Additional/extra questions and answers/solutions
1. What was Franz supposed to prepare on that particular day?
Answer: M. Hamel had stated that he would question them on participles that day, therefore Franz was expected to be prepared with them. Franz had no idea what participles were.
2. What did Franz notice about the school that day that was unusual?
Answer: When school started, there was always a lot of hustle and bustle that could be heard all the way down the street. But it was eerily quiet that day. Everything was as peaceful as it had been on Sunday morning. There were no desk openings or closings. His classmates had already taken their seats. Instead of banging on the table, the teacher’s huge ruler was under M. Hamel’s arm.
3. What was posted on the bulletin board?
Answer: The bulletin board had been the source of all bad news for the last two years. From Berlin, an order had been issued to teach solely German in the schools of Alsace and Lorraine. This notification had been posted on the bulletin board by the Germans.
4. How did Franz’s opinions about M. Hamel and the school change?
Answer: Franz learned that this was M. Hamel’s final French lesson for them. They will only be taught German starting the next day. He felt bad for not paying attention in class. His books, which had before appeared to be a nuisance and a burden, were now old companions. His sentiments for M. Hamel had also shifted. He’d forgotten about his ruler and how grumpy he was.
5. “Will they make them sing in German, even the pigeons?” Franz wonders. What does this imply?
Answer: Franz’s remark exemplifies a typical French reaction to the imposition of learning German, the conqueror’s language. Being denied the opportunity to learn one’s mother tongue would sever all ties to one’s motherland. Teaching the pigeons to sing in German demonstrates how far the Germans would go in their linguistic chauvinist ambitions.
6. Why do you think tiny Franz was terrified of being scolded?
Answer: Franz was frightened of being chastised that day, especially because M. Hamel, the teacher, had stated that he would quiz them on participles. Franz freely confesses that he knew nothing about the subject. Also, he had arrived at school late that morning.
7. What was Wachter’s name? What did he ask Franz, and why did he ask it? What was Franz’s reaction?
Answer: Wachter worked as a blacksmith. He was reading the most recent bulletin. He urged Franz to slow down on his way to school. He went on to say that the youngster would arrive at school on time. Wachter had read the most recent bulletin on German teaching. Franz assumed the blacksmith was making fun of him. As a result, he dashed to school, arriving breathless.
8. What three things in school surprised Franz the most on that particular day?
Answer: M. Hamel, the teacher, had first put on his magnificent Sunday clothes—his gorgeous green coat, frilled shirt, and embroidered small black silk cap. Second, the entire school appeared odd and gloomy. Third, the villagers were sitting calmly like schoolchildren on the backbenches, which were typically unoccupied.
9. Why had the villagers come to school on that particular day? How did they appear?
Answer: The villagers had gathered to thank M. Hamel for his forty years of devoted service. They also wanted to pay their respects to the country that was no longer theirs. They regretted not attending school more frequently. They sat quietly and seemed downcast.
10. What caused Franz to avoid school?
Answer: Franz was unprepared for the test on participles. The Prussian soldiers were drilling in an open field behind the sawmill. At the edge of the woods, birds were chirping. He was tempted by these things.
11. How did M. Hamel feel and act in the last lesson?
Answer: M. Hamel was grave and polite in his response. During the writing class, he sat still in his chair. He fixed his focus on one of two things. Perhaps he wanted to remember how everything looked in that small schoolroom. Leaving it all after forty years must have shattered his heart.
12. How did M. Hamel act as the last lesson ended?
Answer: M. Hamel rose from his chair to respond. He appeared to be quite pale and tall. He wanted to say goodbye, but something choked him. Then, using a piece of chalkm, he scribbled “Vive La France!” on the blackboard. He came to a halt. He slumped against the wall, his head down. He made a motion with his hand to the children to allow them to leave as the school day came to an end.
13. What command had been received from Berlin on that particular day? What impact did it have on school life?
Answer: Berlin had issued an order mandating that only German be taught in Alsace and Lorraine schools. This directive has far-reaching consequences for school life. M. Hamel, who had taught French at the village school for the previous forty years, will give his final class that day.
