो उत्तरदाई हूं। क्योंकि मैं भी तो विद्यार्थियों को पौधों में पानी देने के लिए कह दिया करता था या फिर जब मुझे मछली पकड़ने जाना होता था तो मैं स्कूल की छुट्टी कर देता था। उस दिन कोई पाठ नहीं पढ़ाता था। मैं भी जिम्मेदार हूं, माता-पिता भी जिम्मेदार है, हम सब इस स्थिति के लिए जिम्मेदार हैं। वह कहता है कि फ्रेंच भाषा संसार की सबसे सुंदर स्पष्ट और तर्कपूर्ण भाषा है और हमें इस क्या इज्जत करना चाहिए और इसे नहीं भूलना चाहिए। फ्रेंज याद करता है कि मैंने सर के लेसन को कभी गंभीरता से नहीं लिया तभी मैं फ्रेंज सीख नहीं पाया हूं। किंतु आज मैंने सर की बात को ध्यान पूर्वक सुना है तो आज का लेसन मुझे अच्छे से समझ आ गया है। कमरे में चारों तरफ फ्रेंच झंडे के कलर बिखरे हुए हैं। सभी लोग कमरे में शांत हैं। कुछ भी बोल नहीं रहे हैं। किसी तरह की आवाज नहीं है। आवाज अगर है तो सिर्फ जो कागज पर लिख रहा है उस स्क्रैचिंग की आवाज है। बीटल्स भी कमरे में उड़ रहे हैं, आवाज कर रहे हैं परंतु उनकी आवाज कोई नहीं सुन रहा है। फ्रेंज देखता है कि कमरे में कबूतर चहचहा रहे हैं। वह प्रश्न करता है कि क्या जर्मन सैनिक इन कबूतरों को भी जर्मन में ही चहचहाने की घूमने की का आदेश दे सकते हैं। फ्रेंज याद करता है कि हमें अधिकार है कि हम अपनी भाषा को संरक्षित करें, अपनी संस्कृति को संरक्षित करें। अब एम हेमल पाठ पढ़ाते हैं बा, बे, बू….। अपना आखिरी पाठ भी पूरी समर्पित होकर दे रहे हैं जैसा कि उन्होंने पिछले 40 वर्ष में समर्पित सेवा अलसेस लोरेन को दी है। होजर छात्रों के साथ उचित प्रकार से शब्द बोलता है। हालांकि उसकी आवाज दुख से भरी होती है। तभी इसी समय चर्च के घंटाघर से 12:00 बजने की आवाज आती है। उसी समय प्रशिया के सैनिक अपना अभ्यास करके वापस आ रहे होते हैं। एम हेमल अपने स्थान पर खड़े हो जाते हैं। वह उदास हैं। ऐसा किसी ने भी उन्हें नहीं देखा था। वह कुछ कहना चाहते हैं किंतु उनका गला रूंध जाता है। वह ब्लैक बोर्ड की ओर मुड़ते हैं। हाथ में एक चौक लेते हैं और उस पर बड़ा-बड़ा लिख देते हैं “वाइव ला फ्रांस” और अभिवादन में ब्लैक बोर्ड पर दीवार पर अपना सिर लगाते हैं और घोषणा करते हैं कि स्कूल समाप्त किया जाता है। आप सब जा सकते हैं।
Full Explanation with Word Meanings
About the author Alphonse Daudet (1840-1897) was a French novelist and short-story writer. The Last
Lesson is set in the days of the Franco-Prussian War (1870-1871) in which France was defeated by Prussia
led by Bismarck. Prussia then consisted of what now are the nations of Germany, Poland and parts of
Austria. In this story the French districts of Alsace and Lorraine have passed into Prussian hands. Read
the story to find out what effect this had on life at school.
I started for school very late that morning and was in great
dread(fear) of a
scolding, (rebuking)
especially because M. Hamel had said that he would question us on participles, (words combining the
functions of adjectives and verbs) and I did not know the first word about them. For a moment I
thought
of running away and spending the day out of doors (in the open). It
was so warm, so bright! The
birds
were chirping(twittering) at the edge
(boundary) of the woods (jungle); and in the open field back of
the
sawmill (a mill for sawing wood) the Prussian (habitant of Prussia) soldiers were drilling
(parading).
It was all much more tempting (enticing) than the rule for
participles, but I had the strength to
resist
(control /oppose), and hurried off to school.
