The Last Lesson (Summary)

Given below is the Summary of the lesson - "The Last Lesson". This summary is followed by
a detailed explanation and Question and Answers
The story is narrated by a French boy, Franz. He is lazy but sensitive and likes to play. He
dislikes studying French and hates his teacher M. Hamel.
After overpowering their districts of Alsace and Lorraine in France, Berlin has ordered that
German language instead of French be taught in the schools there.
It is the last day of their French teacher M. Hamel, who has been there for forty years. He is
full of grief, nostalgia and patriotism. As a mark of respect to his hard work, the village men
also attend his ‘last lesson’. They are sad as they did not learn their mother tongue, French in
their childhood.
Franz is shocked to know that it’s his last lesson, as he does not know French. Now,
suddenly, he gets interested in learning it and understands everything taught on that day!
He develops an instant liking for the teacher, M. Hamel and respects him for his sincerity and
hard work.
He feels sad at departing from him and is ashamed for not being able to recite the lesson of
participles.
M. Hamel tells them that they all are at fault for not being eager enough to learn, putting it off
to the next day. He blames himself for not teaching them sincerely.
His patriotism is reflected in his praise for the French language as being the most beautiful
and most logical language in the world. He tells the class to guard their language as being
close to one’s language is the key to escape from the prison of slavery. It will help them in
getting free from the Germans.
They realize the importance of learning their mother tongue and that they have been defeated
by the Germans because of their illiteracy.
Franz feels that it is not possible to take away one’s language from a person as it is natural to
each being, may it be the “coo” to the pigeons or “French” to the Frenchmen.

The Last Lesson (Explanation)

I started for school very late that morning and was in great dread of a scolding, especially
because M. Hamel had said that he would question us on participles, and I did not know the
first word about them.
The narrator of the story is a young school going boy named Franz. That morning, he was
scared as he was late for school. Also, as their teacher M. Hamel had announced the
previous day that he would test them on the topic of ‘Participles’ and Franz did not know
anything at all, he was more scared of being scolded.
For a moment I thought of running away and spending the day out of doors. It was so warm,
so bright! The birds were chirping at the edge of the woods; and in the open field back of the
sawmill the Prussian soldiers were drilling.
Sawmill: a factory for cutting wood
Drilling: exercising
Franz had another option in his mind – to miss school and enjoy the day out in the warm and
bright weather. He describes the scene – there were birds chirping on the trees and the noise
of the Prussian soldiers doing the drill behind the sawmill could also be heard.
It was all much more tempting than the rule for participles, but I had the strength to resist,
and hurried off to school.
Tempting: attracting
Resist: to stay away
The scene outside was more attractive than the school but Franz controlled the temptation
and chose to attend school.
When I passed the town hall there was a crowd in front of the bulletin-board. For the last two
years all our bad news had come from there — the lost battles, the draft, the orders of the
commanding officer — and I thought to myself, without stopping, “What can be the matter
now?”
bulletin-board: a notice board for putting up the latest news and communication
As Franz walked past the town hall, he noticed a huge crowd at the notice board. The war
with Prussia had begun two and a half years ago and since then all the bad news like losing
the war, occupation of Alsace and Lorraine by the enemy i.e. Prussia, etc had been
communicated to the people through this bulletin board. Franz kept on walking towards the
school and thought in his mind that what news could have been put up at the board now.

Apprentice: trainee
Then, as I hurried by as fast as I could go, the blacksmith, Wachter, who was there, with his
apprentice, reading the bulletin, called after me, “Don’t go so fast, bub; you’ll get to your
school in plenty of time!”
I thought he was making fun of me, and reached M. Hamel’s little garden all out of breath.
As he walked hurriedly towards the school, the blacksmith who was also reading the news
and had come along with his trainee called out to Franz from behind and said that he needn’t
go in such a hurry as there was plenty of time for him to reach school.
Franz thought that the blacksmith was making fun of him as he was already late for school.
When Franz reached the garden outside the school, he was out of breath as he had walked
very fast.
Usually, when school began, there was a great bustle, which could be heard out in the street,
the opening and closing of desks, lessons repeated in unison, very loud, with our hands over
our ears to understand better, and the teacher’s great ruler rapping on the table.
a great bustle: a lot of noise created by many people
in unison: at the same time
rapping: striking
Franz describes the usual scene at the school in the mornings – a lot of noise created by the
moving of desks, children repeating their lessons and teachers striking the tables with the
rulers could be heard.
