“The Last Lesson Questions Answers” for Class 10 ICSE offers comprehensive insights and solutions, ideal for Exam Preparation 2025. This resource helps students grasp themes, character motivations, and essential takeaways from the story, fostering better understanding and retention for ICSE exams.
About the Author
Alphonse Daudet (1840-1897) was a French novelist. ‘The Last Lesson’, a short story set against the backdrop of the Franco-Prussian War, deals with the occupation of Alsace-Lorraine in the year 1870.
About the Text:
“The Last Lesson” tells the poignant story of Franz, a young boy from Alsace, who arrives late to school, fearing punishment for not studying his French grammar. However, he learns that this will be his final French lesson, as German is to replace French in his region’s schools. The story explores Franz’s regret for neglecting his language and education, the deep sorrow of his teacher, M. Hamel, and the collective grief of villagers as they face the loss of their language and identity.
The story shows the impact when a powerful force tries to cut people off from their language. “The Last Lesson” reminds us not to take our language for granted. Loving and learning one’s language helps protect individual and shared identity.
It also highlights the importance of not delaying learning. The story’s beauty lies in its patriotic appeal. The author gives a touching view of a teacher’s self-reflection and his sorrow over the upcoming separation.
The Last Lesson Questions Answers
- The paper (paper – 2) has four Sections: SECTION A – MCQs, SECTION B – DRAMA, SECTION C – PROSE – SHORT STORIES, SECTION D – POETRY
- Section A is compulsory – All questions in Section A must be answered.
- You must attempt one question from each of the Sections B, C, and D and one other question from any Section of your choice.
Section A
Attempt all questions from this section
The Last Lesson Questions Answers Set 1
Choose the correct answers to the questions from the given options. (Do not copy the question, write the correct answers only.)
1. Why was Franz afraid of going to school that morning?
A) He was late for school.
B) He had not studied participles.
C) He lost his homework.
D) He was afraid of M. Hamel’s anger.
Answer: B) He had not studied participles.
2. What did Franz consider doing instead of going to school?
A) Running away
B) Playing with friends
C) Hiding in the woods
D) Visiting his grandparents
Answer: A) Running away
3. What was happening in the field behind the saw-mill?
A) Children were playing.
B) Farmers were working.
C) Prussian soldiers were drilling.
D) Birds were gathering.
Answer: C) Prussian soldiers were drilling.
4. What news was on the bulletin-board in front of the town hall?
A) A school holiday
B) Victory in battle
C) Orders to speak only German
D) A missing person notice
Answer: C) Orders to speak only German
5. Who called out to Franz as he passed the bulletin board?
A) M. Hamel
B) The blacksmith, Wachter
C) Old Hauser
D) The mayor
Answer: B) The blacksmith, Wachter
The Last Lesson Questions Answers Set 2
Choose the correct answers to the questions from the given options. (Do not copy the question, write the correct answers only.)
1. What surprised Franz about the atmosphere in the classroom?
A) It was noisy.
B) It was festive.
C) It was quiet.
D) It was tense.
Answer: C) It was quiet.
2. Who was sitting on the back benches that day?
A) The new teacher
B) Only children
C) Village people
D) The mayor and his wife
Answer: C) Village people
3. What attire did M. Hamel wear on the last day?
A) His work clothes
B) A military uniform
C) His fine Sunday clothes
D) His usual teaching attire
Answer: C) His fine Sunday clothes
4. What important announcement did M. Hamel make to the class?
A) A new subject would be taught.
B) School would end early.
C) This was their last French lesson.
D) The class would have a guest speaker.
Answer: C) This was their last French lesson.
A) Excitement
B) Relief
C) Sadness
D) Joy
Answer: C) Sadness
The Last Lesson Questions Answers Set 3
Choose the correct answers to the questions from the given options. (Do not copy the question, write the correct answers only.)
1. What realization did Franz have about his French lessons?
A) He was happy to finish them.
B) He regretted not paying attention.
C) He wished he’d studied harder.
D) He was indifferent.
Answer: B) He regretted not paying attention.
2. Why were the village elders present in the classroom?
A) To supervise the students
B) To bid farewell to M. Hamel
C) To help the new teacher
D) To announce a community event
Answer: B) To bid farewell to M. Hamel
3. What was written on the new copies that M. Hamel distributed?
A) Participles
B) Grammar rules
C) France, Alsace
D) Farewell messages
Answer: C) France, Alsace
4. What did M. Hamel say about the French language?
A) It was not very important.
