~: THE LAST LESSON :~

~: Extract 1 :~

(i) Who is referred to as 'I' in the extract? Where was he? Why does he think of running away?

➢ The "I" in the extract refers to Franz, a young schoolboy. He was on his way to school but thought of running away because
the warm and bright weather, chirping birds, and the open field with Prussian soldiers drilling made the outdoors very
tempting. He was reluctant to go to school as he had not learned his lessons and wanted to avoid the teacher’s reprimand.

(ii) Why does he want to spend the day outdoors? Which of his characteristic traits is revealed from his wish?

➢ Franz wanted to spend the day outdoors because the pleasant weather and natural surroundings seemed far more inviting
than going to school. This desire reveals his playful and carefree nature. It also shows that he is somewhat lazy and easily
distracted, especially when it comes to attending school and studying.

(iii) What is the presence of Prussian soldiers a reference to, which is revealed later in the story? How does their presence
affect the people?

➢ The presence of Prussian soldiers refers to the recent occupation of the French districts of Alsace and Lorraine by the
Prussian forces. Their presence is a reminder of the political situation where the French people of these regions lost control
over their own lands. This occupation affected the people deeply, as it meant they would no longer be allowed to speak or
learn in their native French language, leading to a sense of loss, sadness, and helplessness.

(iv) What does the narrator find more tempting than the rule for participles? Does he fall for the temptation? What does
he do?

➢ The narrator, Franz, finds the idea of skipping school and enjoying the beautiful weather outside more tempting than
studying the rule for participles. He is tempted to run away and spend his day in freedom rather than attending his French
class. However, he ultimately resists the temptation and goes to school, where he realizes the importance of his language
after hearing about the "last lesson."

(v) Explain briefly the characteristics of the person referred to as ‘I’ in the extract.

➢ The person referred to as ‘I’ in the extract is Franz, a young student who initially lacks interest in his studies, particularly in
learning French grammar. He is easily distracted by the outdoors and finds academic rules tedious. However, he experiences
a change of heart and feels regretful about not studying seriously when he realizes the French lesson would be his last. This
shows his deep emotional connection to his language and his gradual maturation.

~: Extract 2 :~

(i) Who is addressing whom in this extract? How has the narrator described his tone before the beginning of this extract?

➢ In this extract, M. Hamel, the French teacher, is addressing his students, including Franz. The narrator, Franz, notices a
solemn and emotional tone in M. Hamel, which is different from his usual strict demeanour. This tone reflects the sadness
and seriousness of the moment as it is their last lesson in French due to the new order from Berlin.

(ii) Why does the narrator say that it would be his last lesson? Which lesson is he talking about?

➢ The narrator, Franz, says it would be his last lesson because an order has come from Berlin to teach only German in the
schools of Alsace and Lorraine. M. Hamel, the French teacher, is giving his final lesson in French, marking the end of French
education in their region as they are now required to learn German instead.
 (iii) What order has come from Berlin? Why?

➢ The order that has come from Berlin mandates that only German will be taught in the schools of Alsace and Lorraine,
replacing French. This order is a result of the political situation in which the regions of Alsace and Lorraine have been
annexed by the Prussian (German) forces, and it is intended to impose German language and culture on the local
population, suppressing their French identity.

(iv) Who is referred to in the extract as ‘the new master’? How would this ‘new master’ affect the people of Alsace and
Lorraine?

➢ The ‘new master’ referred to in the extract is the German teacher who will replace M. Hamel to teach German in the schools
of Alsace and Lorraine. This new master symbolizes the imposition of German rule and culture on the local people. The
introduction of the German language in schools would affect the people by erasing their connection to the French language
and culture, diminishing their national identity, and making them feel like strangers in their own land.

(v) Explain briefly how ‘The Last Lesson’ is an appropriate title for the story.