But now it was all so still! I had counted on the commotion to get to my desk without being
seen; but, of course, that day everything had to be as quiet as Sunday morning.
counted on: depended upon
commotion: noise and confusion
That day was unusual as there was no such sound coming out of the school and it seemed
that the school was closed as it used to be on a Sunday morning. Franz had planned that he
would take cover under the commotion and reach the class without being noticed but that did
not seem possible.
Through the window I saw my classmates, already in their places, and M. Hamel walking up
and down with his terrible iron ruler under his arm.
Franz peeped inside his class and saw his classmates seated and M. Hamel, their teacher
walking in the class with the ruler made of iron placed under his arm. Franz feared a
beating.
I had to open the door and go in before everybody. You can imagine how I blushed and how
frightened I was.
Blushed: face turned red in colour due to shame
Franz was ashamed of being late and feared a scolding as he had to enter the classroom in
front of everyone.
But nothing happened. M. Hamel saw me and said very kindly, “Go to your place quickly,
little Franz. We were beginning without you.”
Franz found it strange as M. Hamel did not say anything and on the contrary, politely asked
him to get to his seat,as the class was about to begin without him.
I jumped over the bench and sat down at my desk. Not till then, when I had got a little over
my fright, did I see that our teacher had on his beautiful green coat, his frilled shirt, and the
little black silk cap, all embroidered, that he never wore except on inspection and prize days.
Franz hurried to his seat. After some time when he overcame the scare and became
comfortable, he noticed that their teacher had worn his best embroidered that day. The
teacher normally wore it on occasions like inspection and prize distribution days. Franz
wondered if that day was a normal day, then what could be the reason for M. Hamel to wear
his special dress.
Besides, the whole school seemed so strange and solemn. But the thing that surprised me
most was to see, on the back benches that were always empty, the village people sitting
quietly like ourselves; old Hauser, with his three-cornered hat, the former mayor, the former
postmaster, and several others besides.
Solemn: serious.
Franz felt that the atmosphere in the school was unusual and serious. To add to it, the last
benches of the class room were occupied by the senior village men – Hauser, who was
wearing his three-cornered hat, the retired mayor, postmaster, etc.
Everybody looked sad; and Hauser had brought an old primer, thumbed at the edges, and he
held it open on his knees with his great spectacles lying across the pages.
Primer: basic reader of any language
Thumbed: torn and damaged
They all looked sad. Hauser had brought his reader which was old and torn. He had opened
it, kept it on his knees and had placed his spectacles on it.
While I was wondering about it all, M. Hamel mounted his chair, and, in the same grave and
gentle tone which he had used to me, said, “My children, this is the last lesson I shall give
you. The order has come from Berlin to teach only German in the schools of Alsace and
Lorraine. The new master comes tomorrow. This is your last French lesson. I want you to be
very attentive.”
Grave: serious
Franz was confused and could not figure out what was happening that day. Just then M.
Hamel told them that it was their last lesson in French as the Prussians in Berlin had ordered
that French language would no longer be taught in the schools of Alsace and Lorraine and
that German language be taught instead. The German teacher would arrive the next day and
as this was the last lesson in French, he wanted them to pay attention.
What a thunderclap these words were to me! Oh, the wretches; that was what they had put up
at the town-hall!
Thunderclap: used in comparison to refer to something startling or unexpected
Wretches: here, it refers to an unfortunate happening
Franz was shocked to know that he could not learn French any longer and now he knew the
latest news that had been put up at the bulletin board of the town hall.
My last French lesson! Why, I hardly knew how to write! I should never learn any more! I
must stop there, then! Oh, how sorry I was for not learning my lessons, for seeking birds’
eggs, or going sliding on the Saar!
Saar: a river which passes through France
Franz regretted for not being serious towards studies and for wasting his time in hunting
bird’s eggs and playing in the Saar river.
My books, that had seemed such a nuisance a while ago, so heavy to carry, my grammar, and
my history of the saints, were old friends now that I couldn’t give up.
Nuisance: problem, burden
couldn’t give up: cannot leave
Till now Franz considered his books to be an unwanted burden but suddenly, he starts
considering them to be his best friends whom he could never leave. The writer wants to show
the change in Franz’s attitude towards study after hearing the news that he could not learn
French any longer.
And M. Hamel, too; the idea that he was going away, that I should never see him again, made
me forget all about his ruler and how cranky he was.
Cranky: strange, short – tempered
The news that their teacher M Hamel was leaving also had a similar impact on him. Franz
did not want him to go away. He no longer thought the teacher to be short – tempered and
strict.
Poor man! It was in honour of this last lesson that he had put on his fine Sunday clothes, and
now I understood why the old men of the village were sitting there in the back of the room.
Sunday clothes: the best dress that a person has.