B) It was the clearest and most logical.
C) It was hard to learn.
D) It would no longer be taught.
Answer: B) It was the clearest and most logical.
5. What did Franz notice about M. Hamel’s explanation that day?
A) It was confusing.
B) It was unusually patient.
C) It was rushed.
D) It was mostly about German.
Answer: B) It was unusually patient.
The Last Lesson Questions Answers Set 4
Choose the correct answers to the questions from the given options. (Do not copy the question, write the correct answers only.)
1. What did M. Hamel believe about language and enslavement?
A) Language can keep a culture alive.
B) Language is irrelevant.
C) Language should be unified.
D) Language should be simplified.
Answer: A) Language can keep a culture alive.
2. Who was seen crying during the lesson?
A) Franz
B) The new teacher
C) Old Hauser
D) Wachter
Answer: C) Old Hauser
3. What sound marked the end of the lesson?
A) School bell
B) Church-clock striking twelve
C) Students clapping
D) The Prussian trumpets
Answer: B) Church-clock striking twelve
4. What words did M. Hamel write on the board before leaving?
A) “Goodbye Students”
B) “French forever!”
C) “Vive La France!”
D) “Remember your lessons.”
Answer: C) “Vive La France!”
5 What was the villagers’ gesture toward M. Hamel meant to show?
A) Their regret and gratitude
B) Their anger
C) Their indifference
D) Their joy
Answer: A) Their regret and gratitude
The Last Lesson Questions Answers Set 5
Choose the correct answers to the questions from the given options. (Do not copy the question, write the correct answers only.)
1. What did Franz think about his books during the last lesson?
A) They were unnecessary.
B) They were precious.
C) They were boring.
D) They were heavy.
Answer: B) They were precious.
2. What did M. Hamel admit about himself?
A) He was not a good teacher.
B) He had sometimes neglected teaching.
C) He wanted to teach only German.
D) He had been too strict.
Answer: B) He had sometimes neglected teaching.
3. How did Franz feel about M. Hamel by the end of the lesson?
A) Scared
B) Indifferent
C) Grateful and sad
D) Angry
Answer: C) Grateful and sad
4. Why did M. Hamel give the students a writing exercise of “France, Alsace”?
A) To distract them
B) To honor their heritage
C) To improve handwriting
D) To prepare them for a test
Answer: B) To honor their heritage
5. What was Franz’s reaction to the participles rule?
A) He recited it perfectly.
B) He was unable to remember it.
C) He avoided the question.
D) He tried to leave the class.
Answer: B) He was unable to remember it.
The Last Lesson Questions Answers Set 6
Choose the correct answers to the questions from the given options. (Do not copy the question, write the correct answers only.)
1. What did M. Hamel say was Alsace’s main problem?
A) Lack of resources
B) Pride
C) Procrastination in learning
D) Strict parents
Answer: C) Procrastination in learning
2. What was significant about the writing lesson?
A) It was canceled.
B) It was the quietest lesson ever.
C) It was held outside.
D) It was taught by a visitor.
Answer: B) It was the quietest lesson ever.
3. What did Franz realize about M. Hamel’s dedication?
A) He only taught occasionally.
B) He never cared about his students.
C) He was a true teacher.
D) He was planning to retire soon.
Answer: C) He was a true teacher.
4. What symbolized French pride in the classroom that day?
A) The blackboard
B) M. Hamel’s speech
C) The copies with “France, Alsace”
D) Franz’s grammar book
Answer: C) The copies with “France, Alsace”
5. Why did M. Hamel look around the classroom slowly?
A) He was saying goodbye.
B) He was checking for mistakes.
C) He was assigning homework.
D) He was planning the next lesson.
Answer: A) He was saying goodbye.
SECTION C
(Answer one or more questions from this Section.)
PROSE – SHORT STORIES
The Last Lesson Questions Answers Set 1
Read the following extract from the story “The Last Lesson” by Alphonse Daudet and answer the questions that follow:
“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…”
1. Why was Franz scared about going to school that morning?
Answer: Franz was frightened because he feared a scolding from his teacher, M. Hamel, who had announced he would question the students on participles. Franz felt unprepared and knew he hadn’t studied, making him anxious about potential embarrassment.
2. What did Franz consider doing to avoid going to school?
Answer: Franz thought about skipping school to avoid facing M. Hamel’s questions. He considered spending the day outside, enjoying the warm weather and listening to the birds rather than confronting his lack of preparation in participles.