In the beginning we saw that Franz is very late in the morning for school intentionally because he is dread of scolding of sir M Hamel because he is going to ask Franz about the rule of participles about which he did not know even the first word, even a single word. So, he thought of running away and not going to school. There he sees Prussian soldiers are drilling. All this seems to be more tempting than the rule of participles to Franz but he had strength to resist and he hurried off to school.
When I passed the town hall there was a crowd in front of the bulletin-board
(notice board) For the
last two years all our bad news had come from there — the lost battles, the draft (conscription), the
orders of the commanding officer — and I thought to myself, without stopping, “What can be the matter
now?
Then, as I hurried by as fast as I could go, the blacksmith
(ironsmith), Wachter, who was there, with his
apprentice (learner/trainee), reading the bulletin, called after me,
“Don’t go so fast, bub; you’ll get
to your school in plenty (enough) of time!”
I thought he was making fun (laughing at) of me, and reached M.
Hamel’s little garden all out of breath
(gasping).
While he is on his way to school, he sees that there is crowd in front of bulletin board. This is the same bulletin board from where they are getting bad news for last two years, news of lost battles, the announcement of next activity and orders of commanding officer. They were getting news from this very bulletin board. He tries to read what is next order and he thinks what can be the matter now. But because he had to go, so without reading he moves ahead. It was a blacksmith there; he tells him not to go so fast because he has plenty of time to get to his school. He is telling about the bad habit of French people.
Usually, when school began, there was a great bustle, (noisy activity)
which could be heard out in the
street, the opening and closing of desks, lessons repeated in unison
(together), very loud, with our
hands over our ears to understand better, and the teacher’s great ruler rapping (thumping/beating) on the
table. But now it was all so still! I had counted on (depended on) the
commotion(confusion) 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 (class fellows), already in
their places, and M. Hamel walking up
and down with his terrible (dreadful) iron ruler under his arm. I had
to open the door and go in before
everybody. You can imagine how I blushed (feel red in the face) and
how frightened (scared) I was.
But nothing happened (take place). M. Hamel saw me and said very kindly (politely), “Go to your place
quickly, little Franz. We were beginning without you.”
I jumped over the bench and sat down at my desk. Not till then, when I had got a little over my fright,
did I see that our teacher had on his beautiful green coat, his frilled
(with ornamental edging) shirt,
and the little black silk cap, all embroidered (ornamental with needle
work), that he never wore except
on inspection and prize days.
He enters the school and observes a different atmosphere. There is no sound of opening and closing of desks. No sound of lesson recitation and no wrapping of ruler on the table was there. Today there was only silence as if it was Sunday morning. He sees there that his classmates are sitting calmly inside. Sir M Hamel is moving up and down and ruler is under his arm. Seeing Franz coming, he tells him to get in and take his seat as they were about to start and were waiting for him. He does not scold Franz for coming late. Franz observes that sir M Hamel is wearing green coat, frill shirt and black silk cap that he used to wear on inspection and prize day functions.
Besides, the whole school seemed so strange and solemn. But the thing that surprised me most was to see, on the back benches that were always empty, the village people sitting quietly like ourselves; old Hauser, with his three-cornered hat, the former mayor, the former postmaster, and several others besides. Everybody looked sad; and Hauser had brought an old primer, thumbed at the edges, and he held it open on his knees with his great spectacles lying across the pages.
He sees that school has different atmosphere today. It was strange because he notices villagers sitting on the back benches. He does not know why Hauser was there with his old primer.
While I was wondering about it all, M. Hamel mounted his chair, and, in the same grave and gentle tone
which he had used to me, said, “My children, this is the last lesson I shall give you. The order has
come from Berlin to teach only German in the schools of Alsace and Lorraine.
The new master comes tomorrow. This is your last French lesson. I want you to be very attentive.”
What a thunderclap these words were to me! Oh, the wretches; that was what they had put up at the
town-hall!
My last French lesson! Why, I hardly knew how to write! I should never learn anymore! I must stop there,
then! Oh, how sorry I was for not learning my lessons, for seeking birds’ eggs, or going sliding on the
Saar! My books, that had seemed such a nuisance a while ago, so heavy to carry, my grammar, and my
history of the saints, were old Franz now that I couldn’t give up
(sacrifice/leave). 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 (whimsical) he was. Poor man! It was in honour of this
last lesson that he had put on his
fine Sunday clothes, and now I understood why the old men of the village were sitting there in the back
of the room. It was because they were sorry, too, that they had not gone to school more. It was their
way (their style) of thanking our master for his forty years of faithful (sincere) service and of showing
their respect for the country that was theirs no more.
