The Last Lesson Extra Question Answer English

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Extra Questions, Notes, Assignment and study material for Class 12th as Per CBSE Syllabus – 2023-24

Chapter- 1 The Last Lesson

                                           By- Alphonse Daudet

About the Author- Alphonse Daudet   

A Short Biography

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Alphonse Daudet is one it most iconic names of French literature. Unlike many famous writers in world history, Alphonse wasn’t very well educated; he wrote his first novel at the age of fourteen.

His works drew inspiration from instances of his life. His works Trente and de Paris’ and ‘Souvenirs dun home de letters’ seemed to be more like autobiographies. Passed away in the final decade, his name is very popular amongst the citizens of France. A lot of educational institutions in France have been named after this famous writer. Alphonse is one of the handful of writers who portray human emotions in a very realistic manner.

Introduction of the lesson- The Last Lesson

Following is the introduction English text for Chapter The Last Lesson Class 12 aimed to give you a clear grasp of its main ideas.”

“The Last Lesson” is a captivating chapter written by Alphonse Daudet. It tells the story of a young boy named Franz living in a small French village during a time when the German government takes control. The chapter explores the impact of language policy on education and the importance of one’s mother tongue.
Franz, along with his classmates, faces a difficult situation when the teaching of their beloved French language is banned. The chapter unfolds with a heartfelt lesson delivered by their sympathetic teacher, Mr. Hamel, who passionately emphasizes the significance of their language and culture. It is a thought-provoking chapter that highlights the value of language, education, and cultural heritage.

Theme of The Last Lesson in Short-

The chapter The Last Lesson is based on multiple themes. The following themes are given point wise so that are easy to understand and learn-

1. Language as Identity: The chapter emphasizes the significance of language as a representation of one’s identity and cultural heritage.
2. Value of Mother Tongue: It highlights the importance of valuing and preserving one’s mother tongue, as it connects individuals to their roots and helps maintain their cultural identity.
3. Loss and Regret: The chapter explores the feeling of loss and regret that arises when people fail to appreciate the value of their language and education until they are threatened or taken away.
4. Education and Empowerment: It underscores the power of education in empowering individuals to understand and appreciate their language, culture, and history.
6. Appreciation of Opportunities: It serves as a reminder to appreciate and make the most of educational opportunities and resources, as they play a vital role in shaping individuals’ lives.
7. Patriotism and Resistance: The chapter touches upon themes of patriotism and resistance, as the characters feel a deep sense of attachment to their language and culture, even in the face of adversity.

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.

Theme of The Last Lesson in Detail

‘The Last Lesson’ revolves around the language and its importance to the citizens of a country. It is the duty of every citizen to safeguard the language of the country as it is the identity of that country. The lesson depicts how after defeating France in the war, the Prussians wanted to rule over not only the territory of France but also over the minds and hearts of the people. The story reinforces the fact that we value something more when it is lost. The pain and anguish of the students and the teacher is evident as everyone realizes how things were taken for granted. The lesson emphasizes the importance of the mother tongue for everyone and the need to realize the fact that it is our language which gives us our identity, respect and freedom.

Sub Theme of The Last Lesson-  The attitude of teachers and students towards learning and teaching.

Significance of the Title – The Last Lesson

The story ‘The Last Lesson’ teaches us that we often think we have a lot of time to do things, so we keep delaying important lessons in life. The people in Alsace believed they had plenty of time to learn, so they didn’t give much importance to school. They preferred their children to work on farms and mills instead of going to school. Even the narrator, Franz, would often skip school to search for birds’ nests or slide on the riverbanks.
But something unexpected happens when an order arrives from Berlin, making it compulsory to teach German in the schools of Alsace and Lorraine. Suddenly, the people realize that they will be deprived of something they never valued. The story is titled ‘The Last Lesson’ because it makes us aware not to postpone things and to do what we can on the same day. When M. Hamel writes ‘Long live France’ on the blackboard, it shows his sadness, patriotism, and finality.

Tips to learn the significance of the title of The Last Lesson. Here are short points-

1. Awareness of limited time for learning and action.
2. Sense of urgency and finality.
3. Prompts reflection and regret.
4. Encourages seizing the present moment.
5. Symbolic representation of broader life lessons.
6. Lessons extend beyond the classroom.
7. Motivates action and appreciation for learning opportunities.

Moral The Last Lesson-

Here are the morals that can be derived from the lesson “The Last Lesson”. There are several messages given by The Last Lesson. We are telling point wise.

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.

Point wise Summary of The Last Lesson-

This point-wise summary captures the key events as well as themes in “The Last Lesson” concisely. It will help you to remember the proceedings of the whole chapter.  

