This page offers The Last Lesson long answer type question for Class 12 from the book Flamingo. We’ve put together a bunch of long answer type question based on assumption, creativity, extrapolation and critical thinking. These types of questions are introduced after 2024 in CBSE Board. So, practice to understand The Last Lesson long answer type question
The Last Lesson Long Answer Type Question
By- Alphonse Daudet
1. Discuss the significance of M. Hamel’s attire on the day of the last lesson. How does it contribute to the atmosphere and theme of the story?
Answer: On the day of the last French lesson, M. Hamel wore his best clothes, which was unusual for him. These clothes were typically reserved for significant occasions. This choice of attire was a silent message to everyone that this was no ordinary day; it was a momentous and somber occasion.
His formal dress made it clear to the students and villagers alike that they were experiencing a pivotal moment in their history—the loss of their language. M. Hamel’s attire added a layer of solemnity and respect to the atmosphere, highlighting the importance of the French language and the cultural identity it represented.
The impact of his dress was profound, serving as a visual reminder of the gravity of the situation and the irreversible change it signified. It evoked a sense of loss and reflection among those present, making them acutely aware of what they were about to lose. In essence, M. Hamel’s decision to wear his best clothes was a powerful statement of respect for the French language and a poignant acknowledgment of the end of an era.
2. Analyze Franz’s feelings towards school and education at the beginning and end of the story. What events lead to his change in perspective?
Answer: At the start of the story, Franz did not like going to school much. He was more interested in playing and having fun than learning. He prefers spending his time outside, playing and enjoying himself rather than sitting in a classroom. The idea of going to school and facing his teacher, M. Hamel, especially when unprepared for his French lessons, fills him with dread. He views school as a chore rather than a place of learning and growth.
By the story’s end, Franz sees things differently. He learns it’s the last French lesson because of new rules. This news makes him see how important his language and learning are. He notices M. Hamel is very sad and the villagers respect the lesson a lot. This makes Franz realize he is losing something big. He wishes he had paid more attention in class. Franz now values learning more and regrets not using his chance to learn better.
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3. Examine the role of the villagers in the last lesson. What does their presence and reaction reveal about the community’s values and concerns?
Answer: The villagers’ presence in the classroom during the last French lesson shows how much the community cares about their language and culture. Even though they were not students, many villagers came to the school that day. This was unusual and showed that the lesson was very important to everyone, not just the children. Their being there also showed that they were all in this together, sharing a sense of loss and support for each other.
The villagers’ quiet and respectful behavior in the classroom showed they understood the seriousness of losing the right to learn French. It was like they were standing up for their language and culture just by being there.
Their actions showed that they valued their heritage and were worried about what the future would be like without it. This tells us that the community was united in valuing their language and culture, seeing them as important parts of who they were.
4. Consider the impact of external political forces on the personal lives of the characters. How does the story illustrate the intersection of politics and education?
Answer: In the story, we see how big decisions by leaders can really change people’s lives, especially in schools. There’s a new rule that says schools in Alsace and Lorraine can only teach German now.
This is really something big for Franz, his teacher M. Hamel, and everyone in the village. It’s not just about having to learn a new language. It’s about how the government can control what you learn and how you connect with your own culture.
When M. Hamel gives his last French lesson, it’s a very special moment.
Everyone starts to see how important their own language is to who they are and to their freedom. The classroom turns into a place where personal things, like Franz being scared of getting in trouble, and big government decisions come together.
This story really shows us that learning and the language we speak aren’t just personal choices. They can be affected by big forces in the world, like government decisions.
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5. Reflect on the importance of language as a cultural identity in the story. How does the loss of the opportunity to learn French affect the characters and their sense of belonging?
Answer: The story highlights how language is a key part of who we are and where we come from. When the characters learn they can no longer study French, it’s like they’re losing a piece of themselves.
French is not just a subject in school for them; it’s a link to their history, their traditions, and how they see the world. M. Hamel and the villagers feel a deep sadness because it’s as if their very identity is being taken away.
This change makes the characters see their language in a new light, realizing its value only when faced with its loss. The classroom, once a place for regular lessons, becomes a space where they all share a moment of realization about what it means to be part of their culture.
This shows how losing the ability to learn and use their language shakes their sense of belonging and connection to their heritage.
6. Discuss M. Hamel’s approach to teaching the last lesson. What does his behavior and the content of his lesson convey about his character and priorities?
Answer: In the touching ending of “The Last Lesson,” M. Hamel’s act of writing “Vive La France!” on the blackboard is packed with meaning. For M. Hamel himself, these words are his way of standing strong for France, showing his love and sadness for his country. It’s like his last stand, his way of saying France will always be in his heart, even as things change.