3. What attracted Franz’s attention on his way to school?
Answer: Franz was tempted to stay outdoors by the sights and sounds around him—the chirping birds, bright weather, and the sight of Prussian soldiers drilling. These distractions almost made him abandon his responsibilities.
4. What does Franz’s consideration to skip school tell us about his character?
Answer: Franz’s hesitation reflects his typical youthful preference for leisure over studies. It shows that he’s easily distracted and not highly motivated academically. However, his eventual decision to go shows a sense of duty and inner strength.
Answer: The author builds suspense by describing Franz’s dread and reluctance, hinting at something unusual awaiting him at school. By not immediately revealing why the bulletin board gathering is significant, the author creates curiosity and tension.
The Last Lesson Questions Answers Set 2
Read the following extract from the story “The Last Lesson” by Alphonse Daudet and answer the questions that follow:
“When I passed the town hall there was a crowd in front of the bulletin-board…”
1. Why was there a crowd in front of the bulletin board?
Answer: The bulletin board at the town hall had become a source of news updates, particularly bad news like lost battles or orders from the Prussian authorities. On this day, people had gathered to read the latest decree from Berlin regarding the French language.
2. How did the townspeople usually react to news from the bulletin board?
Answer: The townspeople typically felt anxious or fearful when they saw new updates on the bulletin board. This spot had brought them mostly bad news for two years, affecting their lives significantly due to the political changes in Alsace and Lorraine.
3. What was Wachter’s advice to Franz, and how did Franz interpret it?
Answer: Wachter, the blacksmith, advised Franz not to rush, saying he would get to school on time. Franz interpreted this as mockery, thinking Wachter was making fun of his dread of school and his lateness, although Wachter may have meant it kindly.
4. What does the crowd at the bulletin board symbolize in the context of the story?
Answer: The crowd symbolizes the pervasive anxiety and oppression the townspeople feel under Prussian rule. The bulletin board represents the imposition of foreign rule and loss of autonomy, reinforcing a sense of collective despair.
5. Explain the significance of the bulletin board as a narrative device in the story.
Answer: The bulletin board is crucial as it foreshadows the announcement that will change Franz’s life. It serves as a symbol of the external forces reshaping Alsace, embodying the sense of invasion, control, and loss that the people feel under Prussian rule.
The Last Lesson Questions Answers Set 3
Read the following extract from the story “The Last Lesson” by Alphonse Daudet and answer the questions that follow:
“Usually, when school began, there was a great bustle… But now it was all so still!”
1. How did Franz expect the school to be when he arrived, and what did he find instead?
Answer: Franz expected the usual noise and activity as students settled into class, hoping to slip in unnoticed. Instead, he found the school unusually quiet and solemn, which made him more nervous and uneasy.
2. What did Franz notice about M. Hamel’s attire that was unusual?
Answer: Franz observed that M. Hamel wore his special green coat, frilled shirt, and embroidered silk cap, clothes he reserved only for inspection days or special occasions. This added to the solemnity and sense of importance of the day.
3. Why was Franz surprised to see village elders in the classroom?
Answer: Franz was surprised because village elders, such as Hauser and the former mayor, never attended the school. Their presence indicated the significance of the occasion and suggested they, too, felt the weight of the final lesson.
4. What emotions did Franz experience upon entering the quiet classroom?
Answer: Franz felt a mixture of surprise, embarrassment, fear, and confusion. The stillness and solemnity of the room unsettled him, making him more aware of the importance of this particular lesson.
5. How does the quietness of the classroom set the tone for M. Hamel’s announcement?
Answer: The unusual quietness heightens the suspense and conveys a sense of gravity, setting the stage for M. Hamel’s announcement. It reflects the end of an era, as the students are about to lose their right to learn French, their language, under their teacher’s guidance.
The Last Lesson Questions Answers Set 4
Read the following extract from the story “The Last Lesson” by Alphonse Daudet and answer the questions that follow:
“My children, this is the last lesson I shall give you…“
1. What shocking news did M. Hamel give his students?
Answer: M. Hamel informed his students that this would be their last French lesson, as orders from Berlin mandated that only German would be taught in Alsace and Lorraine schools. This meant he would no longer teach them French.
2. Why did M. Hamel want the students to be especially attentive during this lesson?
Answer: M. Hamel wanted his students to pay close attention because this was their last opportunity to learn French from him. He hoped they would appreciate and retain their knowledge of the language, as it represented their cultural identity.