1. The story is set in a small French village during a time when German authorities take control of the region.
2. The people in Alsace believed they had plenty of time to learn and did not prioritize education.
3. The protagonist, Franz, often skipped school for activities like searching for birds’ nests or sliding on the riverbanks.
4. Unexpectedly, an order arrives from Berlin, making it compulsory to teach German in the schools of Alsace and Lorraine.
5. The people realize the value of their education and language when it is threatened and may be taken away.
6. The last French lesson is taught by the sympathetic teacher, Mr. Hamel, who passionately emphasizes the importance of the French language and cultural identity.
7. The students, including Franz, deeply regret not valuing their education and language earlier.
8. Mr. Hamel writes “Long live France” on the blackboard, expressing his sadness, patriotism, and a sense of finality.
9. The story’s title, “The Last Lesson,” reminds readers not to delay or take their education and opportunities for granted.
10. The story highlights the significance of education, cultural identity, and seizing the present moment.

Summary of the Chapter – The Last Lesson

Take a look at the following summary example to better understand the chapter The Last Lesson crafted through careful summary writing.

The story “The Last Lesson” by Alphonse Daudet takes place in 1870 when France was attacked and captured by Prussian forces. The French regions of Alsace and Lorraine came under Prussian rule, and French teaching was stopped in schools there. M. Hamel, a French teacher, gives his final lesson with great dedication.
One student, Franz, usually avoids French class and fears M. Hamel’s strictness. He expects punishment for not learning his lesson on participles. But when he arrives at school, he sees M. Hamel dressed in special clothes and the elderly villagers gathered there. He later discovers that it’s because of an important announcement on the bulletin board. This is when he realizes the significance of French and that it’s his last chance to learn it.
“The Last Lesson” highlights our tendency to procrastinate and overlook the importance of lessons in life. The people in Alsace believed they had plenty of time to learn, so they didn’t value education much. They preferred sending children to work instead of attending school. Even Franz, the narrator, would skip school to collect birds’ eggs. However, an unexpected order from Berlin makes German teaching compulsory in Alsace and Lorraine schools, making them realize the value they had been neglecting.
The final French lesson taught by M. Hamel symbolizes the loss of language and freedom for France. It becomes an emotional lesson that shows how life can change and impact people’s feelings. The marching soldiers outside represent Prussia’s dominance, the defeat of the French, and the threat to their language and culture.

Read the extracts and answer the questions that follow. MCQ Based Questions-

Here are comprehension passage question and answer sets from the chapter The Last Lesson Class 12 provided to deepen your understanding and help you prepare for exams.

1.For the last two years, where did all the bad news come from?
(a) the Bulletin Board                                                               
(b) Town Hall
(c) school                                                                                      
(d) M. Hamel’s House

2.Who asked Franz not to hurry to school?
(a) Old Hauser                                                                            
(b) former Mayor
(c) former Postmaster                                                              
(d) blacksmith Watcher

3.What was M. Hamel going to question Franz about?
(a) participles                                                                             
(b) adjectives
(c) old primer                                                                              
(d) Ba be bi bo bu

4.What was unusual about M. Hamel’s dress?
(a) wore clean clothes
(b) wore a brand new outfit
(c) wore clothes he wore on prize days
(d) wore traditional French clothes

5.Who sat on the back bench on the last lesson?
(a) Franz
(b) Prussians
(c) the village people
(d) The new teacher

6.What order had come from Berlin?
(a) to close the school
(b) teach German in schools of Alsace and Lorraine
(c) to open a new school in Alsace and Lorraine
(d) that Hamel would have to leave

7.Why did Hamel blame himself?
(a) not having taught them enough French
(b) not being strict
(c) giving students a holiday at times
(d) not being responsible

8.What does the last lesson taught by Hamel symbolize?
(a) no more teaching of French
(b) domination of Prussia
(c) learning of German
(d) loss of language and loss of freedom

9.What is the moral that the Alphonse Daudet wants to bring out?
(a) not to put off things that one can do that day
(b) old order changed to new
(c) one should accept everything that happens
(d) teachers should be respected

10.What does the marching of soldiers under the windows represent?
(a) the departure of Hamel
(b) dawn of Prussia in France
(c) freedom for Franz
(d) sorrow of the villagers

11.What does M. Hamel’s motionless posture reflect?
(a) the school is dismissed
(b) sense of finality
(c) changing order of life
(d) feeling of nostalgia

12.Why does Hamel blame the parents?
(a) they preferred children to work in farms
(b) they were not strict
(c) they did not come to M. Hamel’s class
(d) they did not love the French language

13.Franz thinks- will they make them sing in German- even the pigeons? What could this mean?
(a) German would use brutal force over everyone
(b) harsh orders will be passed
(c) when people are deprived of their essence even the surroundings are affected.
(d) the Germans will rob France of its language.

