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The Last Lesson

The Last Lesson by Alphonse Daudet is a short story set during the Franco-Prussian War, focusing on young Franz's final French lesson, which highlights themes of language identity, patriotism, and the impact of war on cultural heritage. The narrative emphasizes the importance of education and the regret of procrastination, as the villagers realize the value of their mother tongue only when it is threatened. Through the character of M. Hamel and the solemnity of the last lesson, the story serves as a poignant reminder of the significance of language and cultural identity.

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0% found this document useful (0 votes)
11 views5 pages

The Last Lesson

The Last Lesson by Alphonse Daudet is a short story set during the Franco-Prussian War, focusing on young Franz's final French lesson, which highlights themes of language identity, patriotism, and the impact of war on cultural heritage. The narrative emphasizes the importance of education and the regret of procrastination, as the villagers realize the value of their mother tongue only when it is threatened. Through the character of M. Hamel and the solemnity of the last lesson, the story serves as a poignant reminder of the significance of language and cultural identity.

Uploaded by

Sanjay K Jha
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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THE LAST LESSON

NOTEBOOK FORMAT

Genre:
Short story: Realistic fiction.
INTRODUCTION
"The Last Lesson" by Alphonse Daudet is a poignant short story set in Alsace during the
Franco-Prussian War. It follows young Franz as he attends his final French lesson, unaware
of the impending change in language instruction. The narrative explores themes of
patriotism, regret, and the importance of language in preserving cultural identity, all through
the lens of a child's perspective.

Theme-
"The Last Lesson" explores several profound themes that resonate with readers across time
and cultures The story, set against the backdrop of the Franco-Prussian War, delves into the
complexities of language identity, and patriotism.

The natives of Alsace and Lorraine realize their folly of not giving due importance to the study
of French in the school days. They become victims of linguistic Chauvinism with the
acquisition of their districts by Prussia. They received their last lesson in French and were
forced to bid adieu to their mother tongue.
The story also highlights the brutality of war which makes man insensitive to human
feeling and emotions. It expresses the pain that is inflicted on the people of a territory by its
conquerors by taking away the right to study or speak their own language.
The lesson beautifully brings to light the human tendency to postpone the learning of
things (procrastination) because one feels there is a lot of time to do so later. One never
knows when the dooms day will dawn and bring an end to our hopes and aspirations.

Sub-Themes
Language as identity
Patriotism
Value of Mother Tongue
Importance of Education
The attitude of teachers and students towards learning and teaching.

What is Linguistic Chauvinism- Language Supremacy: The chapter explores the idea of
linguistic chauvinism, where one language is considered superior to others. The German
authorities in the story impose their language on the French village, disregarding the value
and importance of the French language.
These themes collectively highlight the importance of language, culture, education, and the
impact they have on personal and collective identity.

Morals derived from The Last Lesson-

1. Value Education and Learning


Education and learning should be valued and not taken for granted.
The story emphasizes the importance of education in shaping our lives and preserving our
cultural heritage.

2. Appreciate Opportunities
The lesson teaches us to appreciate and make the most of the opportunities we have, as
they may not last forever.
It reminds us not to overlook the value of education until it is threatened or taken away.

3. Avoid Procrastination
Procrastination can lead to missed opportunities and regrets.
The title “The Last Lesson” serves as a reminder not to postpone important things and to
take action promptly.

4. Patriotism and Love for One’s Country


The patriotism displayed by M. Hamel, symbolized by his words “Long live France,” reminds
us of the importance of love and loyalty towards our country.
It reinforces the idea of preserving and cherishing our cultural and national identity.

5. Unpleasant Consequences of Not learning a Language-

The story depicts the irony of the whole situation about how people feel when they don’t
learn their own language.
By focusing on the above-mentioned moral lessons, you can gain valuable insights into the
importance of education, cultural identity, seizing opportunities, and embracing patriotism
which we learn from the Last Lesson.