3. What does M. Hamel’s announcement symbolize for Franz and the village?
Answer: The announcement symbolizes the loss of freedom and cultural identity for Franz and the villagers. By losing the right to learn their language, they feel disconnected from their heritage and traditions, symbolizing the erasure of their cultural identity.
4. How did Franz react to M. Hamel’s announcement?
Answer: Franz felt deeply regretful for neglecting his studies. The realization that he would no longer have the chance to learn French made him value his lessons and see the importance of his education.
5. Discuss the impact of M. Hamel’s words on the students and villagers.
Answer: M. Hamel’s words were a wake-up call, filling the students and villagers with regret and sorrow for not valuing their education earlier. His message stirred a newfound appreciation for French, highlighting its importance as a symbol of resistance and pride amidst the loss of freedom.
The Last Lesson Questions Answers Set 5
Read the following extract from the story “The Last Lesson” by Alphonse Daudet and answer the questions that follow:
“Ah, that’s the great trouble with Alsace; she puts off learning till to-morrow…”
1. What criticism did M. Hamel express about the people of Alsace?
Answer: M. Hamel criticized the people of Alsace for their tendency to procrastinate learning, always thinking there would be more time. This habit led them to take their language and education for granted, which contributed to their cultural loss.
2. What message was M. Hamel conveying about the importance of education?
Answer: M. Hamel emphasized that education is a crucial part of one’s identity and heritage. He warned that neglecting it can have irreversible consequences, as seen with the loss of their right to learn French under Prussian rule.
3. How did M. Hamel hold himself accountable for Franz’s education?
Answer: M. Hamel admitted that he occasionally neglected his duties, such as sending Franz to water his flowers or giving holidays for his personal convenience. By acknowledging his part, he demonstrated humility and a deep understanding of the responsibility of a teacher.
4. What does M. Hamel mean by the “great trouble with Alsace”?
Answer: M. Hamel’s statement reflects a common human tendency to procrastinate and take essential things for granted. In the context of Alsace, it symbolizes a broader cultural and educational neglect that contributed to their current subjugation.
5. How does M. Hamel’s speech reflect on the idea of cultural preservation?
Answer: M. Hamel’s speech is a powerful reminder that language is more than a means of communication; it’s a vessel of culture and history. By encouraging his students to hold onto French, he underscores that language is crucial for cultural preservation and resistance against assimilation.
The Last Lesson Questions Answers Set 6
Read the following extract from the story “The Last Lesson” by Alphonse Daudet and answer the questions that follow:
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 saw-mill the Prussian soldiers were drilling. It was all much more tempting than the rule for participles, but I had the strength to resist, and hurried off to school.
Questions:
1. Describe the thoughts and feelings of Franz as he contemplated skipping school.
Answers: Franz felt nervous and fearful about going to school because he anticipated a scolding from his teacher, M. Hamel, for not knowing the lesson on participles. This fear led him to consider skipping school and enjoying a carefree day outside. However, despite the temptation, he ultimately chose to go to school. His initial hesitation reflects his unease about school and his reluctance to face consequences for his unpreparedness.
2. Why did Franz feel tempted to skip school? Explain the details that attracted him.
Answers: Franz was tempted to skip school because of the appealing atmosphere outdoors. The warm, bright weather, the chirping birds, and the sight of the soldiers drilling created a contrast to the dreary thought of learning grammar. These sights and sounds symbolized freedom and leisure, drawing him away from the responsibilities of school.
3. Explain why the sight of the Prussian soldiers drilling had an impact on Franz.
Answers: The sight of the Prussian soldiers reminded Franz of the tension between France and Prussia and added a somber tone to his thoughts. It highlighted the presence of foreign authority in his homeland, making him aware of the changes around him. The soldiers’ presence was a reminder of his nation’s loss and indirectly motivated him to continue with his education despite the allure of freedom outside.
4. What made Franz resist the temptation to skip school? Discuss his decision-making.
Answers: Although Franz was strongly tempted to skip school, he ultimately resisted because of an inner sense of responsibility and discipline. His decision to attend school despite his fears and doubts shows a developing maturity and a recognition of the importance of his education. This act also suggests his respect for M. Hamel, whom he did not want to disappoint.
5. What does this extract reveal about Franz’s character and his values? (4 marks)
Answers: This extract reflects Franz’s growing awareness of his duties and responsibilities. Although he initially thought of running away, he chose to fulfill his obligation and attend school. This internal struggle and ultimate decision reveal his maturing character and hint at a deeper appreciation for his education. Franz is shown to be contemplative and able to make choices that align with his long-term benefit, demonstrating a sense of duty.