14.Why does the author urge the reader to respect his language?
(a) It is what makes you respect your countrymen.
(b) It is the key to freedom.
(c) You can express yourself.
(d) It is unique and reflects literature and art.

15.M. Hamel is introduced as a ruler-wielding teacher. This demonstrates that:
(a) he is concerned.
(b) he is adamant.
(c) he is unfeeling.
(d) he is a hard taskmaster.

16.M. Hamel emerges as a when he teaches his last lesson.
(a) meek person
(b) true patriot
(c) repentant man
(d) defeated the man

17.What was Franz banking on to enter the class as he was late?
(a) M.Hamel’s teaching on the blackboard
(b) commotion in the class
(c) Hauser helping him sneak in
(d) to quietly walk in when everyone was preoccupied with participles

18.Which district came under the Prussian rule?
(a) Alsace and Berlin
(b) Berlin and Lorraine
(c) Alsace and Lorraine
(d) the southern districts of France

19.Franz looked for opportunities to skip school to do what?
(a) work on mills
(b) go fishing
(c) water the plants
(d) collect birds eggs

20.‘Viva la France’ became an emotional evidence of M. Hamel’s?
(a) sadness and patriotism.
(b) finality and depression.
(c) nostalgia and emotional outburst.
(d) love for the school and teaching as a profession.

ANSWERS

1.(a) the Bulletin Board
2.(d) Blacksmith Watcher
3.(a) participles
4.(c) wore clothes he wore on prize days
5.(c) the village people
6.(b) teach German in schools of Alsace and Lorraine
7.( c) giving students a holiday at times
8.d) loss of language and loss of freedom
9.(a) not to put off things that one can do that day
10.(b) dawn of Prussia in France
11.(b) sense of finality
12. (a) they preferred children to work in farms
13.(c) when people are deprived of their essence even the surroundings are affected.
14. (b) it is the key to freedom.
15. (d) he is a hard taskmaster.
16. (b) true patriot
17. (b) commotion in the class
18. (c) Alsace and Lorraine
19.(d) collect birds egg’s
20. (a) sadness and patriotism.

Main Characters of the Story- The Last Lesson

Character Sketch of Franz

First character is Franz. The character of Franz can be described in the following manner- 

The character of Franz, the protagonist in “The Last Lesson,” can be described with various adjectives that reflect his character and journey. At the beginning of the story, he is depicted as a curious and rebellious young boy, often indulging in activities that defy authority and prioritize adventure over academics. His carefree nature leads him to be indifferent towards his education, opting to explore the outdoors and search for birds’ nests instead of attending school.
However, as the events unfold, Franz’s character undergoes a transformation. He becomes reflective, regretful for not appreciating the value of education earlier. Witnessing the final French lesson taught by M. Hamel, he becomes appreciative of the language and cultural heritage associated with it.
This transformative experience makes Franz more thoughtful, understanding the deeper implications of language and cultural identity. Through his character arc, Franz represents the importance of seizing opportunities and valuing education, ultimately demonstrating the power of personal growth and self-realization.

Point wise character sketch of Franz

1. Curious: Franz demonstrates a strong inclination to explore and discover, often engaging in activities that reflect his curiosity.
2. Rebellious: He possesses a rebellious streak, frequently skipping school and engaging in activities that defy authority.
3. Carefree: Franz approaches life with a carefree attitude, prioritizing adventure and enjoyment over academic responsibilities.
4. Indifferent: Initially, Franz shows indifference towards his education, preferring outdoor activities and birds’ nests over attending school.
5. Regretful: As the story progresses, Franz experiences a sense of regret for neglecting his education and not appreciating the value of learning earlier.
6. Reflective: Through the events of “The Last Lesson,” Franz becomes more reflective, contemplating the importance of education and the impact of his choices.
7. Appreciative: As he realizes the impending loss of French education, Franz develops an appreciation for the language and cultural heritage associated with it.
8. Transformative: Franz undergoes a transformative journey, transitioning from a disinterested student to someone who recognizes the significance of education and the power of knowledge.
9. Thoughtful: As he witnesses the final French lesson, Franz becomes more thoughtful, understanding the deeper implications of language and cultural identity.
10. Regretful: The story highlights Franz’s feelings of regret for not valuing education earlier, underscoring the importance of seizing opportunities when they arise.

Character Sketch of Mr. Monsieur Hamel

Following is a Point wise character sketch of Franz Monsieur Hamel. 

