Flamingo:The Last Lesson

By Alphonse Daudet
THE SETTING OF THE STORY (BACKGROUND) :
The present story is set during the days of Franco – Prussian War (1870 – 18710) in which France was
defeated by Prussia led by Bismarck. At that time Prussia consisted of Germany, Poland and some parts of
Austria. The French district of Alsace and Lorraine were captured by Germans. The new master was to
come the next day in a school in Alsace to teach German in place of French. The story tells the effect of
this news on the life at a school in Alsace.
About the Story :
The Last Lesson aims at showcasing the longing for your mother tongue, and culture when lost in the war.
It tries to explain the pain, sadness, and grief of all those who lose their lands, language, culture during
wars. The lesson further takes a step ahead in showing what impact the political situation of a country has
on children. Here, Franz suddenly developed love and affection for his mother tongue, culture, and
teacher. It explains that it is the behavior of a human to feel attached to something that he/she is about to
lose, and that same thing isn’t given much importance, love, and attention when is freely and readily
available.
Theme :
The chapter, 'The Last Lesson' covers the themes of patriotism, freedom of language and love for one's
mother tongue. The story stresses on the importance of education and the necessity to respect and learn
one's own language. It also reflects to the unfair practice of linguistic chauvinism - refers to an
unreasonable pride in one's own language while disregarding other languages and considering it to be
inferior.
LINGUISTIC CHAUVINISM:
“Chauvinism” is a devotion for or against something, just based on what you feel (not necessarily what
you may know). So, Linguistic chauvinism is the idea that one’s language is superior to that of others.
‘The Last Lesson’ very prominently raises the question of linguistic and cultural hegemony of the colonial
and imperial powers and their lust for controlling the world and influencing their cultures and identities.
Linguistic chauvinism is the overt preference for one language over others. Language is considered to be
the cultural identity of a particular group of people who use it. Hence, imposing some other language on
the people hammers their emotions and is a step to annex their relationship with their culture. The
language of any country is the pride of that country. It not only defines the culture but also tells us about
the people, literature and history of other country. Language for some people is just the medium of
communication but for others it is the question of life and death.
People of Lorraine and Alsace are the victims of linguistic chauvinism. They are forced to learn German.
Main Characters:
1. M. Hamel :Emotional, hardworking, patriotic, loyal, honest and sensitive

 A sincere French teacher

• Knew his subject well

 Is passionate about the French language

• Considers French the clearest, the most beautiful and the most logical language in
the world
• Feels that language is the key to a person's sense of freedom
• Advises villagers to hold on to French, despite the ban on using the language

 Is proud of being French

• Upset and distressed by the occupation of Alsace by the Germans
• Attached to his town, school and people

 Is a hard task master

• Particular about discipline
• Emphasises proper learning of the subjects
• The students are scared of him

 An honest and sensitive man

• Shattered by the news of the occupation of Alsace
• At the arrival of Prussian soldiers, becomes overwhelmed with emotions and his
voice chokes

 Blames himself for being selfish at times

• Blames himself for not being sincere and taking holiday or going for fishing
• Also for making his students run errands for him during class time

2. Franz: Observant, sensitive, nature-lover, sincere and empathetic

 Sensitive and innocent
• Blames himself for ignoring his lessons
• Worries about the German takeover-T

 Loves nature
• Enjoys sunshine, bird watching, and chasing butterflies

 Is conscious of his duties as a student

• Wishes that he had prepared for the class
• Doesn't like being scolded in the class