The Last Lesson Questions Answers Set 7
Read the following extract from the story “The Last Lesson” by Alphonse Daudet and answer the questions that follow:
“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.
1. Who is the “blacksmith, Wachter,” mentioned in this passage, and how does he interact with Franz?
Answers: Wachter, the blacksmith, is a village resident whom Franz encounters on his way to school. Wachter speaks kindly to Franz, encouraging him to slow down as he rushes. Although Franz interprets Wachter’s words as teasing, Wachter’s intention is likely to show empathy, recognizing the importance of this day.
2. How did Franz interpret Wachter’s words, and why did he feel that way?
Answers: Franz interprets Wachter’s comment as mockery because he is already nervous and embarrassed about being late for school. His anxiety makes him sensitive to any remarks, and he perceives Wachter’s comment as making fun of his predicament, although it was likely meant to reassure him.
3. Why was Franz out of breath as he reached M. Hamel’s garden? Provide reasons for his hurry.
Answers: Franz was rushing to avoid being late because M. Hamel had announced that he would question the class on participles. Knowing he was unprepared, Franz hurried to avoid a scolding. His fear of reprimand and desire to avoid further delay caused him to run, leaving him out of breath.
4. What does this extract reveal about the mood in the village on that day?
Answers: The mood in the village was somber and tense, reflected in Franz’s sense of foreboding and the villagers gathered by the bulletin board. People were silent and thoughtful, as the news about the imposition of German education was expected. Wachter’s interaction with Franz captures the village’s subdued emotions.
5. Discuss how the tone of Wachter’s statement reflects the overall significance of this day. (4 marks)
Answers: Wachter’s tone is calm and kind, contrasting with Franz’s hurried nervousness. This calmness reflects the village’s resignation and quiet sadness about the situation. Wachter’s gentle reminder to slow down symbolizes the villagers’ shared understanding of the moment’s gravity, marking it as a day of loss and reflection.
The Last Lesson Questions Answers Set 8
Read the following extract from the story “The Last Lesson” by Alphonse Daudet and answer the questions that follow:
But nothing happened, M. Hamel saw me and said kindly: “Go to your place quickly, little Franz. We were beginning without you.”
1. How does M. Hamel’s reaction to Franz’s lateness differ from his usual behavior?
Answers: M. Hamel’s reaction to Franz’s lateness was gentle and understanding, unlike his usual strict approach. Normally, he would scold students for tardiness, but on this day, he spoke kindly to Franz, possibly due to the significance of it being his final lesson, which made him more empathetic.
2. Why was Franz surprised by M. Hamel’s kind response?
Answers: Franz was surprised by M. Hamel’s kindness because he expected a scolding for being late. This unexpected gentleness conveyed M. Hamel’s somber mood and understanding, given that this was the last opportunity he would have to teach his students.
3. Explain the significance of M. Hamel’s words, “We were beginning without you.”
Answers: M. Hamel’s words, “We were beginning without you,” signify his willingness to include Franz despite his tardiness. It also reflects the importance he placed on every student being present for the final lesson. M. Hamel knew that this was a day to impart something meaningful, irrespective of minor mistakes.
4. Describe the atmosphere in the classroom as Franz entered.
Answers: As Franz entered, the classroom was uncharacteristically quiet. Normally, it would be lively, with students repeating lessons and moving about, but the silence on this day reflected a somber awareness among students and the teacher of the day’s significance.
5. How does M. Hamel’s response here reflect his mood on that day? (4 marks)
Answers: M. Hamel’s gentle response to Franz’s lateness reflects his sense of finality and resignation. This response demonstrates his compassion and dedication to making the last lesson a memorable and meaningful experience for each student, showing his deep care for them.
The Last Lesson Questions Answers Set 9
Read the following extract from the story “The Last Lesson” by Alphonse Daudet and answer the questions that follow:
I had to open the door and go in before everybody. You can imagine how I blushed and how frightened I was.
1. Why did Franz feel nervous as he entered the classroom?
Answers: Franz felt nervous because he was late and unprepared for the day’s lesson on participles. He feared being reprimanded by M. Hamel and felt embarrassed about facing his classmates in this state. His dread stemmed from a combination of anxiety and lack of preparation.