Monsieur Hamel is a dedicated French teacher, committed to imparting knowledge until the very end, despite the impending loss of French teaching. His patriotism shines through as he writes “Long live France” on the blackboard during the final lesson, symbolizing his love and loyalty towards his nation. Respected by students and the community, Monsieur Hamel’s strictness and passion for teaching have earned him a reputation as an esteemed educator.
As the last day of French teaching approaches, Monsieur Hamel becomes nostalgic, reminiscing about the language’s importance and its significance to the local culture. There is a touch of melancholy in his demeanor, understanding the profound impact the loss of French education will have on the community and its heritage.
Monsieur Hamel’s dedication and love for teaching inspire his students, including Franz, to value education and preserve their language and culture. Wise and insightful, he uses his final lesson to convey the deeper meanings of education and its impact on personal and cultural identity.
Despite difficulties, Monsieur Hamel remains stoic, displaying resilience and strength in the face of adversity. He shows empathy towards his students’ feelings of loss and regret, understanding the significance of the last French lesson.

1. Dedicated: Monsieur Hamel is deeply dedicated to his profession as a French teacher. Despite the impending loss of French teaching, he remains committed to imparting knowledge until the very end.
2. Patriotic: He exhibits a strong sense of patriotism towards his country, France. This is evident when he writes “Long live France” on the blackboard during the final lesson, symbolizing his love and loyalty towards his nation.
3. Respected: Monsieur Hamel commands respect from his students and the community. His strictness and genuine passion for teaching earn him a reputation as a respected educator.
4. Nostalgic: As the last day of French teaching approaches, Monsieur Hamel becomes nostalgic, reminiscing about the importance of the French language and its significance to the local culture.
5. Melancholic: There is a touch of melancholy in Monsieur Hamel’s demeanor, knowing that the loss of French education will have a profound impact on the community and its heritage.
6. Inspiring: His dedication and love for teaching inspire his students, including Franz, to realize the value of education and the importance of preserving one’s language and culture.
7. Wise: Monsieur Hamel possesses wisdom and insight, which he imparts through his final lesson. He uses this opportunity to convey the deeper meanings and significance of education and its impact on personal and cultural identity.
8. Stoic: Despite the difficulties and challenges he faces, Monsieur Hamel maintains a stoic demeanor, displaying resilience and strength in the face of adversity.
9. Empathetic: Monsieur Hamel shows empathy towards his students, understanding their feelings of loss and regret as they come to realize the significance of the last French lesson.
10. Symbolic: Monsieur Hamel symbolizes the embodiment of French culture and the importance of preserving language, serving as a powerful symbol of national pride and identity.

Above is a multi-dimensional portrayal of Monsieur Hamel, capturing his dedication, patriotism, wisdom, and the impact he has on his students and the community.

Assumption based Short Answer Type Questions- The Last Lesson – Flamingo in 30 to 40 words. 

1. What is the significance of the title “The Last Lesson” in the chapter?
Answer: The title refers to the final French lesson in the classroom before the imposition of German as the official language, symbolizing the loss of cultural identity.

2. Why is Franz reluctant to go to school on the last day?
Answer: Franz is reluctant to go to school because he dislikes learning French and believes it to be a waste of time.

3. How does the arrival of the Prussian officer impact the classroom atmosphere?
Answer: The arrival of the Prussian officer instills a sense of fear and tension, creating a somber atmosphere in the classroom.

4. Why does Franz find it difficult to concentrate on his lessons during the last class?
Answer: Franz finds it difficult to concentrate because he is overwhelmed by the realization that it is his last opportunity to learn French, a subject he has taken for granted.

5. How does Franz’s perception of M. Hamel change during the last lesson?
Answer: During the last lesson, Franz realizes M. Hamel’s dedication to teaching and his love for the French language, which earns his respect and admiration.

6. What is the message conveyed through M. Hamel’s final speech?
Answer: M. Hamel’s final speech emphasizes the importance of preserving one’s language and culture and serves as a reminder to value and appreciate education.

7. How does the chapter highlight the theme of regret?
Answer: The chapter highlights regret through Franz’s realization that he wasted his time and didn’t appreciate the opportunity to learn French until it was too late.

8. What role does nostalgia play in “The Last Lesson”?
Answer: Nostalgia plays a significant role as Franz nostalgically reflects on his time in school and realizes the value of the French language only after it is being taken away.

9. How does the chapter reflect the impact of war on education?
Answer: The chapter reflects the impact of war on education by showcasing how political changes, such as the imposition of a new language, disrupt the learning process and erode cultural identity.

10. What is the author’s overall message in “The Last Lesson”?
Answer: The author’s message in “The Last Lesson” is to emphasize the importance of education, language, and cultural heritage, and the need to appreciate and value them before it’s too late.

Value Based Short Answer Type Questions- The Last Lesson from Flamingo in 30 to 40 words. 

Following value based questions are to be answered within 30 to 40 words. They are usually asked for 2 marks in Class 12 Board Exam for English Core. 

Q1. What was Franz expected to be prepared with for school that day?
Ans. That particular day Franz was expected to be prepared with participles as Mr Hamel, the French teacher was going to question the students in school and Franz didn’t know it at all.