 Observant
• Notices every little detail on his way to school
• Quick to observe the changes in his surroundings
• Observes M. Hamel's efforts to control his emotions
Important Lines from the Text with Their Meanings:
1. “Don’t go so fast, bub; you’ll get to your school in plenty of time!”
Answer. The watchman says this to Franz as he sees him running for the class. The
watchman through these words wishes to inform Franz with sadness that now there’s a lot
of time for him to reach the school to learn French lessons and that he does not have to
hurry for the lessons, since they would now not be taught in the school.
2. When a people are enslaved, as long as they hold fast to their language it is as if they
have the key to their prison.
Answer. By this sentence, M Hamel wishes to tell the students that they must hold onto
their language and guard it/protect it so that it can never be forgotten. The line says that
when a country is enslaved by some other countrymen, they leave the impact of their
language and culture all over the place since language is a matter of pride.
3. “Will they make them sing in German, even the pigeons?”
Answer. By this line, Franz wants to express the fear of being under German possession. He
wishes to say that will the oppression from the Germans be so engraved in their roots that
the birds (pigeons) will also start speaking German. Birds are free animals who have their
own language and persona. Will Germany be so influential on Alsace and Lorraine, and will
they steal away the essence of France so much that the pigeons will also start speaking
their language?
1. “This is your last French lesson.” How did Franz react to this declaration of M.Hamel?
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 thought that
M.Hamel was leaving.
2. “What a thunder clap these words were to me!” Which were the words that shocked
and surprised little Franz?
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.
3. What was unusual about M. Hamel’s dress and behaviour on the day of his last French
lesson?
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.
4. Why had the bulletin-board become a centre of attention during the last two years?
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.
5. Who did M.Hamel blame for the neglect of learning on the part of boys like Franz?
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.
6. “What announcement did M. Hamel make? What was the impact of this on Franz?
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.
7. What changes did the order from Berlin cause in the school?
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.
8. What were Franz’s regrets after M. Hamel’s announcement of his last lesson?
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.
9. What change was there in Franz’ attitude towards M. Hamel?
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. And started feeling
immense respect for him.
10. “But the thing that surprised me most was to see ” What surprised Franz most in the
class?
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.
11. What tempted Franz to stay away from school?
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.
12. Why were the elders of the village sitting in the classroom?
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.
13. Why does M. Hamel reproach himself for his students’ unsatisfactory progress in
studies?
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.
14. What made M. Hamel cry towards the end of his last lesson?
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.
15. Why did M. Hamel write ‘Vive La France’ on the blackboard?
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.
16. 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.
17. 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.
18. “We’ve all a great deal to reproach ourselves with”, said M. Hamel. Comment.
OR
Whom did M.Hamel blame for Franz’s inability to answer his questions?
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.
19. How did M.Hamel display his love for the French language?
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.
20. How does M Hamel arouse patriotic feelings in the people of Alsace?
Answer: M Hamel aroused patriotic feelings in the people of Alsace by making them
conscious. He advised them to guard their identity and told them that France was the
most beautiful language in the whole world. In the end, he wrote the words ‘Vive La
France’.
21. 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.
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.
22. What did the French teacher tell his students in his last French lesson? What impact
did it have on them? Why?
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.
23. How different from usual was the atmosphere at school on the day of the last lesson?
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.
24. 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?
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.
25. 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?
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.
26. “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.
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.
27. The entire classroom, M. Hamel as well as those present in the class, is full of regret.
For what and why ?
Ans: M. Hamel mounted his chair, and, in a grave and gentle tone 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.” Franz was horrified with M.
 Hamel's declaration. His last French lesson when he could barely write. He lamented
that he would never be able to learn more. He was sorry for not learning his lessons.
His books that seemed such a nuisance before now were like old friends that he
couldn't give up. Even the villagers were regretting for not going to school regularly.
M.Hamel was also reflecting on his past and on his forty years of service. He was
looking all around the class room as if he wanted to capture it and immortalise the
nuances of the school on his memory.
28. Analyze the significance of the French language and culture in the story “The Last
Lesson” and how it relates to the theme of identity.
Ans - The French language and culture are essential in regard to the subject of identity
in “The Last Lesson.” The story takes place in a little Alsatian community that Germany
has annexed, and the German government forbids the teaching of French in schools.
The peasants, who take great pride in their French history, are being directly attacked
in this act.
The story’s characters, especially the protagonist Franz and the educator M. Hamel,
struggle to reconcile their sense of self with the new cultural identity that has been
thrust upon them. M. Hamel is compelled to stop teaching French, which signifies a loss
of his pride and sense of self.
The story also explores how identity is shaped by outside forces and how it can be lost
or gained through the processes of integration, assimilation, and suppression. The
characters in the story struggle between their loyalty to their native culture and their
the enforcement of the German culture.I
n conclusion, “The Last Lesson” uses the French language and culture to symbolically
depict the fight for identity and the opposition to cultural repression. This emphasises
the value of cultural legacy and identity preservation.
29. Describe the impact of the German occupation on the characters and their way of life
in the story “The Last Lesson”.
Ans - The German occupation significantly affects the characters and their way of life in
Alphonse Daudet’s story “The Last Lesson.” For the community and its residents, the
occupation marks the end of an era. The protagonists are forced to face the loss of
their French identity, which includes their language, culture, and way of life.
The occupation has a significant impact on the schoolteacher M Hamel because he has
spent his entire life teaching the French language and culture. The idea of the German
occupation and the demise of the French way of life breaks his heart. Until the very
end, he is committed to teaching the French language and culture, but his efforts are in
vain.
The occupation has an impact on the pupils as well. They are aware of how language
and culture influence who they are. Their shock at learning that they won’t be able to
speak or write French serves as a potent reminder of how important language and
culture are in defining one’s identity.
The characters experience anxiety and insecurity as a result of the German occupation.
They are concerned about the future and what living in a German-occupied area will do
to them and their hamlet. The protagonists experience hopelessness and despair as a
result of the occupation because they believe their French way of life is being taken
away from them.
 Overall, the characters and their way of life are greatly impacted by the German
occupation. The loss of their French language, culture, and way of life, which are
significant components of their identities, signifies the end of an era. The characters
also experience a sense of fear, uncertainty, hopelessness, and despair as a result of it.
30. How does the story “The Last Lesson” by Alphonse Daudet portray the themes of
nationalism and identity?
Ans. Through the villagers’ responses to the German takeover of their village, Alphonse
Daudet’s short novel “The Last Lesson” explores themes of nationalism and identity.
The prospect of losing the characters’ identity-defining French language, culture, and
way of life to German authority is heartbreaking. Since Franz has devoted his life to
teaching the French language and culture, he is especially touched by this. The idea of
the German occupation and the demise of the French way of life breaks his heart. This
has an impact on the pupils as well since they understand how crucial language and
culture are in creating unique identities. The narrative illustrates how language and
culture are integral to a person’s sense of national identity and how losing either of
these components may be disastrous. The narrative also illustrates the notion that
nationalism encompasses language and culture in addition to national pride.
31. Give a character sketch of M Hamel
Ans. In Alphonse Daudet’s short novel “The Last Lesson,” M. Hamel plays the role of
the principal. He has spent his entire life as a dedicated educator in the small French
community. He is sincerely committed to his students and to the French language and
culture.
M.Hamel is a patient and caring educator who never hesitates to go above and beyond
for his students. He believes in teaching discipline and morals in his students and is a
strong disciplinarian. He cares a great deal for their welfare and education. He has a
solid moral foundation and is committed to teaching his kids about French culture and
language despite the impending threat of German occupation.
M. Hamel is a person of tremendous integrity who, in the face of difficulty, stands up
for what he believes in. As he tries to empower the French students in the face of the
German occupation, he serves as a symbol of both optimism and resistance in the
narrative. He is adamant about teaching the French language and culture till the very
end and remains upbeat and motivated.
The end of the French way of life have a significant impact on M Hamel, who is also a
sentimental and emotional figure. The idea of losing his students and his cherished
French language and culture breaks his heart. He is a person who arouses pity, respect,
and admiration.
32. Bah! I have plenty of time. I’ll learn it tomorrow.
Franz was shocked when he heard that it was the last lesson in French and he hardly
knew his mother tongue.
Many of us find ourselves in similar situations and regret when all is over. What
qualities should we inculcate in our life so that we are able to achieve our goals?