2. Describe the physical and emotional response Franz had while walking into the class.
Answers: Franz blushed and felt frightened, showing his discomfort and self-consciousness. His face turned red as he anticipated a scolding and was acutely aware of his peers’ eyes on him. This combination of physical and emotional responses highlights his vulnerability in that moment.
3. What does Franz’s hesitation at the door tell us about his feelings towards school?
Answers: Franz’s hesitation at the door suggests he was intimidated by the strict atmosphere in M. Hamel’s class. His reluctance reflects his respect for M. Hamel’s authority, as well as his fear of being reprimanded for his lateness and lack of preparation.
4. Explain how Franz’s classmates might have reacted to his late entry.
Answers: Franz’s classmates likely noticed his late arrival and sensed his nervousness. In the quiet, tense environment of the day, they would have been subdued in their reactions, perhaps sharing a mutual understanding of the importance of the moment, knowing this was their last lesson.
5. What does this moment reveal about the discipline and expectations in M. Hamel’s classroom? (4 marks)
Answers: This moment highlights the high expectations and disciplined environment M. Hamel maintained. His students respected him and were generally punctual and prepared, showing M. Hamel’s influence in creating a sense of order and respect in the classroom. Franz’s nervousness reveals the seriousness with which students regarded their teacher and their studies.
The Last Lesson Questions Answers Set 10
Read the following extract from the story “The Last Lesson” by Alphonse Daudet and answer the questions that follow:
“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… This is your last French lesson. I want you to be very attentive.”
1. What was the significance of M. Hamel’s announcement to the class?
Answers: M. Hamel’s announcement held great significance because it marked the end of teaching French in their region. It signified the imposition of German rule over Alsace and Lorraine, erasing a part of the region’s cultural identity. For M. Hamel and his students, this was a deeply emotional and impactful moment, as it highlighted the loss of their native language.
2. Why did M. Hamel refer to the lesson as “the last French lesson”?
Answers: M. Hamel called it the “last French lesson” because an order from Berlin mandated that all schools in Alsace and Lorraine would now teach only in German. This meant that French, their mother tongue, would no longer be part of their education, symbolizing the end of an era and a loss of cultural heritage.
3. Explain how the order from Berlin affected the people of Alsace and Lorraine.
Answers: The order from Berlin was a strong reminder of the political changes affecting the people of Alsace and Lorraine, as they were forced to adopt the German language in place of French. It was a symbolic act of control, stripping the people of their cultural identity and imposing a foreign language upon them, which led to feelings of sorrow and loss.
4. How did M. Hamel’s words impact the students emotionally?
Answers: M. Hamel’s words created a somber and reflective atmosphere in the classroom. The students felt regret and sadness, realizing they had taken their language and education for granted. The finality of the lesson made them appreciate the importance of learning French, evoking a sense of patriotism and sorrow for what they were losing.
5. Discuss the symbolic importance of the “last French lesson” in the context of the story. (4 marks)
Answers: The “last French lesson” symbolizes the loss of cultural identity and freedom for the people of Alsace and Lorraine. It represents a forced transition and the erasure of their native language. For M. Hamel and the students, this lesson becomes a moment of reflection, respect, and renewed appreciation for their heritage.
Question 11
Read the following extract from the story “The Last Lesson” by Alphonse Daudet and answer the questions that follow:
“…You all know enough to reproach yourselves with. Why, every day each one of you has postponed learning until tomorrow. And now you see where it has brought us.”
1. What does M. Hamel mean by saying, “You all know enough to reproach yourselves with”?
Answers: M. Hamel is pointing out that everyone—students and villagers alike—has neglected their responsibility to learn and value their language. He feels that they all share blame for not prioritizing their education, and now they must face the consequences of losing the ability to learn French.
2. How does M. Hamel express his disappointment in the students and the villagers?
Answers: M. Hamel expresses his disappointment by reminding everyone how they had continually postponed their studies, assuming there would always be another opportunity. His words reflect frustration with both the students and villagers for not realizing the importance of their language until it was taken away from them.
3. What lesson does M. Hamel convey about procrastination and its effects?
Answers: M. Hamel conveys that procrastination leads to missed opportunities and regrets. By postponing learning, the students and villagers have ultimately lost their chance to study French freely. This serves as a reminder that delays and lack of effort in important matters can have irreversible consequences.
4. Explain how M. Hamel’s words reflect the broader theme of lost opportunities.
Answers: M. Hamel’s words reflect the theme of lost opportunities, as they regret not valuing their education until it was too late. This idea of missed chances emphasizes how crucial it is to appreciate and seize the opportunities available rather than taking them for granted.
