This article provides an in-depth analysis of the short story “The Last Lesson” by Alphonse Daudet. It contains a detailed discussion of the characters, plot, themes and other literary elements present in the text.
It also includes Long Questions and Answers which can help readers gain a better understanding of this classic piece of French literature.
By reading this article, readers will be able to appreciate more deeply the timeless lessons that can be learned from it.
Class 12 English Chapter 1 The Last Lesson Long Questions
Q.1. What was the order from Berlin ? How did that order affect the
people of (V. Imp.) Alsace, particularly M. Hamel and his students?
Ans. A shocking order had come from Berlin. The schools in the two French
speaking districts of Alsace and Lorraine will teach only in German.
The order from Berlin hurt the pride of the people. The village elders
had already sat on the last benches with students. M. Hamel declared that
it was his last lesson in French.
He would leave the place for good. A new master would replace him to teach German. The news aroused patriotic feelings in students as well as the villagers.
The village elders had come to show their respect for Mr. Hamel. He had served the community faithfully for forty years.
Mr. Hamel spoke at length about French language. He called French the most beautiful language in the world. It was the clearest and the most logical language. He expressed his dismay that the people of Alsace were quite indifferent to the learning of French.
He called upon them to guard it among themselves and never forget it. Their language was the key to their unity and liberation. Everyone listened to him with rapt attention and respect.
Q. 2. Draw a character sketch of M. Hamel as it is shown in The Last Lesson.’
Ans. In “The Last Lesson’ Alphonse Daudet has presented M. Hamel’s character with all sympathy and respect. He is presented in the mould of a traditional school-master.
He always kept his ‘terrible’ ruler under his arm. Mr. Hamel was a hard task-master. We also see the other side of M. Hamel’s character after the order from Berlin came. He was a transformed person now.
Patriotic feelings were aroused in him. He became extra soft and gentle towards his students. He didn’t scold Franz for coming late. Nor did he use his ruler when Franz got mixed up and confused.
He declared that it was his last lesson in French. M. Hamel was highly respected both by his students and the village elders. He had served faithfully for 40 years in the same school. The village elders came to pay their respect to such a grand teacher.
M. Hamel loved France and French from the core of his heart. He considered French as the most beautiful language in the world. He asked the Frenchmen to guard it among themselves and never to forget it.
Q. 3. Who was Franz? What did he think about M. Hamel? Did he change his
views about M. Hamel ? Illustrate at least two changes that came in Franz
towards his teacher and French.
Ans. Little Franz was a student of a school in Alsace. M. Hamel was his schoolmaster. Franz was not a brilliant student. He didn’t prepare his lesson on participles.
When he was asked to recite them, he got mixed up and confused. He was always in dread of the great ruler that M. Hamel kept under his arm. Franz knew how ‘cranky’ M. Hamel was.
However, Franz had to change his opinion about M. Hamel. An order had come from Berlin, German language was imposed on the people in Alsace. When he came to know that it was the last lesson of Mr. Hamel, his views about him changed. He began to respect him.
Mr. Hamel had served faithfully for 40 years in the same school. He felt sorry that he had neglected learning French. He shared M. Hamel’s views about French. It was the most beautiful language in the world. He listened to M. Hamel’s last lesson with rapt attention and respect.
Q. 4. What is linguistic chauvinism’? Analyse the order from Berlin in
this light. How do you justify M. Hamel’s views about French and the newfound love of the people towards their language?
Ans. Carrying pride in one’s language too far leads to linguistic chauvinism’. We can analyse the order from Berlin in this light. It is nothing but a naked example of linguistic chauvinism.
The imposition of German language over the French speaking population can’t be justified at all. It is the worst kind of colonialism. M. Hamel’s love for French is genuine.
The shocking order from Berlin arouses patriotic feelings in him. He loves French as the most beautiful language in the world. He also calls it the clearest and most logical language.
He regrets that the people of Alsace have not paid much heed to the learning of this great language. He urges the people to safeguard it among themselves.
It is the key to their unity and freedom. The people of Alsace, particularly the village elders, suddenly realise how precious their language is to them. Franz feels sorry for neglecting the learning of French.
He hates the idea of German language being imposed on them. He remarks sarcastically: “Will they make them sing in German, even the pigeons.”
Q. 5. Imagine yourself as Franz. Write a letter to your friend describing. what transpired on the last day of M. Hamel’s stay at the school.
Ans. Only God knows what is in store for France. Only the other day an order came from Berlin. German was imposed on the French speaking districts of Alsace and Lorraine.