Justification of the Title


The story symbolizes the loss of native language and freedom for France and its people. The
chapter also revolves around the importance of the last lesson. All the village elders attended
the last class of the French lesson as a mark of respect for their mother tongue and for their
teacher as well. They regretted not having made utmost use of the French lessons that they
had been imparted by Mr. Hamel. During the last French lesson, everybody realized their
mistake of ignoring their mother tongue throughout their lives. The last lesson was solemn,
grave and intense. Hence, the title is justified.

Glossary/Word Meanings
Chauvinism: exaggerated or aggressive patriotism. / Excessive or prejudiced support for
one's own cause, group, or gender.
Drilling: Practicing/training
Resist: To stay away/Bypass/Escape
Linguistic: relating to language
a great bustle: a lot of noise created by many people/ rush, scuttle
counted on: depended upon/ Bank on/
Hegemony: dominance, especially by one state or social group over others.
Imperial: relating to an empire.
Wretches: here, it refers to an unfortunate happening
Annex: seize
Monsieur: a title or form of address used of or to a French-speaking man, correspondingto Mr or
sir.
solemn: serious, grave

Literary Devices
1. What a Thunderclap (Metaphor & Hyperbole)
2. Looked Like Little Flags (Simile)
3. As If They Had the Key to Their Prison(Simile)
4. Unnecessary Dread (Situational Irony)
5. Books Become Old Friends (Situational Irony)
6. Benches Worn Smooth (Visual Imagery)
7. Sound of Pens Scratching Paper (Auditory Imagery)
8. The Bulletin Board (Symbol)-The bulletin board outside the town hall in Franz's village is a
symbol of Prussian power over the French region of Alsace-Lorraine. Normally used for
communicating events and information vital to the townspeople, the occupying Prussian
military co-opts the bulletin board as a channel for official decrees from Berlin.
9. Hamel's Garden (Symbol)The garden Monsieur Hamel cultivates outside the schoolroom is
a symbol of the time he has served as a teacher.
10. Mr. Hamel’s Last Lessons (Symbol)Monsieur Hamel’s commitment to continue teaching
his French language lessons despite the futility of knowing it will be his last day of teaching
renders the lessons into a symbol for the power of language.
11. Major Conflict: The major conflict in the story is that Franz's French teacher has been
ordered to stop teaching French after the Prussian leaders order people in the occupied French
territory to learn only German; Franz regrets not having put more effort into his studies while
he had the chance.
12. ClimaxThe story reaches its climax when Hamel concludes the lesson by writing "Vive La
France!" on the chalkboard and sends the class away.
13. Foreshadowing: The crowd of villagers that Franz sees gathered at the town hall bulletin
board on his way to school foreshadows the news that French will no longer be taught.
14. Alliteration: The Last Lesson

ASSIGNMENT

Short Answer Questions:

1.What did Franz notice that was unusual about the school that day?
1. 2.What was unusual about M. Hamel’s dress on his last day in school? (2014)/How and why
was M. Hamel dressed differently that day?
2. 3.Who occupied the back benches during M. Hamel’s last lesson? Why? (2015)/Who were
sitting on the back benches during M. Hamel’s last lesson? Why?
3. 4.What was the order from Berlin and what changes did it cause in the school? (2014)/What
changes did the order from Berlin cause in the school that day?
4. 5.Why is the order from berlin called a thunderclap by Franz?
5. 6.“What a thunderclap these words were to me!” Why did these words shock and surprise
littleFranz? (2013, 2011, 2017)/ How did Franz react to the declaration that it was their last
lesson?
6. 7.How were the parents and M. Hamel responsible for the children’s neglect of the French
language? (2017)/“We’ve all a great deal to reproach ourselves with” said M. 8.Hamel.
Comment.
7. 9.What did M. Hamel tell them about the French language? What did he ask them to do and
why?

8. 10.How did M. Hamel say farewell to his students and the people of the town?
9. 11.What made M. Hamel cry towards the end of the last lesson?
12.Why did M. Hamel write ‘Vive La France’ on the blackboard? /What made M. Hamel write
on the blackboard before dismissing the last class? What did they mean? 13.Why were the
old men of the village sitting in the classroom on the last day of the lesson?

