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Dread: Fearful anticipation or anxiety. Hindi: डर, भय (Dar, Bhay);
Scolding: A harsh reprimand or criticism. Hindi: डांट, फटकार (Daant, Fatkaar);
Participles: A form of a verb used as an adjective or in compound tenses.: कृदंत (Kridant);
Tempting: Powerfully and mysteriously attractive or fascinating.: आकर्षक, लुभावना (Aakarshak, Lubhaavna);
Resist: To withstand or oppose something.: विरोध करना (Virodh Karna);
Bulletin-board: A notice board for public announcements.: सूचना-पट (Suchna-Pat);
Bustle: Excited activity and movement.: हलचल (Halchal);
Unison: Simultaneous performance or utterance.: एक स्वर में (Ek Swar Mein);
Rapping: Striking sharply and quickly.: खटखटाना (Khatkhatana);
Blushed: To become red in the face from embarrassment or shame.: शरमाना (Sharmaana);
Solemn: Formal and dignified; serious.: गंभीर (Gambhir);
Primer: A basic textbook for teaching reading.: प्राइमर, प्रारंभिक पुस्तक (Primer, Prarambhik Pustak);
Thumped: Worn or damaged from heavy use.: घिसा हुआ (Ghisa Hua);
Spectacles: Glasses for correcting vision.: चश्मा (Chashma);
Thunderclap: A sudden, loud sound or shocking event.: गड़गड़ाहट (Gadgadahat);
Wretches: Miserable or despicable people.: दुष्ट, अभागे (Dusht, Abhaage);
Nuisance: An annoying or troublesome thing.: परेशानी (Pareshani);
Cranky: Irritable or bad-tempered.: चिड़चिड़ा (Chidchida);
Reproach: To express disapproval or blame.: निंदा करना (Ninda Karna);
Enslaved: Made into a slave; subjugated.: गुलाम बनाया हुआ (Gulaam Banaya Hua);
Logical: Characterized by clear reasoning.: तार्किक (Tarkik);
Grammar: The rules of language structure.: व्याकरण (Vyakarana);
Attentive: Paying close attention.: सावधान (Saavdhaan);
Stroke: A single action or effort; here, a teaching effort.: प्रयास (Prayaas);
Tracing: Copying by following lines.: नकल करना (Nakal Karna);
Fish-hooks: Curved shapes resembling fishing hooks (here, letters).: मछली का कांटा (Machhli ka Kaanta);
Cooed: Made a soft, murmuring sound (like pigeons).: गुटरगूं करना (Gutargoon Karna);
Motionless: Without movement; still.: स्थिर (Sthir);
Gazing: Looking steadily and intently.: टकटकी लगाना (Taktaki Lagaana);
Fancy: Imagine; also, something elaborate.: कल्पना करना (Kalpana Karna);
Hopvine: A climbing plant (hops) used in brewing.: हॉप की लता (Hop ki Lata);
Twined: Twisted or wound around.: लिपटा हुआ (Lipta Hua);
Chanted: Repeated rhythmically or sung.: जाप करना (Jaap Karna);
Trembled: Shook involuntarily, often from emotion.: कांपना (Kaampna);
Emotion: A strong feeling.: भावना (Bhaavna);
Dismissed: Sent away or ended.: समाप्त करना (Samaapt Karna);
Chirping: Making short, sharp sounds (like birds).: चहचहाना (Chahchahaana);
Drilling: Military training exercises.: प्रशिक्षण (Prashikshan);
Apprentice: A person learning a trade from a skilled worker.: प्रशिक्षु (Prashikshu);
Kindly: In a gentle or friendly manner.: दयालुता से (Dayaaluta Se);
Frilled: Decorated with a ruffled edge.: झालरदार (Jhaalardar);
Embroidered: Decorated with needlework.: कढ़ाई किया हुआ (Kadhaai Kiya Hua);
Inspection: A formal examination.: निरीक्षण (Nirikshan);
Faithful: Loyal and steadfast.: निष्ठावान (Nishthavaan);
Recite: To repeat aloud from memory.: सुनाना (Sunaana);
Dreadful: Causing fear or terror; awful.: भयानक (Bhayaanak);
Anxious: Eager or worried. Hindi: चिंतित (Chintit);