M. Hamel, the teacher, was impeccably dressed in honour of the last lesson. The villagers sat quietly in the back of the classroom. They were both upset and sorry for not attending school any longer. They had come to express gratitude to the master for his forty years of dedicated service and to show respect for the nation that was no longer theirs. In a grave and kind tone, the teacher addressed the students. He urged them to stay quiet and slowly explained everything. He pleaded with them to keep the French alive among them. He was overcome with emotion and was unable to properly bid farewell.
14. Discuss the title ‘The Last Lesson’ and its appropriateness.
Answer: The title of the story is both appropriate and intriguing. It is the focal point of the story throughout, and the plot revolves around it. The first part of the story serves as a warm-up for the second part. The extraordinary quietness at school, the presence of village elders, and the teacher dressed for the occasion—the final lesson in French in a French village school in a Prussian-conquered district—all point to the rare and unique occasion. During the last lesson, the teacher wishes to impart all of his knowledge at once. He explains everything patiently, and both the students and the elderly villagers pay close attention. It was an amazing experience for the narrator. Because the teacher was unable to communicate his emotions due to a blocked throat, he concluded the lesson by writing “Vive La France” on the chalkboard. He motions with his hand, indicating the school is closed and that children may go home.
15. In the story “The Last Lesson,” who does “I” refer to?
Answer: The “I” in the story is a character named Franz, who is recounting a childhood incident to us.
16. Why was it considered the last lesson?
Answer: It was the last French language lesson in the Alsatian village school. Lorraine and Alsace, two French border districts that fell under German rule during the Franco-Prussian war, were forced to learn German as the only medium of instruction.
17. When Franz saw the bulletin, what did he think?
Answer: When Franz saw the crowd gathered around the bulletin board, he wondered what the next bad news could be.
18. What were the words that struck Franz like a thunderclap?
Answer: Franz was shocked when M. Hamel announced that that day would be the last day of French learning.
19. Why were the village elders seated in the classroom?
Answer: The village elders were in the classroom because they regretted not going to school when they could. They also came to express their gratitude for the teacher’s forty years of service.
20. What was Franz’s reaction when the blacksmith advised him not to rush?
Answer: Franz thought he was being mocked for already being late to school when the blacksmith, Wachter, told him not to hurry and that he had plenty of time.
21. When did the people understand the significance of their language?
Answer: The French in Alsace and Lorraine only realised the importance and value of their own language after the imposition order arrived from Berlin. They only realised their significance after they had lost it.
22. When Franz was asked a question about participles, what happened?
Answer: Franz was clearly unable to respond to the question about participles. He wished he could answer the question without making any mistakes on the last day of French class. But that was not the case; instead, he was lost and confused, standing there, unable to look at the teacher.
23. What was the reason behind writing “Vive La France’ on the blackboard by M. Hamel?
Answer: ‘Vive La France’ means “Long Live France” in French. As a tribute to the country and language that had been lost to the Germans, Monsieur Hamel scribbled it on the board. He wants to instil patriotism in the minds of young people.
24. What is ‘The Last Lesson”‘s underlying message?
Answer: The story exemplifies what happens when we are unconcerned about our country or our language. To protect one’s motherland, culture, and language, patriotism is a necessary quality in every citizen.
25. ‘What was Alsace’s fault, according to M. Hamel? Whom did he hold responsible?
Answer: According to M. Hamel, Alsace’s fault was the harmful habit of procrastination. The habit was more pronounced when it came to education. Everything else came first, including the studies. It was always postponed to a later date that never came.
M. Hamel blamed the Alsatian people collectively for this. Schooling was viewed as a waste of time by the parents. They would rather put their children to work and contribute to the family income. The children themselves were not looking forward to going to school. M. Hamel had also neglected his primary responsibility by delegating garden care to his children or declaring a holiday whenever he wanted to go fishing.
26. What does M. Hamel think about the French language?
Answer: As a Frenchman, M. Hamel held his mother tongue in high regard. He went on to praise the language and emphasise the importance of its preservation on the last day of class. He claimed that French is the most beautiful language in the world, that it is coherent and well-organized, and that its clarity and distinctness make it simple to understand. He urged everyone to take special care to preserve their native tongue because it is the only platform on which people can unite. This unity will provide them with the strength they require to defeat the powerful Germans and reclaim their independence. As a result, language will always be a unifying factor for their country’s citizens.
