The Last Lesson

Alphonse Daudet
(born May 13, 1840, Nîmes, France—died Dec. 16, 1897, Paris?), French short-
story writer and novelist, now remembered chiefly as the author of sentimental
tales of provincial life in the south of France.
In the Franco-German War, which had a profound effect on his writing (as can
be judged from his second volume of short stories, Les Contes du lundi, 1873;
“Monday Tales”). His novel, Fromont jeune et Risler aîné (1874; “Fromont the
Younger and Risler the Elder”), which won an award from the French
Academy, was a success, and for a few years he enjoyed prosperity and fame
—though not without some hostile criticism

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.
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.
EXTRA QUESTIONS

Q1. What was the order from Berlin and what changes did it cause in the
school? (AU India 2013)
or
What changes did the order from Berlin cause in the school? (Delhi 2012)
or
What was the mood in the classroom when M Hamel gave his last French
lesson?(Delhi 2009)
Ans: The order from Berlin stated that only German will be taught in the schools of
Alsace and Lorraine. The order effected many changes, as an unusual silence
prevailed in the school, compared to the hustle and bustle earlier. M Hamel became
soft in speaking to the students, while the people realised the importance of their
language. The villagers even attended the school to show respect to M Hamel.
Q2. Franz didn’t learn French, whom did M. Hamel blame?
Ans: M. Hamel didn’t blame Franz for not learning but his parents who were not
anxious to have him learn. Instead they wanted him to work on a farm or at the mill
to earn money. Even he blamed himself for sending him to water the flowers instead
of learning and for declaring holiday when he wanted to go fishing.
Q3. What was the news which was put up on the bulletin board?
Ans: For the last two years all bad news – the lost battles, the orders of the
commanding officer was displayed on the notice board. That day, the news that only
German would be taught in school of Alsace and Lorraine was displayed on the
notice-board which made the crowd gather there to read it.
Q4. What did Franz notice that was unusual about the school that day?
Ans: Franz noticed the absence of the routine hustle and bustle caused by the
opening and closing of desks, repeating of the lessons and rapping of the teacher’s
ruler on the table. The usual hustle – bustle was replaced by a strange stillness that
was the characteristic of a school on a Sunday morning.
Q5. What happened when the church clock struck twelve?
Ans: The moment the church clock struck twelve, they started prayer in the church
and the trumpet of Prussian soldiers returning from the drill sounded under their
window. M. Hamel stood up and tried to speak but his voice was choked. He
gathered his strength and wrote on the black board as large as he could Vive La
France and dismissed the school.
Q6. What was more tempting to Franz rather than going to school?
Ans: Since Franz was not prepared with participles and was late for the school, he
found warm and bright weather with birds songs and Prussian soldiers drill much
more tempting than going to school.
Q7. What changes did the order from Berlin cause in school that day?
Ans: The order from Berlin brought to a standstill, all the routine hustle-bustle of
school life. M. Hamel taught his lessons with patience and became more
sympathetic to his students. The students became more attentive in their classes.
The villagers, who were sitting as usual at the empty back benches had come to
show their respect and gratitude to M. Hamel, and regretted not going to school
more often.
Q8. What did M. Hamel say about the French language?|
Ans: He said that it is the most beautiful language in the world, the clearest, and the
most logical. He requested them to guard it so that they could be united and fight
back for their freedom.
Q9. What was the narrator’s greatest fear as he moved towards the school?
Ans: Franz had started late for school that day and was afraid of being scolded. His
fear gripped him further for he was also unprepared. He had not learnt the rules of
participles as instructed by his teacher, thus dreaded the teacher’s anger.
Q10. 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)
Ans: This shows that the Frenchmen were full of hatred and desperation against the
Germans. Besides, they feared German atrocities. They thought that they would be
forced to read German and no one would be spared.