Preferred: Liked or wanted more than another option.: पसंद करना (Pasand Karna);
Guard: To protect or preserve.: रक्षा करना (Raksha Karna);
Patience: The ability to endure without complaint.: धैर्य (Dhairy);
Round hand: A style of neat, curved handwriting.: गोलाकार लेखन (Golaakaar Lekhan);
Scratching: The sound of scraping (here, pens on paper).: खरोंचने की आवाज (Kharochne ki Aawaaz);
Beetles: Insects with hard wing covers.: भृंग (Bhring);
Pigeons: Birds known for cooing sounds.: कबूतर (Kabootar);
Worn smooth: Polished or eroded by use.: घिसा हुआ चिकना (Ghisa Hua Chikna);
Walnut-trees: Trees producing walnuts.: अखरोट के पेड़ (Akhrot ke Ped);
Trunks: Large suitcases for travel: संदूक (Sandooq);
Courage: Bravery in facing difficulty: साहस (Saahas);
Choked: Unable to speak due to emotion: गला रुंध जाना (Gala Rundh Jaana);
Gesture: A movement to express something: संकेत (Sanket);
Prussian: Relating to Prussia, a former German state: प्रशियन (Prashiyan);
Commanding: Having authority or control: आदेश देने वाला (Aadesh Dene Wala);
Former: Previous or earlier: पूर्व (Poorv);
Desks: Tables for writing or study: मेज (Mej);
Ruler: A stick for measuring or discipline: शासक (Shaasak);
Fright: Sudden fear.: भय (Bhay);
Village: A small rural community.: गांव (Gaon);
Order: A command or directive.: आदेश (Aadesh);
Master: A teacher or skilled person.: शिक्षक (Shikshak);
Regret: Sorrow for something done or not done.: पछतावा (Pachtaava);
Service: Work done for others.: सेवा (Seva);
Respect: Admiration or regard.: सम्मान (Sammaan);
Country: A nation or homeland.: देश (Desh);
Blame: Responsibility for a fault.: दोष (Dosh);
Flowers: Blooming plants.: फूल (Phool);
Fishing: Catching fish.: मछली पकड़ना (Machhli Pakadna);
Prison: A place of confinement.: जेल (Jail);
Key: A means of access or solution.: कुंजी (Kunji);
Amazed: Greatly surprised.: आश्चर्यचकित (Aashcharyachakit);
Effort: Exertion toward a goal.: प्रयास (Prayaas);
Copies: Written exercises or duplicates.: प्रतिलिपि (Pratilipi);
Flags: Symbols of identity or nationhood.: झंडे (Jhande);
Rod: A thin stick or bar.: छड़ी (Chhadi);
Sound: Noise or audible vibration.: ध्वनि (Dhwani);
Paid attention: Focused or noticed: ध्यान देना (Dhyaan Dena);
Roof: The top covering of a building.: छत (Chhat);
Leave: To depart or abandon.: छोड़ना (Chhodna);
History: A record of past events.: इतिहास (Itihaas);
Babies: Very young children.: शिशु (Shishu);
Church-clock: A clock in a church tower.: चर्च की घड़ी (Church ki Ghadi);
Angelus: A Catholic prayer or its bell signal.: एंजेलस (Angelus);
Trumpets: Brass musical instruments.: तुरही (Turahi);
Pale: Lacking color, often from emotion.: पीला (Peela);
Chalk: A soft white substance for writing.: चॉक (Chalk);
Bearing on: Pressing hard or applying effort.: जोर लगाना (Jor Lagaana);
Vive: French for "Long live.": जिंदाबाद (Zindabaad);
Leaned: Rested against something.: झुकना (Jhukna);
Wall: A vertical structure. Hindi: दीवार (Deewaar);
Without a word: Silently: बिना शब्द के (Bina Shabd Ke);
Dismiss: To send away or end.: विदा करना (Vida Karna)
The narrator (Franz) got late at his home for the school. Mr. M Hamel is the teacher at school. Franz had a fear that he would receive rebuke from his teacher. Because teacher would ask question about participle and Franz did not know anything about these.