M. Hamel starts speaking that order has come from Berlin that only German is to be taught in our schools. German master is on his way here and when he arrives, he will leave all of them. He says that this was his last lesson in our own language. So, he wants everyone there to be attentive. Now Franz thinks of that bulletin board news people were reading when he was on his way to school. He comes to know that no more French will be taught in the schools of Alsace and Lorraine. This was an unexpected and unfortunate news. Now, he felt very sorry that he had not learnt his French lessons. He bunked his classes only to enjoy sliding on the Saar river or to collect bird’s eggs. He thinks that M Hamel sir is going and he will never see him again. He even forgets M Hamel’s cranky nature. He remembers how M Hamel has given forty years of faithful, dedicated service to village and showing respect to his country.
While I was thinking of all this, I heard my name called. It was my turn to recite (to utter loudly a
piece of writing). What would I not have given to be able to say that dreadful rule for the
participle
all through, very loud and clear, and without one mistake? But I got mixed up
(confused) on the first
words and stood there, holding on to my desk, my heart beating
(palpitating), and not daring (taking
courage) to look up.
I heard M. Hamel say to me, “I won’t scold (rebuke) you, little Franz;
you must feel bad enough. See how
it is! Every day we have said to ourselves, ‘Bah! I’ve plenty of time. I’ll learn it tomorrow.’ And now
you see where we’ve come out. Ah, that’s the great trouble with Alsace; she puts
off (postpone) learning
till tomorrow. Now those fellows out there will have the right to say to you, ‘How is it; you pretend
(show off) to be Frenchmen, and yet you can neither speak nor write your own language?’ But you
are not
the worst, poor little Franz. We’ve all a great deal to reproach ourselves
with.”
“Your parents were not anxious (worried) enough to have you learn.
They preferred (gave preference to)
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?”
M Hamel calls Franz for recitation of lesson. That he had not learnt. But Hamel did not scold him today. M Hamel further adds that it is bad habit of French people to leave the work for tomorrow. He says that it is too late now. Germans are taking away their country from them but he urged the villagers to continue and go on with reading at home as long as after he is gone. Because if they continue with this it is as if they have keys to enemy’s prison with them. He remembers the words of Hector Hugh “In Times like these let us is not despair, for to despair is to desert France.” What is happening today, they are responsible for this. Its habit of Alsace, she puts her learning till tomorrow. He even starts thinking that what German people will think of them that these French people do not know their own language, how to read and write in French. He gives reasons that to make more money, we sent our children to work, not to school. We sent them to mill for earning more money. He says that they are not responsible for this state. Even he is responsible for this as he had sent students to water the plants. Sometimes he did not give lecture as he had to go for fishing and e declared the school off.
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
(according to reason); that we
must guard (protect) it among us and never forget it, because when a
people are enslaved (made slaves),
as long as they hold fast to (stick firmly) 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
(surprised) 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 (being
patient). 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
(all at once).
After the grammar, we had a lesson in writing. That day M. Hamel had new copies for us, written in a
beautiful round hand — France, Alsace, France, Alsace. They looked like little flags floating (swimming)
everywhere in the school-room, hung from the rod at the top of our desks. You ought to (should) have
seen how everyone set to work, and how quiet it was! The only sound was the scratching (sound produced
by a pen writing on paper) of the pens over the paper. Once some beetles (flying insects) flew in; but
nobody paid any attention to them, not even the littlest ones, who worked right on tracing (copying)
their fish-hooks (hooks for catching fish), as if that was French,
too. On the roof the pigeons (a bird)
cooed (sound made by pigeons) very low, and I thought to
myself, “Will they make them sing in German, even the pigeons?”
He further says that French is the most beautiful, clear and logical language of all the world languages. That they should regard it and not forget it. Franz also remembers here that he never listened his lessons seriously and that was why he could not learn French. But today when he gave full attention to Hamel sir, he is able to learn the lesson. He feels sorry for not listening to him in the past. Room is full of French flags. All are silent in the room where only one sound can be heard that is sound of writing on paper. No one was giving ears to sound of beetles. Franz sees pair of pigeons and he questions here; will Germans force these pigeons to coo in German? We have full right to conserve our language and culture. Next M Hamel asks to chant ba be bi bo bu… He is going but he is delivering his last lesson in the same manner of dedication as he had been doing since last forty years. Room is full of French flags. All are silent in the room where only one sound can be heard that is sound of writing on paper. No one was giving ears to sound of beetles. Franz sees pair of pigeons and he questions here; will Germans force these pigeons to coo in German? We have full right to conserve our language and culture.