Important Long Questions-

1.How does the idiom "you don't know what you have until it's gone" apply to "The Last
Lesson"?

VALUE POINTS

"The Last Lesson" begins with Franz, the story's protagonist and narrator, dreading school
and considering skipping. Beyond running late, Franz hasn't prepared for a grammar quiz
on participles, and he expects a scolding from M. Hamel. However, Franz's concerns
prove inconsequential when he learns that French will no longer be taught in the regions
of Alsace and Lorraine. Immediately, Franz's apathetic attitude toward his education shifts:
his books, once considered heavy, burdensome adversaries, suddenly seem like old
friends; he regrets having skipped school to frolic and to search for bird's eggs; he
comprehends Hamel's lesson with a proficiency Franz has never known himself to
possess. With Franz's appreciation of the French language only revealing itself to him
once he knows the language is under threat, "The Last Lesson" illustrates the concept of
only appreciating what you have when that thing is gone.

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

VALUE POINTS
War is a great threat to humankind. Fear, anxiety, tension, and hatred are some of the
offsprings of war. The desire to overpower others disseminates hatred and the feelings of
enmity. The aftermaths of Hiroshima and Nagasaki are evident before us. There is no doubt
that war has put human existence at stake.We have heard seers say that one should shed
one's ego.The nations should also feel equally important. The concept of a global village
should be followed by all countries. Thus, war does not benefit any individual. It must not be
encouraged.

3. “Would they make them coo in German too…”. What prompted Franz to have these
thoughts?

VALUE POINTS
● A native language represents whole cultural history.
● They had grown up using French as their language.
● The language was as natural to them as cooing is to the pigeons.
● Adopting a new language causes pain and discomfort; it was not going to be easy for them to
adapt to a new language
● Moreover, they identified with the French language; it was a factor that bonded them with their
fellow brethren.
● Franz felt rebellious- even though they would have to obey the orders, but even dominance
has a limit- spirit or soul will remain free even though physically enslaved.
● Just like Prussians cannot force the pigeons to obey, similarly their mind will also be free and
hopeful of attaining freedom one day.
● As language comes naturally to us, it cannot be forced on anyone, be it birds or human-beings.
It expresses the pain that is inflicted on the people of a territory by its conquerors by taking
away the right to study or speak in their own language.

4.The people of Alsace and Lorraine were forced to study German. They were not
allowed to study French. It implies that students of the area were taught only one
language. They did not follow the concept of three languages at school. Write an
article on the topic Advantages of Three Language System at school.
Advantages of Three Language System
-XYZ
Value Points
India is a democratic state. It is replete with people who have diverse backgrounds and
cultures.
Their customs and traditions vary. Their languages are also different. People have their
regional languages and dialects too.
In such circumstances it becomes a herculean task to decide which language should be
taught at schools. So, India opted for three language system at schools. It is a boon to
the residents of a particular area They do not feel that their language is insignificant and
ignored.
They are given many opportunities to opt for the languages they intend to speak or learn.
Pupils get fundamental knowledge of three languages and can appreciate the
literature of all these three languages
They explore new avenues and horizons with astonishing ease. The people of Alsace and
Lorraine could be taught both languages i.e. German and French. Linguistic discrimination
mars the future of humanity.

5. What is the significance of Monsieur Hamel's garden?

VALUE POINTS
M. Hamel's garden that he cultivates beyond the schoolroom windows is a symbol of how he
has dedicated his life to teaching. During the last lesson, Franz comments on how Hamel
casts his eyes over the room, absorbing each detail of the classroom and the plants he can
see out the windows. In Hamel's forty years of teaching, the major physical changes that have
occurred at the schoolhouse are the walnut trees Hamel had planted growing taller and the
hops vines framing the windows. By presenting the imagery of the garden in concert with
Franz's reflections on the grief Hamel must be feeling as he reflects on his forty years of
teaching coming to an end, Daudet positions the garden to be a modest visual manifestation
of Hamel's time spent in teaching. Moreover, the garden, with connotations of roots and
cultivation of a habit, speaks to how Hamel likely never expected to have to give up his post
as a teacher.

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