 Q2. What did Franz notice that was unusual about the school that day?
 Ans. There was no commotion and on that day everything was as quiet as a Sunday morning. Even Mr Hamel was not annoyed when. Franz walked into the classroom late. M. Hamel was in his Sunday best. There was village folk sitting on the back benches.

 Q3. What had been put up on the bulletin board?
 Ans. The crowd in front of the bulletin board indicated the presence of an important news item. Later, Franz realized that the news was that the order had come from Berlin to teach only German in the schools of Alsace and Lorraine. Mr Hamel announced that he would be teaching his last French lesson that day.

Q4. Why were Mr. 1101? Hamel’s words like a thunderclap to Franz?
 Ans. Franz was shocked when Mr Hamel announced that it would be the last French lesson that day. He realized that he hardly knew how to write and would not get a chance to learn any more French. He felt sorry for not having learnt his lessons and for having wasted his precious time. The thought that Mr Hamel would go away made him feel uneasy.

Q5. What was Franz’s reaction when he learnt that he was attending his French lesson for the last time?
Ans. He felt sorry that he had not learnt his lessons and wasted his time in seeking birds’ eggs and going sliding on the Saar. He felt that his books which were such a nuisance a while ago and heavy to carry were now like old friends that he didn’t want to give up at all. The teacher whom he thought to be so cranky now appeared to be a friend.

Q6. Why were the old men of the village present in the classroom?
Ans. The old men of the village were sitting in the classroom. Franz felt that they too, like him, we’re sorry for not having gone to school often. It was their way of thanking the master for his forty years of faithful service and showing their respect for the country that was no longer theirs.

Q7. What was Hamel’s reaction when Franz could not answer his question in class, correctly?
Ans. Franz was scared of Mr Hamel’s reaction when he was unable to answer the question. His heart started beating and he dared not look up. Mr Hamel, instead, told Franz that he would not scold him. He blamed all Frenchmen for not knowing how to speak or write their own mother tongue.

Q8. Who did Hamel blame for not knowing French?
Ans. Hamel not only blamed Franz and other Frenchmen for not loving their mother tongue but held himself responsible for sending his students often to water his flowers instead of learning their lessons. He also fell guilty of having given them a holiday when he wanted to go fishing.

Q9. How had the teacher dressed on the day of the last lesson?
Ans. He was dressed in his beautiful green coat, his frilled shirt and little black silk cap-all embroidered, something he never wore except on special days like prize days and inspection days.

Q10.Why was Franz afraid of being scolded?
Ans. Franz was afraid of being scolded because his teacher M. Hamel was to question the students on participles. Franz was not prepared and he had started for school very late that morning.

 Q11.What did Franz find much more tempting than the rule of participles? What did Franz do?
Ans. It was a warm and bright day. The birds were chirping at the edge of woods. The Prussian soldiers were drilling in the open field at the back of sawmill. He could spend life out of doors. He resisted the temptation and hurried off to school.

Q12.What was the usual scene when Franz’s school began in the morning?
 Ans. Usually, there was a great bustle. The noise could be heard out in the school. Students opened and closed their desks. They repeated the lessons together very loudly. They kept their hands over their ears to understand better. The teacher would go on rapping the table with his great iron ruler.

Q13.What did Wachter tell Franz? What was the latter’s response?
Ans. Wachter, the blacksmith on reading the latest bulletin about the teaching of German told Franz not to go so fast. He added that he would get to school in plenty of time. Franz thought Wachter was making fun of him so he rushed to school.

Q14.What did M. Hamel tell the class about French language?
Ans. M. Hamel said that French was the most beautiful language in the world. It was the clearest and the most logical language. The French should guard it among them and never forget. He added that when people are enslaved, as long as they held fast to their language, they had the key to their prison.

Q15.How was M. Hamel behaviour contrary to how he would usually behave?
 Ans. M. Hamel was solemn and gentle. He was no longer the ruler-wielding teacher. M. Hamel was wearing clothes he wore on special occasion. What he taught seemed so easy to Franz. He explained everything with a lot of patience. It seemed that he wanted to put into their heads at one stroke all that he knew.

 Q16.How did Franz enjoy their lesson in writing?
Ans. M. Hamel had made copies for the class. The words ‘France, Alsace, France, Alsace’ were written on them in a beautiful round hand. The pupils set to work quietly.

 Q17.Why did Franz not want to go to a school that day?
Ans. Franz was reluctant to go to a school that day as he was unprepared with his homework—the rules of participles. M. Hamel was to question the class on the topic and he was scared of the teacher.