For the students and the villagers who came to the school, this message is like a loud shout for their country. It reminds them all about sticking together and remembering who they are. The blackboard, where they usually see their schoolwork, now carries this powerful message of unity and not forgetting their roots.
Seeing these words, “Vive La France!” makes everyone in the room feel a strong bond. It’s more than just a cheer for their country. It’s a message from M. Hamel to keep their language and culture close, no matter what happens.
It’s a way to keep their French spirit alive, even in tough times. This message turns the classroom into a place of hope and togetherness, showing how important it is to hold on to who they are and where they come from.
7. Explore the theme of regret in the story. How do the characters’ reflections on missed opportunities and taken-for-granted freedoms contribute to the overall message?
Answer: The theme of regret is seen throughout the story, touching both Franz and M. Hamel deeply. In the story, Franz and M. Hamel both feel sorry about things. At first, Franz is worried because he’s not ready for his French lesson.
Later, he feels even more sorry because he didn’t care about learning when he could. This feeling gets stronger when he finds out he can’t learn his own language anymore because of new rules. This makes him really see how important learning and his language are.
M. Hamel also feels sorry. He thinks about all the times he could have taught better. He remembers all the days he let things slide and didn’t teach as well as he could have. He feels bad about this, especially now that he can’t teach French anymore.
Both of them wish they had done things differently. The story shows us that learning and speaking our own language is very special. It tells us we should care about our language and learning, and not wait until it’s too late.
8. Consider the setting of the story and its impact on the narrative. How does the rural village setting enhance the themes of loss, community, and resistance?
Answer: The story’s setting in a small, peaceful village plays a big role in its themes. This simple place shows how big changes from outside can touch everyone’s lives. The story isn’t just about Franz or M. Hamel; it’s about all the people living there. When they can’t speak French anymore, it feels like everyone in the village is losing something big. This brings them all closer.
The village makes the last French lesson a very important time for everyone. It’s like the whole community comes together, quietly standing against the new rules. Even small things, like going to this last lesson, feel like big acts of standing up for themselves. The village’s quiet and simple ways make these acts even more powerful.
The story uses this small setting to show big ideas. It tells us how important it is to keep our culture and language, even in quiet places like this village. The way everyone in the village comes together shows how loss, community, and standing up for what’s important can bring people closer. It’s a strong message about holding on to who we are, no matter where we are or what changes come our way.
9. Reflect on the title “The Last Lesson.” What layers of meaning does it hold within the context of the story, and how does it encapsulate the central themes and emotions?
Answer: The title “The Last Lesson” carries deep meaning in the story. On the surface, it refers to the final French lesson M. Hamel gives before the language ban takes effect. But it’s more than just about a lesson in school.
It symbolizes the end of an era where the village could freely learn and use their own language. This “last” lesson is not just about grammar or spelling; it’s about the value of their culture and identity, which they’re about to lose.
The title also reflects the themes of regret and realization. It’s a wake-up call for Franz and the villagers about what they’ve taken for granted. The “last” nature of the lesson makes everyone see what they’re losing, turning the classroom into a place of collective reflection and emotion.
So, “The Last Lesson” isn’t just a moment in the story; it’s a turning point that brings out the central themes of loss, identity, and the importance of cherishing one’s heritage.
10. How might Franz’s life and career choices be influenced by the events of the last lesson in the years that follow?
Answer: The last lesson could really change what Franz does in the future. After seeing how important his language and culture are, Franz might feel a strong need to keep them alive.
He might become a teacher or someone who works to keep French culture strong in his community. Depending on what’s going on in the world, he might teach French in secret or out in the open.
Franz could also pick a job where he can use his French, like writing or telling stories. This way, he could keep the traditions and stories of his place alive. The big feelings from the last lesson might make Franz want to work hard for the rights to learn and keep his culture.
This could lead him to get involved in groups that fight for these rights or even get into politics. The lesson could make Franz want to do jobs where he can help keep his community’s way of life and spirit going strong.
11. If the villagers had secretly continued French lessons, how would they have organized them, and what impact might this have had on the community’s spirit?
Answer: If the villagers had chosen to secretly continue French lessons, they might have organized them in secret locations like someone’s barn, a cellar, or even in the woods, ensuring that gatherings were small to avoid detection.
They could have used a system of signals or messages to communicate lesson times and locations, perhaps relying on trusted messengers or coded notes. The content of the lessons would likely focus not just on language but also on French history and culture, reinforcing a sense of identity and pride.
The act of secretly continuing French lessons would have had a profound impact on the community’s spirit. It would foster a sense of unity and resistance against the oppressive forces trying to erase their cultural identity.