Q11. How did M Hamel say farewell to his students and the people of the
town? (All India 2012)
Ans: At the end of his ‘Last Lesson’, M Hamel stood up to say farewell to his
students and the people of the town. He tried to speak, but overwhelming emotion
choked his voice. He then wrote as large as he could on the blackboard ‘Vive La
France’; then he dismissed the class with a gesture with his hand.
Q12. What made M Hamel cry towards the end of his last lesson?
(Compartment 2014)
Ans: M Hamel had taught French at the school for the last forty years. He was
emotionally attached to the school and everything in and about it. He was really
heartbroken to leave it all. Besides, his own predicament reminded him that his
country would soon lose its independence. All this made him cry towards the end of
his last lesson.
Q13. What words did M Hamel write on the blackboard before dismissing the
last class? What did they mean? (Compartment 2014)
Ans: Before dismissing the last class, M Hamel turned to the blackboard, and wrote
the phrase, ‘Vive La France!’ as large as he could. These words meant ‘Long live
France’, and spoke of M Hamel’s great love for his country and his deep sense of
patriotism.
Q14. “What a thunderclap these words were to me!” What were the words that
shocked and surprised the narrator? : (Delhi 2013)
Ans: M Hamel told his students that it was their last French lesson, as an order had
come from Berlin that henceforth only German was to be taught in the schools of
Alsace and Lorraine. This announcement seemed to be a thunderclap to Franz. He
was left in surprise and shock to learn that a new master was going to arrive the next
day and they would learn German instead of their mother tongue.
Q15. How was the scene in the school in the morning of the last lesson
different from that on other days? (Delhi 2008)
Ans: Usually, there used to be great hustle and bustle when school began. The din
of opening and closing of the desks, lessons being repeated in unison and the
rapping of the teacher’s ruler on the table, could be heard out in the street. But that
day, it was all very quiet and still as on a Sunday morning.
Q16. “You realise the true value of a thing only on losing it.” Comment on this
statement in the light of the story, The Last Lesson. (SQP 2022-23)
OR
Prussians put a ban on the French language – People realized the importance
of holding onto their mother tongue.
Ans: M Hamel was considered strict and the classes/work given by him were not
taken seriously. After the invasion of France, the German language was banned.
The realization that they may never have the opportunity to learn German again
serves to underscore the importance of the lessons they received and the role that
M. Hamel played in their lives. The story serves as a reminder of the importance of
cherishing and appreciating the opportunities we have in life, rather than taking them
for granted.
Q17. Comment on the significance of the villagers sitting at the back in M.
Hamel’s classroom. (SQP 2020-21)
Ans: The presence of the villagers in Mr Hamel’s class on his last day at school was,
in reality, a reflection of their tremendous respect for him. They came to express their
gratitude to Mr. Hamel for his forty years of devoted service. Also, they had come to
pay respect to the nation that was no longer their own.
Q18. Who did M. Hamel blame when Franz was unable to answer a question on
French participles? (SQP 2019-20)
Ans: Hamel blamed the parents for the neglect of learning on the part of boys like
Franz because they wanted them to work to earn some money instead of focusing
on education. M. Hamel also blamed himself for his negligence in his teaching.
Q19. “We‟ve all a great deal to reproach ourselves with” said M.Hamel. Refer
to the context and explain what he wanted to convey to his students. (SQP
2018-19)
Ans: M. Hamel said it to Franz when he felt embarrassed at not being able to
answer – he consoles Franz by saying everyone in Alsace is to be blamed for them
not learning their mother tongue/parents ,teacher and children all are to be blamed
for taking their language for granted. 
Q20. If this had been M. Hamel’s first lesson, how do you think the school
experience of the students might have been impacted? (QB)
Ans: If it had been Mr. Hamel’s first lesson and Germany had not sent the notice of
making German compulsory, then everyone would have been ignorant as always
towards their language.
Q21. Little Franz is the narrator of the story. The name ‘Franz’ means ‘from
France’. In what way does the story being told as a first-person narrative of
Franz impact your reading and understanding of the story? Provide at least
one evidence from the text to support your opinion. (QB)
Ans: attempt to learn his own language properly. The very fact the narrator is called
Franz which means ‘from France’ re-emphasises the theme of pride in one’s heritage
and identity that one’s language imparts.