➢ ‘The Last Lesson’ is an appropriate title for the story because it refers to M. Hamel’s final lesson in French to his students
in Alsace. Due to the new order from Berlin, this lesson marks the end of French language instruction in the region. The
title also captures the emotional gravity of the situation, as it is not only a farewell to a language but also to a part of the
cultural identity of the people of Alsace and Lorraine.

~: Extract 3 :~

(i) What has Franz done for which M. Hamel said that he would not scold him? Why?

➢ Franz has not completed his French lessons and often procrastinates, putting off learning. M. Hamel says he will not scold
him because he understands that Franz and other students, along with the townspeople, have taken their language for
granted, thinking they had plenty of time to learn it. Now that the French language is being taken away from them, M.
Hamel realizes that scolding Franz would serve no purpose, as the situation itself is punishment enough for not appreciating
their language sooner.

(ii) To whom is M. Hamel referring to by using the pronoun ‘we’? What is suggested by it?

➢ M. Hamel is referring to himself and the people of Alsace, including the students and their parents, by using the pronoun
‘we.’ This suggests a collective responsibility and guilt for neglecting the French language and taking their culture for
granted. It implies that both the teacher and the townspeople share the blame for not valuing their language until it was
too late.

(iii) What have they said every day to themselves? What are its consequences?

➢ Every day, they have said to themselves, "Bah! I’ve plenty of time. I’ll learn it tomorrow." This attitude of procrastination
and taking time for granted led them to neglect their studies, particularly in learning their own language, French. The
consequence is that now, due to the imposition of German in schools, they no longer have the opportunity to learn French,
and they realize too late the importance of their language.

(iv) Who are the ‘fellows’ referred to in this extract? What will they say to them? Are they right in saying so? Give reason
to support your answer.

➢ The ‘fellows’ referred to in this extract are the German authorities or people who now have control over Alsace and
Lorraine. They will say to the people of Alsace, "How is it; you pretend to be Frenchmen, and yet you can neither speak nor
write your own language?" They would be justified in saying this because the people of Alsace, including the students,
neglected their language and failed to properly learn it, which makes them appear as if they don’t fully embrace their
French identity.
 (v) Explain briefly the theme indicated in this extract.

➢ The theme indicated in this extract is the importance of one’s language and cultural identity. It highlights how people often
take their heritage for granted until they are at risk of losing it. The extract also touches on themes of regret and loss,
showing how the people of Alsace only realize the value of their language and culture when it is being taken away from
them. The story encourages readers to appreciate and preserve their cultural heritage.

~: Extract 4 :~
(i)What does M. Hamel say about the French language?

➢ M. Hamel describes French as the most beautiful, clear, and logical language in the world. He emphasizes the importance
of preserving it, especially in times of oppression, as it is a key to maintaining cultural identity and freedom.

(ii) What happens to people when they do not learn their language? How does the language act as a 'key' to the prison
of the enslaved?

➢ When people don’t learn their language, they risk losing their cultural identity and heritage, making it easier for others to
dominate them. Language serves as a 'key' to the prison of the enslaved because it enables people to connect with their
roots and resist cultural oppression.

(iii) Why did Franz feel that he was able to clearly understand the last lesson taught by M. Hamel quite easily? Why could
he not understand it earlier?

➢ Franz felt he could understand the lesson clearly because he was paying full attention and realized the importance of his
language in that final class. Previously, he had not valued learning French and had been distracted, making it harder for
him to grasp the lessons.

(iv)Why did M. Hamel put extra effort to teach the students in his last class?

➢ M. Hamel put extra effort into his last class because he wanted his students to understand the importance of their language
and heritage before he left. He hoped to instill a lasting respect for the French language as a part of their identity.

(v)Explain briefly how M. Hamel was a patriot, who wanted to instill among his students, the love for their language and
respect for their country.

➢ M. Hamel demonstrated patriotism by passionately teaching and praising the French language, even in the face of foreign
control. He wanted his students to love and preserve their language as a symbol of their national identity, encouraging
them to resist cultural erasure and take pride in their heritage.

Written by – Gurpreet Singh