This shared secret and collective effort to preserve their heritage would strengthen community bonds and resilience. The lessons would become more than just education; they would symbolize defiance, hope, and the villagers’ commitment to their roots, potentially igniting a stronger community spirit than ever before.
12. Imagine M. Hamel starts a diary after the last lesson, documenting the changes in the village. What key events and reflections might he record? Mention in the form of a Diary.
Answer:
Dear Diary,
Today was a day unlike any other I’ve experienced in my long teaching career. I gave my final French lesson, marking the end of an era not only for me but for our entire village. It’s hard to put into words the mix of emotions I felt as I faced my students for the last time in this capacity.
The schoolroom, usually filled with the lively sounds of learning, was heavy with a different kind of weight today. The villagers, some I’ve known for decades, joined us, their presence a silent testament to the gravity of what we were all losing. It wasn’t just about a language change; it felt like we were saying goodbye to a part of our soul.
As I wrote “Vive La France!” on the blackboard, I felt a surge of defiance, but also a deep sadness. These words, a symbol of our enduring spirit, seemed to echo through the quiet room. I wonder if the children understood the full weight of this moment. For them, it was perhaps just an unusual break from the routine, but I hope, with time, they’ll grasp the significance.
I’m also considering what my own future holds. Perhaps I’ll find ways to continue teaching, maybe not in a school, but in quieter, more personal settings. The thought of not teaching is unfathomable to me.
I mourn the loss, I’m comforted by the thought that in some way, through these pages, our stories, our language, and our hearts will endure.
With a heavy but hopeful heart,
M. Hamel
13. Suppose the story had a sequel set a decade later, focusing on the long-term effects of the ban on French education in the village. What changes might the characters and the village have undergone?
Answer: A decade after the ban on French education, the village and its characters would likely have experienced significant changes. Franz, now an adult, might have become an important figure in preserving the village’s French heritage, possibly organizing underground French lessons or cultural events. M. Hamel could have taken on a more symbolic role in the community.
The village itself might show signs of resistance and adaptation, with French still spoken quietly among its residents, maintaining a subtle defiance against the imposed changes. There could be a clandestine network for teaching French to the younger generation, keeping the language alive through discreet, family-centered education.
However, the village might also display a blend of cultures, with some public acceptance of German influence while privately holding onto French traditions. This duality could lead to a rich, if complex, cultural tapestry, reflecting both the loss and resilience of the community in the face of external pressures.
14. If a new teacher arrives in the village with the task of teaching German, how might they react to the villagers’ attachment to the French language, and what challenges could arise?
Answer: If a new teacher came to the village to teach German, he/ she might be surprised or even upset at first because the villagers really like speaking French. The teacher might find it hard to get students and their parents interested in learning German. The new teacher might see it as something forced on them, not something they wanted. This could make teaching hard, with students not wanting to join in, some just sitting quietly, and others maybe not listening on purpose.
The teacher could also feel that the whole village doesn’t really welcome him/ her. This could make it hard for the teacher to feel part of the village. To deal with these problems, the teacher would need to be very understanding of how the villagers feel. They would need to find ways to make German fit into the villagers’ lives without ignoring their love for French. This would take a lot of patience, understanding, and new ways of teaching to bring everyone together and make learning German something everyone can be part of.
15. How does the loss of language affect a community’s identity and unity?
Answer: The loss of language deeply impacts a community’s identity and unity. Language is more than just a tool for communication; it’s a carrier of traditions, history, and cultural nuances. When a community loses its language, it risks losing those unique aspects that bind its members together and provide a sense of belonging.
This loss can lead to a weakening of communal bonds, as shared stories, songs, and expressions that once united people become less accessible or even forgotten. Furthermore, the loss of language can create a gap between generations, as younger members may grow up disconnected from their cultural heritage, leading to a diluted sense of identity.
Overall, the loss of a community’s language can result in a diminished sense of unity, as the common thread that weaves through the social and cultural fabric of the community becomes frayed, making it challenging to maintain a strong and cohesive identity.
16. How do teachers contribute to keeping our traditions and cultural heritage alive for future generations? Answer with reference to the chapter ‘The Last Lesson’.
Answer: In “The Last Lesson,” we learn how important teachers are in keeping our traditions and cultural heritage alive. M. Hamel, the teacher, shows us this in a big way on the last day of French lessons in the village.
Even though he’s sad, he dresses in his best clothes and teaches with all his heart. He talks about how beautiful and important the French language is. He even writes “Vive La France!” on the board, showing his love for his country and its culture.
Teachers like M. Hamel help us remember our past and the good things about our culture. They tell us stories and teach us about our history, making us proud of where we come from. They also teach us about other cultures, helping us understand and respect people who are different from us.