The Last Lesson Long Answer Questions

 
Q1. The people in this story suddenly realize how precious their language is to
them. What shows you this? Why does this happen?
Ans: The huge crowd of villagers at and around the bulletin board, their silent
presence in class, the absence of the usual commotion at school, and the emotions
engulfing M. Hamel and Franz, representing the teacher and the student community
respectively, were all signs that the villagers realised how important their language
was to them. In the narrative, M. Hamel claimed that people only come to
understand the value of someone or something in their lives after it has been taken
from them or lost. The people also came to understand the value of their language
because of the Berlin regime.
Q2. Franz thinks, “Will they make them sing in German, even the pigeons?”
After reading the chapter, you realise that man has an intense desire to
subjugate others. You feel that in the modern world, there is a strong need for
brotherhood. Write an article in about 120-150 words for a national magazine
on this.
Ans: In the chapter ‘The Last Lesson’ , France lost two districts to Germany. The
Germans issue the order that the school will now solely offer education in
German.Franz hears the pigeons on the roof chirping in a quiet voice as he enters
his final French class. He speculates whether the Germans will make the pigeons
sing in German as well. This comment was made by a French boy in response to
being forced to learn German. This demonstrates how far the Germans would go in
their pursuit of linguistic chauvinism. This proves that man has a strong desire to
control and impose his will on other people. Compassion, tolerance, and brotherhood
are desperately needed in our violent world if we are to find peace and prosperity.
Q3. ‘My Last French Lesson! Why I hardly knew how to write! I should never
learn any more! I must stop there, then!
The problem of school dropouts and illiteracy / backwardness still plagues our
country. What qualities on the part of the administration, educationists and
youth do you think will help to surmount this hurdle?
Ans: India has one of the lowest literacy rates in the world. The issue of school
dropouts and widespread illiteracy persists despite all government initiatives aimed
at improving literacy. Together with a strong political will, the administration and
educators in our nation must have a clear vision for how to overcome these issues.
They need to raise awareness of the value of education in eradicating illiteracy and
backwardness among parents and kids. In this situation, it is crucial that wealthy and
successful individuals contribute back to society by supporting the government in
such endeavours. By utilising their services, the government may use the educated
youth to join the drive to eliminate this roadblock to progress. Giving such students
who volunteer for this activity during their breaks a stipend can speed up the process
even more.
Q4. After reading ‘The Last Lesson’, can you compare any of your teachers
with M Hamel? What values did he possess that every teacher should be
endowed with? Was he a patriot?
Are you a true patriot? Explain.
Ans: A teacher should serve as an example to the students, and M. Hamel did just
that. He was a stern enforcer who was also well-liked by them. He was a devoted
teacher. He expected his students to exhibit the same pride in their language. He
was not only the best instructor, but also a patriot. My class teacher, Ms. Tanya is
deserving of comparison to M. Hamel because she possesses all the traits that M.
Hamel did. Together with Hamel, the villagers also radiated a strong sense of
patriotism. Notwithstanding the sad fact that the Germans were occupying their land,
they wanted to show their appreciation for their country by doing so. Their devotion
for their country deeply affects me.
I find immense inspiration in the lives of martyrs like Mahatma Gandhi, Sardar
Bhagat Singh, Lokmanya Tilak, and numerous more who gave their lives in defence
of their country. I also wish to contribute to my nation.
Q5. At the end of his last lesson, M. Hamel decides to leave a little note for
each of his students for them to find the next day at their desks. Based on
your reading of the story, what might his note to Franz read? (QB)
You may begin like this:
Dear Franz,
I know you have always preferred to run in the open fields …
Ans: Dear Franz,
 I know you have always preferred to run in the open fields, collect birds’ eggs and
spend time in nature. But you must also realise the fact that we have our duties that
we are responsible about. For example, duties to our family, society, and nation.