Q18.Why was Franz not scolded for reaching the school late that day?                   
Ans. Franz was late for school. Usually, there was always a great hustle and bustle in the morning. He had hoped to take advantage of that noise and commotion. He wanted to get to his desk without being noticed. But that day he had to go in before everybody. M. Hamel only asked him very politely to take up his seat without scolding him as it was Hamel’s last lesson of French in that school.

Q19.What did Franz wonder about when he entered the class that day?                 
Ans. M. Hamel was to question the students on participles. Franz knew nothing about them and feared a scolding. He also wondered about a big crowd he had seen around the notice board at the Town Hall. For a moment he was tempted to run away but he overcame his temptation and hurried off to school.

Q20.Why were some elderly persons occupying the back benches that day? [All India 2017]
 Ans. Some elderly persons occupied the last benches on the day as it was the last day of the teaching of French. They wanted to pay homage to their country and respect to M. Hamel for his dedicated service of forty years. They regretted having lost the opportunity to learn their own language.

Q21.”What a thunderclap these words were to me!” (Franz). What were those words and what was their effect on Franz?                                                                                                                    
Ans. Franz reached the school late on the day of the ‘ant lesson. M. Hamel mounted on his chair. He spoke in a grave and gentle tone and made it clear that it was his last French lesson as an order had come from Berlin. All the schools of Alsace and Lorraine would teach only German from the next day when a German teacher would replace him. The news left Franz shocked and aggrieved as he was going to lose his teacher, and the opportunity to learn his language.

 Q22. How were the parents and M. Hamel responsible for the children’s neglect of the French language?                          
Ans. M. Hamel didn’t scold Franz for neglecting the learning of French. Most of the people of Alsace could neither speak nor write their own language. Their parents preferred to put them to work on a farm or at the mills. Mr Hamel didn’t even spare himself from blame. He had often sent his students to water his flowers instead of learning their lessons.

23. What shows M. Hamel’s love for the French language?
Ans.As a mark of his love for the French language. M. Hamel gave a tribute to his mother tongue in his Ian lesson. He called it ‘the most beautiful language’ in the world, which is the clearest and most logical. He appealed to the children and the people of the village to keep their mother-tongue close to their heart.

24. What tempted Franz to stay away from school?
Ans. Franz was already late for school. He had not even prepared the topic of participles for which he was going to be tested that day. Moreover, it was a warm day and he was tempted by the chirping of birds and sounds of Prussian soldiers exercising at the back of the sawmill.

25. What changes came over little Franz after M. Hamel’s announcement?
Ans. Franz was shocked at M. Hamel’s announcement that it was their last lesson in French. Suddenly he felt his love for his mother tongue and realised that he could hardly write well enough in French. He was full of remorse and regret being so careless and unattentive in his class. Moreover, he also developed a liking for his teacher M. Hamel.

26. What was the mood in the classroom when M. Hamel gave the last French lesson?
Ans. There was complete silence in the class. Everyone was full of regret and remorse. Children as well the village elderly were gloomy and repentant for not giving importance to their mother tongue. The order from Berlin had caused a sea-change in the attitude of the people of Alsace and Lorraine to their language.

27. What had Franz counted on to enter class unnoticed?
Ans. Franz was late for school that day. But he was quite confident to enter the class unnoticed because usually there was a lot of confusion and noise at the beginning of the school. Every day there was a sound of opening and closing of desks, lessons repeated in unison and teacher’s great ruler rapping on the table. So Franz thought that the word take advantage of the situation and enter the class unnoticed.

28. Why was M. Hamel kind to Franz even though he was late for school?
Ans. It was the last lesson of M. Hamel in the school as the new German teacher was arriving the following day. M. Hamel was sad and sentimental as he was to leave the school after forty years of service as a teacher in French. He was very emotional, kind and understanding. So, He did not scold Franz even though he was late.

29. How had the teacher dressed on the day of the last lesson?
Ans. He was dressed in his beautiful green coat, his frilled shirt and little black silk cap-all embroidered, something he never wore except on special days like prize days and inspection days.

30. Why was Franz afraid of being scolded?
 Ans. Franz was afraid of being scolded because his teacher M. Hamel was to question the students on participles. Franz was not prepared and he had started for school very late that morning.

 31. What did Franz find much more tempting than the rule of participles? What did Franz do?
Ans. It was a warm and bright day. The birds were chirping at the edge of woods. The Prussian soldiers were drilling in the open field at the back of sawmill. He could spend life out of doors. He resisted the temptation and hurried off to school.

32. What was the usual scene when Franz’s school began in the morning?
 Ans. Usually, there was a great bustle. The noise could be heard out in the school. Students opened and closed their desks. They repeated the lessons together very loudly. They kept their hands over their ears to understand better. The teacher would go on rapping the table with his great iron ruler.