Our teacher broke this shocking news to us. He declared that it was his last lesson in French. The next day a new teacher would come to teach German.
The news aroused a sudden love for French in the people of Alsace. Particularly, the village elders came to the school to pay their respect to M. Hamel. They sat on the desks at the back. M. Hamel declared that
French was the most beautiful language in the world.
The villagers and students listened to M. Hamel’s last lesson with rapt attention. I too started liking M. Hamel. I forgot about his great ruler. I also forgot how cranky he was.
In the end M. Hamel became quite emotional. He wanted to speak but something choked him. He wrote as big as he could with a piece of chalk on the blackboard: “Long Live France!”
Q.6. Mr M. Hamel appeared to be a transformed man now. Give two examples to support your answer. Also cite the reasons for this transformation.
Ans. Everyone could notice certain obvious changes in Mr Hamel’s behaviour and appearance. He was in clothes which he never wore except on’inspection and prize days’.
He was delivering his last lesson in French. An order had come from Berlin to teach only German in the schools of Alsace and Lorraine. It was in honour of that last lesson that he had put on his fine Sunday clothes.
Another change was also noticeable in Mr M. Hamel. He was not seen with a great ruler in his hand rapping on the table. Nor did he take Franz to task when he got mixed up and confused.
When his turn came to recite, he dared not speak even a word. Hamel said in a gentle voice, “I won’t scold you, little Franz”. He rather chided the village elders for neglecting learning their native language.
He didn’t even spare himself in this respect. Patriotic feelings over powered him. The new order from Berlin had made all the difference. The occasion demanded that he should urge them to safeguard their language. It was their key to freedom. VII.
imposition of German language and the sudden arousal of love for French
of the people of Alsace.
Q2.Describe Mr. Hamel as a teacher and as a lover of France and French
language.
Q3.“Franz had to change his views about M. Hamel and about French.” Give
examples from the text to justify your answer.
Q4.How did M. Hamel deliver his last lesson? How did the students and thevillagers receive it?
7. Given below is a survey form. Talk to at least five of your classmates and fill in the information you get in the form.
| S. No. | Languages You Know | Home Language | Neighbourhood Language | City/Town Language | School Language |
| 1 2 3 4 5 |
Answers
| S. No. | Languages You Know | Home Language | Neighbourhood Language | City/Town Language | School Language |
| 1 2 3 4 5 | Assamese,English,Bangla Assamese,English,Hindi English,Hindi,Panjabi Tamil,English,Hindi Hindi,English,Bangla | Assamese Hindi Panjabi Tamil Bangla | Assamese Assamese Hindi Hindi Hindi | Assamese Assamese Hindi Tamil Hindi | Assamese English Hindi English Hindi |
8. Write a notice for your school bulletin board. Your notice could be an announcement of a forthcoming event, or a requirement to be fulfilled, or a rule to be followed.
Answer–
VIVEKANANDA PUBLIC SCHOOL, RANCHI
10th March, 2010
THREE ARTS CLUB
NOTICE
“Three Arts Club’ of Vivekananda Public School is organising a on-the-spot inter- class Painting Competition on 20th March 2010 in the auditorium at 11 a.m. The first three winners will be awarded the prizes of Rs. 500, Rs. 300 and Rs. 200 respectively. Those who are interested must give their names to the undersigned latest by 15th of March, 2010. Names received after the said date will not be entertained for the competition.
Sudhir
Secretary
9. Write a paragraph of about 100 words arguing for or against having to study three languages at school.
Answer–
Studying three languages at school is certainly not an additional burden. It is rather the need of the hour. India is a multilingual country. Our states have been recognised on linguistic basics. A Tamilian, first of all, must study his mother tongue. Then comes the national language. Every Indian must study Hindi. Study of Hindi is essential as it integrates all different regions into a nation. It is the common accepted language of India. Last but not the least, is the study of English as an international language. The study of three languages only complements and supplements one another.
10. Have you ever changed your opinion about someone or something that you had earlier liked or disliked? Narrate what led you to change your mind.
Answer–
Yes, I had to change my opinion about my English teacher. Mr. Ram Lal appeared to me as a tyrant in the beginning. He was a hard task-master. He just meant business. He had a flair for details. He was very harsh on work-shirkers. He used to go through all the exercise-books encircling every single mistake with a red pen. He wouldn’t tolerate a bad hand. He would detain erring students to complete the homework in extra-time. He set up high standards of learning for his students.