In the story, when the village can’t learn French anymore, M. Hamel tries to give everything he knows to his students on the last day. This shows how teachers work hard to keep our culture and traditions going, even when it’s tough. They make sure we don’t forget what makes us special, helping us pass on our heritage to the next generations.
17. In “The Last Lesson,” the small village in Alsace shows us meaningful ways to resist cultural assimilation while still being open to new influences. Here’s how they do it:
1. Valuing Their Language: Just like M. Hamel emphasizes the beauty and importance of the French language, communities can cherish their native language. They can organize special classes or gatherings to teach and speak in their native language, keeping it alive in everyday use.
2. Community Involvement: The villagers attending the last French lesson symbolize unity and a collective effort to preserve their culture. Communities can come together for cultural events, workshops, or festivals that celebrate their traditions, similar to how the villagers showed solidarity.
3. Incorporating Traditions in Daily Life: Even in changing times, maintaining traditional customs in homes and social gatherings, much like the villagers’ quiet resistance, helps keep the cultural spirit alive.
4. Educational Emphasis on Heritage: Schools can include local history, language, and traditions in their curriculum, ensuring that children grow up understanding and appreciating their cultural roots.
5. Balanced Acceptance of New Influences: While learning or incorporating new languages or customs, like the villagers facing German lessons, it’s important to find ways to blend them with local traditions without letting go of the essence of the native culture.
By adopting these approaches, communities can create a dynamic where they stay true to their roots while respectfully engaging with and learning from new cultures.
18. How important is it for younger generations to understand and value their cultural history, and what methods can be used to foster this appreciation?
Answer: In the story “The Last Lesson,” we see how important it is for kids to know about their culture. Franz starts to understand this when he realizes he won’t have French lessons anymore. This shows how knowing about where we come from can make us feel proud and strong.
To help kids like Franz love their culture, we can tell stories from the past in fun ways. We can use games, songs, or drawing. Schools can have special days to learn about different cultures. At home, families can keep traditions alive by doing things the way their grandparents did and telling family stories.
When kids learn about their culture in school and at home, it helps them feel connected to their past. This makes it more likely they’ll keep these traditions going when they grow up.
19. How might the story of “The Last Lesson” be different if it were set in today’s digital age? Consider the impact of social media and online platforms on preserving or losing cultural heritage.
Answer: If “The Last Lesson” happened today, with the internet and things like social media, the story might be a bit different. Even if the school said no more French lessons, Franz and his teacher, M. Hamel, could use the internet to keep learning and teaching French. They might find lessons online, watch videos, and talk to French speakers from all over.
Social media could help them share how important it is to keep their language. They could use it to tell their story and connect with others who feel the same way. M. Hamel could even teach French to people far away, using the internet.
The message “Vive La France!” that M. Hamel wrote could be shared online, reaching lots of people. This way, the story would show us that even when it’s hard, we can find new ways to keep our language and culture alive using technology.
20. If Franz were to create a project to document the last day of French lessons in his village, what elements would he include, and how would he convey the emotional weight of the day?
Answer: If Franz were to make a project about the last day of French lessons, he’d want to show how special and sad that day was. He’d start by showing how quiet and serious the village felt. Franz might talk to his classmates, M. Hamel, and people from the village to get their feelings about losing French. He could take pictures or make drawings of the classroom, M. Hamel looking serious in his good clothes, and the last message “Vive La France!” on the blackboard.
Franz would share stories from people about what French means to them and how it’s part of who they are. To really show the feelings of the day, he could use music that makes you think of goodbyes and memories. He might also tell a bit about the history that led to this change, like the war that made them have to speak German.
In the end, Franz would want to leave a bit of hope. He could show if the village is trying to keep French alive in any way, even when it’s hard. This project would be his way of keeping the memory of French lessons alive and showing how important it is to remember where we come from.
21. Suppose the village children, inspired by the last lesson, start a secret club to keep their French language alive. How would they organize it, and what activities might they undertake to ensure their language and culture are not forgotten?
Answer: The village kids, sad about losing French lessons, decide to keep their language alive. They make a secret group, meeting in hidden places like an old shed or a quiet spot in the woods. They use special signs to tell each other when to meet.
In their secret meetings, they would share French stories and songs, making sure they remember them. They also write in French, keeping diaries or writing secret letters. They play games in French, like acting out stories or guessing games, to make learning fun.
They also celebrate French holidays together, cooking French food and learning about French art and history. This secret club helps them keep their language and brings them closer together. They feel proud and happy to keep their French heritage alive, even in secret.
Note- Following are the memory based questions which were asked in the past years before 2023. You can still read them and learn a little more about the chapter The Last Lesson-
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.
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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.
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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 ‘Viva La France!’ in bold letters.
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