Whenever I looked up from my writing, I saw M. Hamel sitting motionless
(still) in his chair and gazing
(looking intently) first at one thing, then at another, as if he wanted to fix in his mind (imprinted)
just how everything looked in that little school-room. Fancy!
(imagine) For forty years he had been
there in the same place, with his garden outside the window and his class in front of him, just like
that. Only the desks and benches had been worn smooth; the walnut-trees in the garden were taller, and
the hopvine that he had planted himself twined about the windows to the roof. How it must have broken
his heart to leave it all, poor man; to hear his sister moving about in the room above, packing their
trunks! For they must leave the country next day.
But he had the courage to hear every lesson to the very last. After the writing, we had a lesson in
history, and then the babies chanted their ba, be bi, bo, bu. Down there at the back of the room old
Hauser had put on his spectacles and, holding his primer in both hands, spelled the letters with them.
You could see that he, too, was crying; his voice trembled with emotion, and it was so funny to hear him
that we all wanted to laugh and cry. Ah, how well I remember it, that last lesson!
All at once the church-clock struck twelve. Then the Angelus. At the same moment the trumpets of the
Prussians, returning from drill, sounded under our windows. M. Hamel stood up, very pale, in his chair.
I never saw him look so tall.
“My Friends,” said he, “I—I—” But something choked him. He could not go on.
Then he turned to the blackboard, took a piece of chalk, and, bearing on with all his might, he wrote as
large as he could
— “Vive La France!”
Then he stopped and leaned his head against the wall, and, without a word, he made a gesture to us with
his hand —
“School is dismissed — you may go.”
Next M Hamel asks to chant ba be bi bo bu… He is going but he is delivering his last lesson in the same manner of dedication as he had been doing since last forty years. Hauser also spelt the letters with students. His voice was trembling with emotions. At this very moment church clock strikes twelve. At the same moment trumpets of Prussians can be heard who were returning after their drill. M Hamel stands. He is sad. He never looked like that. He wanted to say more but he could not as something choked him. He turns to blackboard, takes a piece of chalk, writes “Vive La France!” on blackboard. He leans his head against the wall and announces dismissal.
Exercises
Passages for Comprehension
Passage 1:
I started for school very late that morning and was in great dread of a scolding, especially because M. Hamel had said that he would question us on participles, and I did not know the first word about them. For a moment I thought of running away and spending the day out of doors. It was so warm, so bright! The birds were chirping at the edge of the woods; and in the open field back of the sawmill the Prussian soldiers were drilling. It was all much more tempting than the rule for participles, but I had the strength to resist, and hurried off to school.
Questions
(i) Write name of the lesson.
(A) Lost Spring
(B) Deep Water
(C) The Last Lesson
(D) Indigo
Ans. (C) The Last Lesson
(ii) Who does ‘I’ refer to in these lines?
(A) Franz
(B) M. Hamel
(C) Alphonse Daudet
(D) Saheb
Ans. (A) Franz
(iii) M. Hamel sir was going to ask the questions on:
(A) participles
(B) infinitives
(C) gerunds
(D) tenses
Ans. (A) participles
(iv) Franz was full of?
(A) happiness
(B) pain
(C) fear
(D) all of the above
Ans. (C) fear
(v) Who was M. Hamel?
(A) the narrator’s neighbour
(B) the narrator’s father
(C) the narrator’s teacher
(D) the narrator’s friend
Ans. (C) the narrator’s teacher
Question and Answers
To enjoy Detailed Explanation of these questions refer the video
A: That day Franz was expected to be prepared with participles because M. Hamel had said that he would question them on participles.
Q:2. What did Franz notice that was unusual about the school that day?
A: Usually, when school began, there was a great bustle, which could be heard out in the street. But it was all very still that day. Everything was as quiet as Sunday morning. There was no opening or closing of desks. His classmates were already in their places. The teacher’s great ruler instead of rapping on the table was under M. Hamel’s arm.
Q:3. What had been put up on the bulletin-board?