5. How does this moment serve as a turning point in the story for both M. Hamel and the students? (4 marks)
Answers: This moment is a turning point because it causes both M. Hamel and the students to confront the reality of their situation. For M. Hamel, it’s a moment of closure and a chance to impart wisdom. For the students, it’s a realization of the importance of their language and the regret of not valuing it sooner, marking a shift in their attitudes toward learning.
FAQs on The Last Lesson with Answers
1. What do you think about the narrator in “The Last Lesson”?
Ans: The narrator, Franz, is initially indifferent to his studies and the importance of his mother tongue. However, upon learning that this will be his final French lesson, he feels regret and a newfound respect for his language. His emotional journey from apathy to remorse and realization makes him a relatable figure, especially for young readers who may take their education for granted. Franz’s character symbolizes the significance of language in one’s identity.
2. What is the summary of “The Last Lesson” for Class 10?
Ans: “The Last Lesson” by Alphonse Daudet tells the story of Franz, a young boy who arrives late to school only to learn that this will be his final lesson in French, as the German language will replace it. His teacher, M. Hamel, imparts a moving lesson about the importance of language and identity. Through Franz’s regret and the shared grief of the villagers, the story underscores the significance of language as a part of cultural identity.
3. Why did the narrator think of running away in “The Last Lesson”?
Ans: Franz initially thought of running away because he hadn’t studied his French grammar and feared punishment from his teacher, M. Hamel. He wanted to avoid the shame and scolding he expected. This response shows Franz’s casual attitude toward his studies before learning the gravity of the day’s lesson. His attempt to avoid responsibility reflects the common struggle of students who procrastinate until they realize the value of education too late.
4. Who is referred to as “I” in the extract “Where was he?” Why does he think of running away?
Ans: In this extract, “I” refers to Franz, the narrator. He thinks of running away because he hasn’t prepared for class and expects to be scolded by M. Hamel. This reaction illustrates his initial lack of seriousness toward his studies, a sentiment that many young students share. However, his perspective soon changes as he realizes the significance of his last French lesson, transforming his attitude toward learning.
5. Which girl is referred to in the extract above?
Ans: There is no mention of a specific girl in “The Last Lesson.” The story focuses on Franz, his classmates, his teacher M. Hamel, and the villagers. The narrative does not bring up a girl character in relation to Franz’s thoughts of running away or in any particular part of the extract. The absence of a girl suggests the focus is solely on Franz’s emotional journey and the larger theme of language and cultural identity.
6. Why did M. Hamel not blame Franz alone?
Ans: M. Hamel didn’t blame Franz alone because he knew others shared responsibility. He mentioned that parents were often too eager to send their children to work rather than school, and he acknowledged his own leniency in dismissing classes to tend to his garden. By accepting some blame himself, M. Hamel highlights that the lack of commitment to learning French was a broader community issue, not just Franz’s fault.
7. What was Franz sorry for?
Ans: Franz felt sorry for not taking his French lessons seriously and for neglecting the opportunity to learn his native language. When he learned this would be his last lesson, he regretted wasting time and not appreciating his language sooner. His remorse symbolizes the value of education and language, as well as the lost opportunities that come when we fail to cherish them until it’s too late.
8. Why didn’t M. Hamel scold Franz?
Ans: M. Hamel didn’t scold Franz because he knew it was their final lesson together, and he wanted Franz to appreciate the importance of learning French rather than feel discouraged. M. Hamel’s decision to be gentle reflects his own sorrow over the situation and his desire to leave Franz with a positive memory of their time in class, emphasizing the need to value one’s language and education.
9. What would Franz love to do?
Ans: Franz would love to express his feelings in his mother tongue, French, and learn the language he has taken for granted. As he realizes the value of his language, he feels regret for not engaging with his studies. This change in Franz’s attitude shows his growing awareness of his identity and the importance of his heritage, as well as his yearning to reconnect with his roots.
10. What was Franz afraid of?
Ans: Franz was initially afraid of being scolded by M. Hamel for arriving late and not preparing for his lesson. Later, he becomes afraid of losing his connection to his language and identity. This fear highlights the gravity of the situation and the impact of losing one’s mother tongue, as well as Franz’s emotional growth from a casual attitude to a deep appreciation for his heritage.