33. What did Wachter tell Franz? What was the latter’s response?
Ans. Wachter, the blacksmith on reading the latest bulletin about the teaching of German told Franz not to go so fast. He added that he would get to school in plenty of time. Franz thought Wachter was making fun of him so he rushed to school.

34. What did M. Hamel tell the class about French language?
Ans. M. Hamel said that French was the most beautiful language in the world. It was the clearest and the most logical language. The French should guard it among them and never forget. He added that when people are enslaved, as long as they held fast to their language, they had the key to their prison.

35. How was M. Hamel behaviour contrary to how he would usually behave?
 Ans. M. Hamel was solemn and gentle. He was no longer the ruler-wielding teacher. M. Hamel was wearing clothes he wore on special occasion. What he taught seemed so easy to Franz. He explained everything with a lot of patience. It seemed that he wanted to put into their heads at one stroke all that he knew.

 36. How did Franz enjoy their lesson in writing?
 Ans. M. Hamel had made copies for the class. The words ‘France, Alsace, France, Alsace’ were written on them in a beautiful round hand. The pupils set to work quietly.

 37. Why did Franz not want to go to a school that day?
Ans. Franz was reluctant to go to a school that day as he was unprepared with his homework—the rules of participles. M. Hamel was to question the class on the topic and he was scared of the teacher.

38. Why was Franz not scolded for reaching the school late that day?                   
Ans. Franz was late for school. Usually, there was always a great hustle and bustle in the morning. He had hoped to take advantage of that noise and commotion. He wanted to get to his desk without being noticed. But that day he had to go in before everybody. M. Hamel only asked him very politely to take up his seat without scolding him as it was Hamel’s last lesson of French in that school.

39. What did Franz wonder about when he entered the class that day?                  
 Ans. M. Hamel was to question the students on participles. Franz knew nothing about them and feared a scolding. He also wondered about a big crowd he had seen around the notice board at the Town Hall. For a moment he was tempted to run away but he overcame his temptation and hurried off to school.

40. Why were some elderly persons occupying the back benches that day? [All India 2017]
 Ans. Some elderly persons occupied the last benches on the day as it was the last day of the teaching of French. They wanted to pay homage to their country and respect to M. Hamel for his dedicated service of forty years. They regretted having lost the opportunity to learn their own language.

41.”What a thunderclap these words were to me!” (Franz). What were those words and what was their effect on Franz?                                                                                                                     
 Ans. Franz reached the school late on the day of the ‘ant lesson. M. Hamel mounted on his chair. He spoke in a grave and gentle tone and made it clear that it was his last French lesson as an order had come from Berlin. All the schools of Alsace and Lorraine would teach only German from the next day when a German teacher would replace him. The news left Franz shocked and aggrieved as he was going to lose his teacher, and the opportunity to learn his language.

 42. How were the parents and M. Hamel responsible for the children’s neglect of the French language?                                                                                                                                       
 Ans. M. Hamel didn’t scold Franz for neglecting the learning of French. Most of the people of Alsace could neither speak nor write their own language. Their parents preferred to put them to work on a farm or at the mills. Mr Hamel didn’t even spare himself from blame. He had often sent his students to water his flowers instead of learning their lessons.

Important Long/ Detailed Answer Type Questions- to be answered in about 100 -150 words each Value based questions-

Long Answer-type Questions

1. The ban on teaching French strengthened the resolve of the French to learn their language. Give evidence from the text to prove/disapprove the above statement.

Ans. The Last Lesson’ clearly brings out the resolve of the French to hold fast to their language. The order from Berlin imposing German language on them made them more determined to respect and learn their language. This was evident in the last lesson of M. Hamel. All the back benches were occupied by villagers that day, including old Hauser, former mayor, former postmaster, etc. Students in the class were quiet and were eager to make the best of the last opportunity to learn their mother tongue.

Hammel taught the last lesson with immense patience and told his students to safeguard their language. lie reminded them that they would be able to liberate themselves only if they would keep their language with them. Even the students realised the importance of their language and listened to their teacher very carefully. They could not be distracted by beetles or the cooing of the pigeons that day.

2. How was the last lesson different from earlier lessons?

Ans. The last lesson was different from earlier lessons in many ways. It revealed the love and respect of the teacher and students for their mother tongue. M. Hamel spoke very kindly and taught very patiently. He did not scold anybody that day. It seemed as if he wanted to give all that he knew before going away.

He was in his best attire and his ‘iron ruler’ was no more in use. This lesson was attended by villagers to show their love and respect for their mother tongue and M. Hamel. The students listened very carefully and everybody was absolutely quiet. Franz was sorry for not learning his lesson. The last lesson was an emotional time which stirred patriotic feelings and awakened the villagers to the importance of their mother tongue.

