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The Last Lesson

Alphonse Daudet

Introduction
The Last Lesson by Alphonse Daudet was written in the days of
the Franco-Prussian War in which France was defeated by Prussia
led by Bismark. The French district of Alsace and Lorraine passed
into Prussian hands. It showcases the fact that the oppressor wants
not only territory but also dominates over the language and culture of
a particular country thus, taking away even the identity of the
subjugated people.

The Story Retold

Franz had not prepared his lesson; sees a crowd in
front of bulletin-board
The author was late for school and dreaded scolding from his
teacher, Mr M Hamel who was to question them that day on
participles. The narrator had not learnt his lessons. It was a bright
day and he felt tempted to stay back from school and enjoy the day
but somehow he resisted the temptation to do so. While he was
passing by the town hall, he saw a crowd in front of the
bulletin-board. Since the war was on, all the bad news had come from
that board. As he was hurrying past, the blacksmith called out to him
and said there was plenty of time to reach the school in time.
To his surprise; his teacher is kind to him
When the author reached school, he was very surprised at the
eerie silence that surrounded the school. It seemed more like a

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Sunday than a working day. He had depended on the commotion to

enter the class unnoticed but to his surprise everyone was already in
their places and he had to go before everybody. What surprised him
even more was that instead of scolding him the teacher was kind and
told him to take his place.
M Hamel is in his special attire; the atmosphere of the
class is not the same
After settling, the narrator, Franz noticed that the teacher was
wearing his beautiful green coat, his frilled shirt and his little black
silk cap with embroidery on it. This attire was worn by M Hamel only
on inspection or prize days. The atmosphere that day was very solemn
and what surprised him most was when he saw the village elders
sitting in the class on the last benches. Everyone was sad. One of the
persons sitting there was old Hauser who had even brought an old
primer which he thumbed at the edges. He held it open on his knees.
Taken aback; regrets when teacher says it is the last
lesson
The narrator wondered at the changes when suddenly M Hamel
mounted his chair and announced that it was their last French lesson
as the order had come from Berlin that only German will be taught in
the schools of Alsace and Lorriane. The narrator was shocked to hear
this and suddenly those books which had seemed a burden became
very dear to him. He regretted not having learnt his lessons. Now the
narrator understood why Mr Hamel had put on his Sunday clothes
and why the villagers were attending the class that day. It was their
way of thanking the master for his commendable service of forty years
and showing respect to their country.
They also regretted missing the school so often. When the class
started, the narrator heard his name being called out to recite the
rules of the participles which he was unable to do as he got stuck on
the first word. He felt very disgusted with himself at his failure to do
so. Mr Hamel said he wouldn’t scold him for he was, as it is, feeling so
bad about it. Everyday learning had been postponed to the next day
and now there was no time left to learn. He further said that they
would be mocked by people for calling themselves French although
they couldn’t speak or write their own language.
Fumbles while reciting participles; is ashamed
Further, Mr Hamel says even many parents had preferred to
send their children to work than to school. Then he confesses that he
too was to blame because many times he had given a holiday when he

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wanted to go fishing. Mr Hamel said that French was the most

beautiful language in the world. It was the most clearest and logical.
He then opened the book and explained a grammar lesson to them.
The writer was surprised at himself for he understood the lesson very
well. Also Mr Hamel had explained the lesson more patiently than
ever. It almost seemed as if in one go he wanted to give them all that
he knew. The grammar lesson was followed by a writing lesson. That
day Mr Hamel had new copies for them in which it was written in
beautiful round hand — France, Alsace, France, Alsace. They looked
like little flags floating everywhere in the classroom. All the children
worked seriously and quietly. Suddenly, the writer heard the pigeons
cooing and wondered will they be also made to sing in German.
Mr Hamel makes people realise the importance of
mother tongue
While the class was doing their writing assignment, M Hamel
sat motionless in his chair staring at all the things as if he wanted to
remember just how everything looked in that little school room.
Since M Hamel had started the school forty years ago, nothing
had changed except the desk and chairs had worn off and the trees
had grown taller. The narrator wonders that it must be
heart-breaking for him to hear his sister moving the trunks in the
room above, packing to leave the country next day.
Mr Hamel is an epitome of patience that day; a patriot
to the core
Mr M Hamel was very patient that day. When it was the chance
of the babies to chant the alphabet, even the old villagers joined in.
Their voice trembled with emotion. At twelve all of them could hear
the Prussians returning from drill. At this overcome with emotion, M
Hamel went to the blackboard and wrote, Vive La France (Long Live
France). He then leaned against the wall and dismissed the class with
a gesture.
To sum up, we can say that the story is a wake-up call for all
those people who keep on postponing things endlessly. Something like
this happened with the natives of Alsace. They had to forego learning
their mother tongue. In the same vein, the story extrapolates the fact
that war makes man inhuman and insensitive to the feelings of others.

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Intext Questions
On Page 7
Question 1. What was Franz expected to be prepared with for
school that day?
Answer Franz was expected to be prepared with participles that day for
M Hamel, their teacher was to question them on the topic. Franz had not learnt
his lessons and feared scolding from him.

Question 2. What did Franz notice that was unusual about the
school that day?
Answer When Franz reached school he noticed there was no great bustle
which could otherwise be heard out in the street. No sound of opening or
closing of desks could be heard. It seemed as quiet as Sundays. There were no
lessons being repeated in unison nor the rapping of the ruler of the teacher on
the table could be heard.

Question 3. What had been put up on the bulletin board?