Ans. Opportunity knocks the door only once. In fact, everyone gets only one chance in
life and if it’s lost there. is no way to redeem it. It is said that hard work can turn the
impossible into possible. But along that, value for time is very essential. Most of us are
 in a habit of delaying things. Unless and until we are consistent and regular in our
efforts, we cannot achieve our goals. Setting a goal is an easy a task but the journey to
reach that goal is a tedious task and demands perseverance, grit and determination.
One has to be focused and consistent in one’s efforts.
To achieve our goal in life, we need to understand the importance of time. Like Franz,
we should not delay the efforts and sit comfortably thinking that there is enough time.
As we know that time and tide wait for no man. So in order to achieve our goals, we
need to be vigilant, consistent, punctual, regular hardworking and a determined person
who greatly values time.
33. My Last French Lesson! Why! I hardly know how to write! The problem is that
students don’t take school seriously and parents are not keen to make them study.
Write an article on the role of society and the government in solving the problem.
Ans. M. Hamel blames himself and the parents for the neglect of learning by the
students. The parents would rather send their children to work on farms and in mills
(for extra money, rather than attend school. M. Hamel, the teacher would give
students a holiday when he wanted to go fishing or wanted them to water the flowers
thus neglecting studies. India has a poor literacy rate. The problem of illiteracy and
school dropouts persists. This problem can be solved with the efforts of the society and
the government. The NGOs and the government can make education need-based and
incorporate vocational training into the curriculum. The government can give
incentives so that children go to school. Midday meals, free uniform and books can be
an incentive. Media can create awareness about the importance of education for
removing backwardness and illiteracy.
34. 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………..
Answer- “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.
35. 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.
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.
36. 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?

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.
37. 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.
38. 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.