3. Justify the title ‘The Last Lesson’.

Ans. The title The Last Lesson’ is significant and conveys the central theme of the story. The title highlights the fact that sometimes even the most precious things in our lives are taken for granted by us. The people of Alsace never gave much thought or importance to their mother tongue. They did not insist that their children should give it wholehearted attention. They did not encourage regular attendance of their children in French classes. They thought there was plenty of time to learn it. They preferred their children to work and earn rather than learn. They received a severe jolt when orders came from Berlin to ban French and make German compulsory. This brutal order from Prussians made them realise the importance of their mother tongue. So they came in full force to attend M. Hamel’s last lesson. In fact, the story shows the awakening of the turn to the importance of their mother tongue. This was displayed by them by attending the last person of the French. Thus, the title The Last Lesson’ reveals the theme of the story and is fully justified.

4. Write a character sketch of little Franz.

 Ans. Franz was a typical schoolboy. He was carefree and hated to go to school. He was afraid of his French Teacher M. Hamel’s ‘iron ruler’. He was more interested in spending his time outside the school. Many times, he missed the school and went in search of ‘bird’s eggs’ or watching the Prussian soldiers drilling at the sawmill. He did not realise the importance of learning his mother tongue till the time his country passed into Prussian hands and teaching French was banned. This came as a thunderbolt to him when he came to school and found it to be his last French lesson. At this point, he lamented the loss of his language. His entire perspective towards the language and the teacher changed. He was surprised to learn and understand everything on the last day and did not find M. Hamel strict during the lesson. He was not able to understand the severity of war and wondered whether “the Pigeons would be made to coo in German”.

5. How did the order from Berlin change

Or

The day of the last lesson was full of regret and sadness. Describe the events of the day in the classroom in light of the above remark.

Or

 “Order from Berlin aroused a particular zeal in the school.” Comment.                        

Or

 “Everybody in the last lesson is filled with regret.” Comment.                                      

Ans. The order from Berlin brought a sense of shock and surprise in the class. As per the order, this was the last French class. Alsace and Lorraine had been captured by the Prussians. So only German was to be taught in the schools. This made all the distinguished village elders feel guilty of ignoring theft mother tongue. So, they all came to the class to showcase their love and respect for their mother tongue and French teacher M. Hamel. The entire school was filled with an air of remorse and regret. There was complete silence. The teacher, M. Hamel, was in his best dress and was full of emotions. Even the students in the class, including little Franz, felt remorse for their indifference to their mother tongue. There was an atmosphere of stillness and quietness in the class.

6. Give a character sketch of M. Hamel.

Ans.M. Hamel was a teacher at a school in a village in the French districts of Alsace and Lorraine. He used to teach the French language. He had been teaching his mother tongue for the last forty years. He loved his profession from the core of his heart and had a deep sense of respect for the mother tongue. He had always been very particular and strict in imparting the knowledge of the language to his pupils. The news, that French would no more be taught in the schools of Alsace and Lorraine and that this was going to be his last lesson, completely shattered a calm and composed man like M. Hamel. He tried his level best to remain calm and composed but broke down at the end. He felt tormented at the fact that people had become indifferent to learning French and appealed to them to keep their language alive.

Hamel was a patriot in the real sense. He regarded the mother tongue to be a means of holding one’s identity and self-respect. He blamed not only the parents and children but himself also for neglecting French.

 His concern and love for his country are evident when, at the end of his last lesson, he writes on the blackboard ‘Vive La France!’ in bold letters.

Value Based Questions and Answers of (The Last Lesson )

Q1. 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.

Q2. What message does the story ‘The Last Lesson’ carry? How relevant is it today?                                                                                                                          

Ans. The story carries the message of the importance of holding on to one’s identity and culture and not losing it or taking it for granted. It emphasizes the importance of holding onto one’s language as the key to our identity. It highlights the importance of one’s language in preserving our heritage and history. In the story, the oppressors were using the ultimate weapon of imposing their language on their captives in a bid to wipe out their national identity and pride. It, therefore, has a strong message for us to take pride in our own language because it gives us our identity which once lost cannot be regained.

3.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.

4. The people of Alsace and Lorraine did not understand the importance of learning their language French. Emphasising the importance and need for learning one’s native language, discuss what values are revealed when one sets upon learning one’s native language.

Ans. One of the major effects of Westernization is that people have started losing interest in learning their native language. One’s native language is the repository of one’s culture, identity and way of living. As long as one speaks and communicates in one’s language, one can be proud of oneself. Many Indians who live abroad make it compulsory for their family to speak in their native language at home so as to have a sense of belongingness to their country. In fact, the native language binds us with our roots. Every language has its own speciality and the people who speak that language imbibe that speciality. Above all, native language inculcates a sense of pride. A person who doesn’t know his native language is like a slave who has no freedom.

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