A: For the last two years all the bad news had come from the bulletin-board. An order had come from Berlin to teach only German in the schools of Alsace and Lorraine. The Germans had put up this notice on the bulletin board.
Q4. What changes did the order from Berlin cause in school that day?
A: M. Hamel had put on his best dress—his beautiful green coat, his frilled shirt and the little black silk cap, all embroidered. The whole school seemed so strange and solemn. On the back benches that were always empty, the elderly village people were sitting quietly like the kids.
Q:5. How did Franz’s feelings about M. Hamel and school change?
A: Franz came to know that it was the last lesson in French that M. Hamel would give them. From the next day, they will be taught only German. Then he felt sorry for not learning his lessons properly. His books, which seemed a nuisance and a burden earlier were now old Franz. His feelings about M. Hamel also changed. He forgot all about his ruler and how cranky he was.
Q:6. The people in this story suddenly realise how precious their language is to them. What shows you this? Why does this happen?
A: M. Hamel told the students and villagers that henceforth only German would be taught in the schools of Alsace and Lorraine. Those who called themselves Frenchmen would neither be able to speak nor write it. He praised French as the most beautiful, the clearest and most logical language in the world. He said that for the enslaved people, their language was the key to their prison. Then the people realised how precious their language was to them. This shows people’s love for their own culture, traditions, and country. Pride in one’s language reflects pride in the motherland.
Q:7. Franz thinks, “Will they make them sing in German, even the pigeons?” What could this mean?
A: This comment of Franz shows a Frenchman’s typical reaction to the imposition of learning German, the language of the conquerors. Being deprived of the learning of mother tongue would mean cutting off all bonds with the motherland. Teaching the pigeons to sing in German indicates how far the Germans would go in their attempts of linguistic chauvinism.
Q:8. Why was Franz afraid of?
A: Franz was very late for school. He feared that he would be rebuked for coming late. But his real dread was his failure to learn the participles. On that day, the teacher, M. Hamel, had to question the students about participles. But Franz had not prepared his lesson. So, he was afraid of being rebuked.
Q:9. Why was there a big crowd in front of the bulletin board?
or
What kind of news did people get from there?
A: On his way to school, Franz passed by the Town Hall. There he found that there was a big crowd in front of the bulletin board. It was a usual sight these days. For the last two years, all kinds of bad news had come from there. People got the news of the lost battles, the draft and the orders of the commanding officer. That day, there was another bad news. The order from Berlin said that German would be taught in the schools of Alsace and Lorraine.
Q:10. What did he find unusual about the school?
A: When the narrator reached school, he found something unusual. Generally, there was a great hustle and bustle at the school in the morning. The noise was created by the opening and closing of desks and the repeating of lessons loudly. The sound made by the teacher by rapping his ruler on the table could also be heard from the street. But that day, everything was calm and quiet. It was quite unusual.
Q:11. What surprised the narrator most when he took his seat in the class? How was M. Hamel’s class different the day Franz went late to school?
A: Franz entered the class and took his seat. It was strange that he was not rebuked by his teacher. It was also strange that the whole school seemed calm and quiet. But what surprised him most was that the village people were sitting on the back benches. Everybody sat quiet and looked sad. He saw that the former mayor, the former postmaster and many others villagers were sitting there. They were sad to know that from the next day, German would be taught in the schools of Alsace and Lorraine.
Watch this exercise explained in detail on our YouTube channel:
A: M. Hamel is a strict disciplinarian at a school in a village in the French districts of Alsace and Lorraine. 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 taskmaster and students like Franz, who are not good learners, are in great dread of being scolded by him. He loves his profession from the bottom of his heart and holds a deep sense of respect for the mother tongue. The latest order of the Prussian conquerors upset him. He has to leave the place forever and feels heartbroken. He feels sad but exercises self-control. He has the courage to hear every lesson to the last. This thought completely shatters a calm and composed man like M. Hamel. He tries his level best to remain calm and unruffled but breaks down at the end. His performance during the last lesson is exemplary. He is kind even to a latecomer 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. He feels grief-stricken at the fact that people became indifferent to learning French. He charms them to keep their language alive. Hamel is a patriot in the real sense. He regards the mother tongue to be a means of holding one’s identity and self-respect. 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.