Ignoring these duties for the sake of pleasure or money, leads to serious
consequences.
Learning our mother tongue is our prime responsibility. We, the people of Alsace and
Lorraine have not done this duty sincerely. As a result, we have been invaded by the
 Prussians. Now they have imposed their language on us. Now, we have realised
how much we love our language. But mere love without commitment is nothing. I
saw in my last lesson that you were greatly hurt at the loss of the freedom to learn
French. I appeal to you not to lose heart. Keep making efforts to learn French. Soon
we will be free once again. 
Q6. Though tempted by the bright day, Franz stated that he had “the strength
to resist, and hurried off to school.” As the story progresses, the reader
realizes that Franz, M. Hamel and the villagers would perhaps need “the
strength to resist” much larger forces. Discuss how the story provides
strategies for resistance and protection of one’s identity and community
through its events and characters. Provide relevant textual details to support
your argument.  (QB)
Ans: The story is mainly based on procrastination and linguistic chauvinism. In the
opening lines of the story, we see that despite being tempted by the bright day and
the beauty of nature, Franz decides to go to school. Later on, we come to know that
the Germans had captured the cities of Alsace and Lorraine, and the teaching of
French would be stopped and German would be implemented. Franz, M Hamel and
the villagers require the strength to resist the linguistic chauvinism of Germans and
retain their own identity. M Hamel provides us the strategy as he says,”When people
are enslaved, as long as they hold fast to their language, it is as if they had the key
to their prison.
Q7. On the day of the last lesson, Franz felt that the “whole school was
strange”. Throughout the story, the reader encounters Franz’ account of how
school usually was, and what it was like on the last day of class with M. Hamel.
This contrast comes across through events, and the actions and viewpoints of
various characters.
 In what way can the story be seen as a comment on schooling in general?
 Does Franz’ description of school life resonate with your own experience?
 Do you think the story might also provide advice on what good education
entails? Substantiate your argument with relevant instances from the text.
Ans: Through the view of FRANZ:
The school felt strange on the day of the last lesson because :
 Everything was quiet like Sunday morning.
 Mr. M. Hamel was being kind.
 Along with the students the villagers attended the class.
 Villagers were seated at the end to pay tribute to the teacher for 40 years of his
service.
 School seemed sad and solemn.
 Pin-drop silence was there in the classroom.
Franz’s usual day was as follows-
 Great bustle was there.
 The teacher was harshly rapping his ruler on the table.
 Noise of opening and closing of desks was there.
 Lessons were prepared in unison.
 Q8. Franz from The Last Lesson and the peddler from The Rattrap demonstrate
the importance of learning from our mistakes to evolve into better people.
Imagine that Shubhangi, your friend, feels as if she has made a mistake by not
taking her academics seriously. Write an essay to Shubhangi in 120–150
words discussing instances from the two texts to give her an insight into the
human tendency to make mistakes and learn from them.
You may begin like this:
Shubhangi, all of us have made mistakes at one point or another in our lives.
After all, to err is human………..     (SQP 2022-23)
Ans: “Failure is the stepping stone towards success”
Everyone makes mistakes. Mistakes are inevitable since we are humans. We learn
from our mistakes and discover ways to do better in the future. We learned how
Franz, who resented school and M. Hamel’s lessons, was suddenly able to grasp
and comprehend everything M. Hamel taught on the last day in Alphonse Daudet’s
Chapter The Last Lesson.   Franz felt a thunderclap of shock as M. Hamel
announced to the class that it was their last lesson. He was shocked by what he
heard. He felt guilty about not studying German when he had the chance to learn.
Selma Lagerlof’s The Rat Trap chapter demonstrates how people can improve by
learning from their failures. After stealing thirty kroners, the peddler became trapped
in the rat trap. Elma’s generosity and kindness helped him to see his error. She
brought the peddler to his house and treated him like the Captain despite the fact
that she was aware that he might have stolen something or escaped from jail.
Making mistakes is acceptable as long as we are prepared to evolve from them and
are willing to put in the effort to improve.