Answer Since the last two years the bulletin board had news of lost battles,
the drafts and the orders of commanding officer. That day a notice had been put
up stating orders from Berlin to teach only German in the schools of Alsacc-I
orraine.

On Page 8
Question 1. What changes did the order from Berlin cause in the
school that day?
Answer The order from Berlin caused many changes. That day the school
was enveloped in an eerie silence. People realised the importance of learning
their language and their patriotic feelings were aroused. Even people who had
been busy earning their livelihood, come back to the school as a mark of
respect for the teacher. Everybody had a streak of repentance and guilt in their
heart.

Question 2. How did Franz’s feelings about M Hamel and school

change?
Answer Franz never liked going to school. His books seemed to be a
nuisance to him. Learning was a burden so he had come unprepared to sschool
that day. He wanted to be merry, never worrying about anything. He felt his
teacher M Hamel; was a hard taskmaster and cranky.
On that historic day, however, his feelings about his teachers and the school
changed. He was taken aback when told that it would be his last French lesson.
He regretted having not learnt his lessons and being deprived of the

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opportunity to learn his own mother tongue. Franz was ashamed of the fact that
he did not know how to write. His books suddenly became ‘old friends’ whom he
could not abandon. The very thought of Mr M Hamel going away made his
forget about his ruler and cranky nature.

Exercises
Understanding the Text
Question 1. The people in this story suddenly realise how precious
their language is to them. What shows you this? Why does this
happen?
Answer When the order came from Berlin that henceforth only German will be
taught in schools, people realised that it was the last day to learn their mother
tongue. To show their affection for the language, many elderly people came to
attend school, occupying the last benches which usually remained vacant.
Franz regretted having not learnt the participles when M Hamel suddenly
appraised them of the fact that they will become a laughing stock. It is their
identity, the ‘key’ to their prison. The strongest evidence of how important is
language comes from M Hamel’s mesmerizing last lesson. This happened
because of the French language being banned in Alsace and Lorraine.

Question 2.. Franz thinks, “Will they make them sing in German,
even the pigeons?” What could this mean?
Answer In the Franco–Prussian war of 1870, when France was defeated and
the districts of Alsace and Lorraine passed into the hands of the Prussians,
orders came from Berlin that only German will be taught in schools. A new
master would be coming to teach German. So it was the last lesson in French.
Franz and all others present there felt sad and regretted putting off things at a
later date. Just then the pigeons on the roof started cooing which made him
think will the same orders come for animal kingdom too? Will they also have to
forget their own language and learn German?
This points out to the mindset of man in general and conquerors specifically.
Man has an intense desire to subjugate others. No wonder, he wants to enslave
animals also. Just dominating and ruling over territory is not enough. Captors
want to rule over minds as well. That’s the reason why they impose their
language on the oppressed. Linguistic chauvinism is the beginning of
servitude.
In a nutshell, we can say that Franz’s question is typical because it showcases
the streak of authority and supremacy inherent in man. Given a chance, man
might not even think twice before invading the sacred realm of Gods!

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Talking About the Text

Question 1. “When a people are enslaved, as long as they hold fast
to their language, it is as if they had the key to their prison.”
Explain.
Answer Subjugation of a country deprives people of their identity and
freedom. One is subjected to restrictions in his/her own land. The worst part is
when one has to abide by the diktats of the oppressor.
In these testing times it is only our mother tongue that binds us together. It
becomes a weapon against the tyrants who have forcibly moved into a country.
The teacher, M Hamel, is perfectly right when he says that it is a ‘key to their
prison’. Language is a catalyst that initiates and sustains the freedom
movement. So he reminds his countrymen of the importance of language; it is
their identity and only when they fight for it will the future generations remember
that they have been enslaved. It is only then they will carry the torch of freedom
further.
India, Bangladesh, South Africa are some of the examples in history where the
conquered people had their language taken away from them and another
language imposed on themselves.

Working with Words

Question 1. English is a language that contains words from many
other languages. This inclusiveness is one of the reasons it is now a
world language. For example
Petite — French
Kindergarten — German
Capital — Latin
Democracy — Greek
Bazaar — Hindi
Find out the origin of the following words
(i) Tycoon (ii) tulip (iii) logo (iv) bandicoot
(v) barbecue (vi) veranda (vii) robot (viii) Zero
(ix) ski (x) trek
Answer Word Origin
(i) Tycoon Japanese (taikun)
(ii) Tulip French (tulipe)
(iii) Logo German (logos)
(iv) Bandicoot Telugu (pandikokku)
(v) Barbecue Spanish (barbacoa)
(vi) Veranda Portugese (veranda)

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(vii) Robot Czech (robota)

(viii) Zero Arabic (cipher)
(ix) Ski Norwegian
(x) Trek Dutch (trekken)

Question 2. Notice the underlined words in these sentences and

tick the option that best explains their meaning
(a) “What a thunderclap these words were to me!”
The words were
(i) loud and clear
(ii) startling and unexpected
(iii) pleasant and welcome
(b) “When people are enslaved, as long as they hold fast to their
language it is as if they had the key to their prison”.
It is as if they have the key to the prison as long as they
(i) do not lose their language.
(ii) are attached to their language.
(iii) quickly learn the conqueror’s language.
(c) Don’t go so fast, you will get to your school in plenty of time.
You will get to your school
(i) very late
(ii) too early
(iii) early enough
(d) I never saw him look so tall
M Hamel
(i) had grown physically taller
(ii) seemed very confident
(iii) stood on the chair
Answer (a) (i) loud and clear
(b) (ii) are attached to their language
(c) (iii) early enouth
(d) (iii) stood on the chair