Watch explanation of M. Hamel on YouTube:
A: Franz is the narrator of this story. He is a student in a school of Alsace. M. Hamel was his school teacher. He is an ordinary student and has such feelings about the school and his teacher as such students have. He is not brilliant at studies. So, he dreads his teacher. When the story starts, he is going to school. He is in great dread of his teacher because he is late for school. Moreover, he has not prepared his lesson on participles. He fears that his teacher, M Hamel would rebuke him. For a moment he thinks of running away from the school. He thinks that there are many things which are more attractive than his teacher’s lecture. He likes the chirping of birds in the woods. He likes to watch the Prussian soldiers drilling. However, he resists the temptation and attends the school. However, there is a change in Franz’s opinion about his teacher. That day M. Hamel says that it is his last French lesson. The new teacher is coming the next day. Now only German would be taught in the schools. Like others, Franz is also shocked to hear this news. When he hears the cooing of pigeons, he remarks, “Will they make them sing in German, even the pigeons?” Now Franz begins to respect his teacher. He thinks that M. Hamel is a dedicated teacher. He has been in the school for the last forty years. He feels sorry for having neglected the study of French. He agrees with his teacher that French is the most beautiful language in the world. When M. Hamel reads out the lesson to the class, he finds that he understands it all. He listens to his teacher’s last lesson with rapt attention and respect.
Watch explanation of Franz in YouTube video:
Thinking About The language:
English is a language that contains words from many other languages. This inclusiveness is one of the reasons it is now a “world language”. For example’.
petite – Frenchkindergarten – German
capital – Latin
democracy – Greek
bazaar – Hindi
Find out the origins of the following words:
- tycoon
- barbecue
- zero
- tulip
- veranda
- ski
- logo
- robot trek
- bandicoot
Tycoon - Japanese
Veranda - Portuguese
Tulip - Persian
Robot - Czech
Logo - Greek
Zero - Arabic
Bandicoot - Telugu
Ski - Norwegian
Barbecue - Spanish
Trek - Dutch
Notice the underlined words in these sentences and tick the option that best explains their meaning.
(a) “What a thunderclap these words were to me !”The words were
(i) loud and clear.
(ii) startling and unexpected.
(iii) pleasant and welcome.
(b) “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.”
It is as if they have the key to the prison as long as they
(i) do not lose their language.
(ii) are attached to their language.
(iii) quickly learn the conqueror’s language.
(c) Don’t go so fast, you will get to your school in plenty of time.You will get to
your school
(i) very late.
(ii) too early.
(iii) early enough.
(d) I never saw him look so tall.
M. Hamel
(i) had grown physically taller.
(ii) seemed very confident.
(iii) stood on the chair.
Multiple Choice Questions
1. Name the writer of the lesson ‘The Last Lesson’?
(A) Gandhi
(B) Alphonse Daudet
(C) R. K. Narayan
(D) Anees Jung
Ans. (B) Alphonse Daudet
2. Who is the narrator of the story ‘The Last Lesson’?
(A) the author
(B) Robert Frost
(C) Anand Saraswati
(D) Franz
Ans. (D) Franz
3. What did Franz fear as he hurried to his school?
(A) he would not see the teacher in the school
(B) his Franz would laugh at him
(C) he would be scolded for coming late (D) the teacher would laugh at him
Ans. (C) he would be scolded for coming late
4. What thought came to Franz’s mind for a second?
(A) to run away
(B) to attend the school
(C) to eat sweets
(D) to meet his Franz
Ans. (A) to run away
5. Who was M. Hamel?
(A) a patriotic teacher
(B) blacksmith
(C) a student
(D) a doctor
Ans. (A) a patriotic teacher
6. Why was Franz surprised when he reached the school?
(A) it was a holiday
(B) the school was closed
(C) there was a function in the school
(D) there was perfect calm in the school
Ans. (D) there was perfect calm in the school
7. What happened when Franz reached his school late?
(A) the teacher expelled him
(B) the teacher scolded him
(C) the teacher did not say anything
(D) the teacher laughed at him
Ans. (B) the teacher did not say anything
8. Who were sitting at the back benches of the class?
(A) his classmates
(B) beautiful girls
(C) cricket players
(D) some people from the town
Ans. (D) some people from the town
9. What did M. Hamel say about his lesson?
(A) it was his first lesson
(B) he would deliver a long lesson
(C) it was his last lesson in French
(D) he would not deliver any lesson that day
Ans. (C) it was his last lesson in French
10. What did Franz see in front of the bulletin board?
(A) a big crowd
(B) his friends
(C) writers
(D) players
Ans. (A) a big crowd
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