Now Franz knew that M Hamel was wearing his best dress in honour of this last lesson. He
also realized that the village men had come to pay respect and thank M Hamel for his service
of forty years in that school.
It was because they were sorry, too, that they had not gone to school more. It was their way
of thanking our master for his forty years of faithful service and of showing their respect for
the country that was theirs no more.
The village men had come to the class as they were also repenting for not have studied well
in their childhood. They had come to thank their teacher for his forty years of service as a
teacher of French. Also, they wanted to show respect to their country and were sad as their
mother tongue – French would no longer be taught to them.
While I was thinking of all this, I heard my name called.
The teacher calls out to Franz as it his turn to recite the topic of participles.
It was my turn to recite. What would I not have given to be able to say that dreadful rule for
the participle all through, very loud and clear, and without one mistake?
Dreadful: frightening
As the news had impacted Franz, he was eager to study and so, he was desperate to show his
eagerness. He wanted to be able to recite the topic in one go and without any mistake and
please his teacher. His desperation is reflected in his willingness to give away all that he had
in return for reciting the lesson well.
But I got mixed upon the first words and stood there, holding on to my desk, my heart
beating, and not daring to look up.
mixed up: confused
As Franz did not know the lesson, he got confused and stood quietly. His heart was beating
fast as he was ashamed of himself and did not have the courage to face his teacher.
I heard M. Hamel say to me, “I won’t scold you, little Franz; you must feel bad enough. See
how it is! Every day we have said to ourselves, ‘Bah! I’ve plenty of time. I’ll learn it
tomorrow.’ And now you see where we’ve come out.
where we’ve come out: result
M. Hamel said to Franz that he would not scold him as now he had realized his mistake.
Everyday Franz told himself that he would study the next day and now the opportunity to
study had ended and he knew nothing.
Ah, that’s the great trouble with Alsace; she puts off learning till tomorrow. Now those
fellows out there will have the right to say to you, ‘How is it; you pretend to be Frenchmen,
and yet you can neither speak nor write your own language?’ But you are not the worst, poor
little Franz. We’ve all a great deal to reproach ourselves with.”
Pretend: show
to reproach: blame
M Hamel says that all the people of Alsace were to be blamed as no one was serious towards
learning. He tells the class that the enemies (Prussians) would laugh at them and say that
they only show to be Frenchmen as they can neither speak nor write their own language. He
says that Franz should not feel guilty as everyone is at fault.
“Your parents were not anxious enough to have you learn. They preferred to put you to work
on a farm or at the mills, so as to have a little more money. And I? I’ve been to blame also.
Have I not often sent you to water my flowers instead of learning your lessons? And when I
wanted to go fishing, did I not just give you a holiday?”
M. Hamel says that Franz’s parents were not interested in getting him educated. They wanted
him to work at a farm or a mill and earn some money. He says that as a teacher, he was also
not interested in teaching them. He would send them to his home to water the plants.
Sometimes, he would declare a holiday and go for fishing.
Then, from one thing to another, M. Hamel went on to talk of the French language, saying
that it was the most beautiful language in the world — the clearest, the most logical; that we
must guard it among us and never forget it, because 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.
M. Hamel praises their mother tongue – French language as being the most beautiful,
clearest and most logical language in the world. He tells the class to guard their language as
it is the only way to free oneself from the prison of slavery. If a person knows his mother
tongue well, no one can enslave him. Knowing the mother tongue well as a language is a tool
to fight domination.
Then he opened a grammar and read us our lesson. I was amazed to see how well I
understood it. All he said seemed so easy, so easy! I think, too, that I had never listened so
carefully, and that he had never explained everything with so much patience.
It seemed almost as if the poor man wanted to give us all he knew before going away, and to
put it all into our heads at one stroke.
at one stroke: at once, in one go.
The teacher took a lesson in grammar. That day Franz was surprised that he understood the
lesson with ease. He felt that he had been attentive, and that M. Hamel also explained the
lesson with a lot of patience. Franz felt that the teacher wanted to give them all the
knowledge he had before leaving.
After the grammar, we had a lesson in writing. That day M. Hamel had new copies for us,
written in a beautiful round hand — France, Alsace, France, Alsace.
After Grammar, they had a lesson in writing. M. Hamel gave the class new notebooks with
“France, Alsace, France, Alsace” beautifully written on them.
They looked like little flags floating everywhere in the school-room, hung from the rod at the
top of our desks. You ought to have seen how everyone set to work, and how quiet it was!
The only sound was the scratching of the pens over the paper.
Franz felt that here was an air of patriotism in the class. The notebooks were like flags of
France that were floating all around. The entire class was busy writing and the only sound
that could be heard was that of the pen writing on the paper.