But I had to change my opinion. Later on I realised that he was the most devoted teacher of our school. If he was harsh, it was only to motivate students to work harder. He craved for perfection. At last, I was fascinated by his devotion to his work. He became my role-model. Now I feel proud to be a disciple of such a great teacher.
11. What did Franz notice that was unusual about the school that day? (Imp.)
Answer– Franz noticed something unusual about the school on that day. When the school began, there used to be a great bustle. The noise could be heard out in the street. The opening and closing of desks and the lessons repeated loudly in unison made a lot of noise. But on that day everything was still and silent as on a Sunday morning. It was quite unusual and surprising.
12. What had been put up on the bulletin-board?
Answer– Every important news or public announcement was put up on the bulletin-board. For the last two years since German occupation, all their ‘bad news’ had come from there. A new order from Berlin imposed German on the French speaking people of Alsace. A huge eager crowd gathered in front of the bulletin-board.
13. What changes did the order from Berlin cause in school that day? (Imp.)
Answer– The order from Berlin caused a great dismay in the school that day. It upset all the students. M. Hamel, the class-teacher, was greatly agitated. Now onwards, the schools of Alsace and Lorraine would teach only German. It was their last lesson in French. From the next day they would be taught the language of their new masters.
14. How did Franz’s feelings about M. Hamel and school change? (Imp.)
Answer– Franz’s feelings about M. Hamel and school were totally changed now. The order from Berlin aroused patriotic feelings in him. He suddenly developed a strange fascination for his language and school. His books were his ‘old friends now.’ He suddenly grew respect for M. Hamel. He even forgot all about his ruler. He also ignored how cranky Mr. Hamel was.
15.The people in this story suddenly realise how precious their language is to them. What shows you this? Why does this happen? (V. Imp)
Answer–
The order from Berlin imposed German on the French speaking people of Alsace. It made all the difference. The order aroused patriotic feelings among the people. Suddenly they realise how precious is their language to them. The people of Alsace were earlier indifferent to their language. They develop a new-found love for French. M. Hamel goes and the most logical language. Even the village elders seem to endorse M. Hamel’s views. They come and sit there on the back benches. In this way, they show their respect for their language that is theirs no more.
Even Franz grows sentimental. This is his last lesson in French. He feels sorry for neglecting his lessons in French. Now he develops a craving for French and the teacher who taught it.
16. Franz thinks, “Will they make them sing in German, even the pigeons ?” What could this mean? (There could be more than one answer.)
Answer–
“The Last Lesson’ of Alphonse Daudet is set in the background of the Franco-Prussian War (1870-71). The French districts of Alsace and Lorraine fall into Prussian hands. Then comes an order from Berlin. They will teach only German in the schools of Alsace and Lorraine. M. Hamel announces that “this is the last lesson” in French. Everyone is shocked. They will no more be taught in their own language. It is the most beautiful and logical language in the world. Patriotic feelings are aroused. Franz shows his dislike for German language. Franz sees pigeons cooing on the roof. He remarks sarcastically. “Will they make them sing in German, even the pigeons ?”
Franz’s remark is quite revealing. Powerful Germans can impose German language on the French speaking people. But they can’t impose German on the pigeons who are cooing on the roof. They can enslave people of Alsace and Lorraine. They can’t have any authority over their feelings. They can’t compel pigeons cooing in German.
17. What happens to a linguistic minority in a state? How do you think they can keep their language alive? For example:
Punjabis in Bangalore
Tamilians in Mumbai
Kannadigas in Delhi
Gujaratis in Kolkata
Answer–
A linguistic minority faces a lot of hardships in a state. They have to learn a language which is quite foreign to them. Even in schools and colleges the medium of instruction is generally the language of the majority.
Punjabis in Bangalore, Tamilians in Mumbai, Kannadigas in Delhi or Gujaratis in Kolkata face the same problem. They can keep their language alive only when they safeguard their language among themselves. They must maintain their linguistic identity by celebrating their festivals and community functions.
Conclusion:
In conclusion, this article has provided a comprehensive overview of the Last Lesson and its significance in literature. It has explored how Maitre Hauchecome’s lesson to his students about their mortality serves as an allegory for life itself — that it is fleeting but should be appreciated while we are here.
We have also seen how this story can serve as an important reminder to us all: make the most out of each day because you never know when your time will come.
By understanding the deeper meaning behind The Last Lesson, readers gain insight into why it remains one of literature’s most revered works even after more than a century since its publication.
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