11. What kind of person was Franz?
Ans: Franz is initially portrayed as a carefree, somewhat indifferent boy who doesn’t take his studies seriously. However, as he realizes the gravity of losing his French lessons, he shows a more thoughtful and regretful side. His shift in attitude reveals a sensitive and perceptive character who is capable of recognizing the importance of education and cultural identity, making him a relatable and dynamic protagonist.
12. What regret did Franz have?
Ans: Franz regretted not paying attention to his French lessons and not taking his education seriously. He was remorseful for the time he wasted and felt a deep sense of loss over losing his mother tongue. This regret represents the missed opportunities in life when we fail to value what we have until it is gone. Franz’s regret serves as a reminder of the importance of language and cultural heritage.
13. Why was Franz embarrassed?
Ans: Franz felt embarrassed because he hadn’t prepared for his French lesson and realized he would be losing his opportunity to learn the language permanently. His initial casual approach to his studies, coupled with the sudden gravity of the situation, made him feel ashamed of his lack of dedication. His embarrassment reflects the universal experience of taking something for granted until it’s too late.
14. What is the title of “The Last Lesson”?
Ans: The title “The Last Lesson” symbolizes the final opportunity for the people of Alsace to learn and preserve their native language, French. It emphasizes the theme of loss and the importance of language in maintaining cultural identity. The title also serves as a poignant reminder of the consequences of political decisions on personal lives and the irreplaceable nature of one’s language and heritage.
15. How did Franz realize the importance of his mother tongue?
Ans: Franz realized the importance of his mother tongue when he learned that this would be his final French lesson due to a new order from Berlin. The sense of urgency and loss made him regret not valuing his language earlier. This awakening reflects the profound connection between language and identity, highlighting how one’s mother tongue is not only a tool for communication but also a core part of cultural heritage.
16. Who all were blamed for Franz not learning the French language?
Ans: M. Hamel pointed out that several parties shared responsibility for Franz’s lack of proficiency in French, including Franz himself, his parents, who prioritized work over education, and M. Hamel, who sometimes neglected his teaching duties. This collective accountability suggests that the preservation of language and culture requires the commitment of both individuals and the community.
17. Is “The Last Lesson” a true story?
Ans: “The Last Lesson” is not a true story but is based on real historical events and inspired by Alphonse Daudet’s experiences. The story is set during the Franco-Prussian War when France lost Alsace-Lorraine to Germany, which imposed German as the official language. Although fictional, the story effectively captures the emotional impact of losing cultural and linguistic identity under foreign rule.
18. What was unusual about M. Hamel’s dress?
Ans: On the day of the last lesson, M. Hamel wore his finest clothes, typically reserved for special occasions, including his green coat, frilled shirt, and black silk hat. This attire was unusual because it showed his respect and sorrow for the final French lesson, making the event feel like a solemn ceremony, and underscoring the significance of the day.
19. Why is the order from Berlin called a thunderclap by Franz?
Ans: Franz calls the order from Berlin a “thunderclap” because it came as a shocking and sudden announcement that shattered the normalcy of life in Alsace. This order, which replaced French with German in schools, struck him with the realization of what he was about to lose. The term “thunderclap” captures the emotional impact of this loss on him and the community.
20. What was M. Hamel’s dress code?
Ans: M. Hamel’s dress code for the last lesson was unusually formal: he wore a green coat, frilled shirt, and black silk hat, which he typically wore only on special occasions. This attire symbolized his respect for the language and the solemnity of the last French lesson. His appearance underscored the significance of the event and his patriotic sentiment.
21. Why did Franz not want to go to school that day?
Ans: Franz didn’t want to go to school because he hadn’t studied his French grammar and feared punishment from M. Hamel. He felt reluctant, as he had taken a casual attitude toward his studies. This hesitation reflects Franz’s initial indifference toward learning, which changes as he realizes the gravity of losing his French lessons and his language.
22. Why did M. Hamel not punish Franz even though he was late?
Ans: M. Hamel didn’t punish Franz because he knew this was their last lesson, and he wanted to make it meaningful rather than discouraging. His gentle response reflects his understanding and sorrow over the situation, choosing to focus on leaving a positive impression on his students rather than reproaching them on such an important day.
23. What did France ban from schools?
Ans: France did not ban anything from schools, but the order from Berlin mandated that only German should be taught in the schools of Alsace and Lorraine, replacing French as the medium of instruction.
24. What is the meaning of vive la France?
Ans: “Vive la France” is a French expression that translates to “Long live France!” It is a patriotic phrase expressing love and loyalty to France, symbolizing the country’s enduring spirit despite the loss of its language and culture.