Once some beetles flew in; but nobody paid any attention to them, not even the littlest ones,
who worked right on tracing their fish-hooks, as if that was French, too.
beetles: a large sized insect
not even the littlest ones: refers to the pigeons
who worked right on tracing their fish-hooks: scratching with their claws.
Once some mosquitoes flew into the class, but no one panicked as everyone was busy writing.
The writer considers the pigeons sitting on the roof of the class to be students as well and
says that even the pigeons were busy scratching the roof with their claws and it seemed that
they were also busy writing the task of French language.
On the roof the pigeons cooed very low, and I thought to myself, “Will they make them sing
in German , even the pigeons?”
Cooed: the sound made by the pigeons
The ‘coo’ sound of the pigeons could be heard in the class and Franz wondered that would
the Prussians force the pigeons also to change their language and coo in German. The writer
wants to say that language comes naturally to a being and it cannot be forced upon anyone –
be it the pigeons or the French men.
Whenever I looked up from my writing I saw M. Hamel sitting motionless in his chair and
gazing first at one thing, then at another, as if he wanted to fix in his mind just how
everything looked in that little school-room.
Gazing: looking intently
fix in his mind: store or keep forever
In between writing, Franz looked at M. Hamel who sat still and stared at the different things
in the classroom in succession as if he wanted to memorize the appearance of everything
before leaving.
Fancy! For forty years he had been there in the same place, with his garden outside the
window and his class in front of him, just like that.
Only the desks and benches had been worn smooth; the walnut-trees in the garden were taller,
and the hopvine that he had planted himself twined about the windows to the roof.
worn smooth: had worn out and became smooth due to overuse
twined: twisted
M. Hamel had been teaching at that same place for the last forty years. The only changes
were that the desks in the classroom had worn out due to use over the years, the walnut trees
in the garden outside had grown taller, the hopvine on the outer wall of the school building
had climbed up to the roof.
How it must have broken his heart to leave it all, poor man; to hear his sister moving about in
the room above, packing their trunks! For they must leave the country next day.
Franz feels that the teacher must be heartbroken to be sent away from a place where he had
spent forty years of his life. The noises of his sister packing and moving their luggage could
be heard from the room upstairs as they had to leave the next day.
But he had the courage to hear every lesson to the very last. After the writing, we had a
lesson in history, and then the babies chanted their ba, be bi, bo, bu.
M. Hamel remained composed and heard the lesson from the entire class. After the writing
task, there was a lesson of history followed by phonetics where they recited the sounds of
alphabets. Franz referred to the class as "babies" because although they were grown up, they
were reciting the lesson of phonetics which is usually done by younger children. So, he calls
himself and his class to be ‘babies’.
Down there at the back of the room old Hauser had put on his spectacles and, holding his
primer in both hands, spelled the letters with them.
You could see that he, too, was crying; his voice trembled with emotion, and it was so funny
to hear him that we all wanted to laugh and cry. Ah, how well I remember it, that last lesson!
Hauser had put on his spectacles and holding the primer in both his hands, recited the letters
with the class. He was crying, his voice trembled as he spoke. Franz had mixed feelings – he
found it funny to see how an old man like Hauser was crying and trembling and on the other
hand, he also felt emotional like Hauser did. Franz could never forget this last lesson.
All at once the church-clock struck twelve. Then the Angelus.
Angelus: prayer song in the church, the start is marked by the ringing of the bell.
Just then the clock at the church struck twelve and the prayer song begun.
At the same moment the trumpets of the Prussians, returning from drill, sounded under our
windows. M. Hamel stood up, very pale, in his chair. I never saw him look so tall.
Trumpets: a musical instrument.
Pale: used to describe a person's face or skin if it has less colour than usual
At the same moment the sound of the trumpets played by the Prussian soldiers who were
returning from the drill was heard. M. Hamel’s face became dull and colourless as the time
had come for the class to get over. He stood straight and motionless and Franz says that he
had never appeared to be so tall.
“My friends,” said he, “I—I—” But something choked him. He could not go on. Then he
turned to the blackboard, took a piece of chalk, and, bearing on with all his might, he wrote as
large as he could — “Vive La France!”
Choked: became unable to speak due to strong emotions
M. Hamel began to speak but could not continue as he was overpowered by his emotions. He
took a piece of chalk and wrote the words “Vive La France” meaning ‘Long Live France’ on
the blackboard as large as he could.
Then he stopped and leaned his head against the wall, and, without a word, he made a
gesture to us with his hand — “School is dismissed — you may go.”
Gesture: a signal
Then he stopped writing, bent towards the wall and without speaking anything signalled the
class to leave as the class was over.

Mrs. Rayena Reza