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. It was all much more tempting than the rule for participles, but I had the strength to resist, and hurried off to school.
Franz thought of not going to school. He thought of spending the day in the open. Weather was warm and shiny. At the edge of the jungle birds were making noise. In the open field, German soldiers were exercising. All this was more attractive than rules of participles. But Franz did not do that. He quickly went to 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?”
Franz walked past town hall. He saw a crowd in front of notice board. Since last two and a half years, notice board displayed bad news. The battles lost by France. The orders to join army. The orders of the head of Prussian army. Franz did not stop at the town hall. He wondered what could be the matter.
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!”
Then Franz walked quickly towards school. The blacksmith Wachter was reading the bulletin. His trainee was also with him. Wachter called Franz and told him not to hurry. Wachter further told Franz that he would reach school before time.
I thought he was making fun of me, and reached M. Hamel’s little garden all out of breath.
Franz thought that Wachter was joking about him. So he kept walking quickly. Franz was breathing fast when he reached the garden of M Hamel.
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.
Most of the times, at the beginning of school, there used to be lot of activities. Sound of these activities could be heard in the street. Sound of opening and closing of desks. Sound of reciting the lesson together. The recitation used to be together in loud voice. Students would close their ears with hands. Teacher used to strike his ruler repeatedly on the table.
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. 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.
But there was no noise. Franz had depended upon the noise and activities to reach his desk without getting noticed. But that day everything was quiet – as if it was a Sunday. (School remains closed on Sunday, so it is quiet on Sunday) M Hamel was walking up and down in the class. He had his fearful ruler in his hand.
I had to open the door and go in before everybody. You can imagine how I blushed and how frightened I was. But nothing happened. M. Hamel saw me and said very kindly, “Go to your place quickly, little Franz. We were beginning without you.”
Franz opened the door. Everybody noticed him while he went to his desk. He felt shy and feared. But nobody said anything to him. His teacher M Hamel saw him. He spoke very kindly to him. He asked him to go to his desk. He further said that they were about to start the class without Franz.
[All these are indications that something had changed. Everybody was serious. Franz noticed these changes.]
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 sat on his desk. He took some time to overcome his fear. After that he noticed that his teacher was wearing a different dress that day. He was wearing a beautiful green coat, a frilled shirt and a small cap of black colour. All these had embroidery on it. He wore this dress on inspection and special days only.
[This was a further indication that something had changed.]
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.
Additionally, the school was looking strange and formal. Franz was more surprised to see people sitting at the back benches. These benches normally used to be empty. Today villagers were sitting there quietly. Old Mr. Hauser was wearing hat. Former mayor, former postmaster and many others were also sitting in the class.
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.
Everybody was sad. Mr. Hauser had brought his book of primary class. Edges of the book were worn out. He had opened this book on his knees. His spectacles were on pages of the book.
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.
Franz was trying to guess what had happened. Meanwhile, M. Hamel sat on his chair. He said in a sad and gentle voice that this is the last lesson he would teach us.
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.”
M Hamel informed that an order had come from Berlin. In all schools of Alsace and Lorraine towns, the teaching had to be in German medium. The new teacher would be coming tomorrow. He further informed that this would be our last lesson in French. He requested us 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!
These words were a shock to Franz. He calls Germans scoundrels. Now he is able to understand about the notice at the bulletin board.
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!
Franz is talking to himself. My last lesson in French. I do not know how to write French. He thinks that he should have learnt more. He wants to learn more. He regrets going in the jungle for picking eggs. He regrets going for a ride (boating) on 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. 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.
Now Franz thinks that his books were his friends. Earlier he used to think that these were a problem for him. He did not want to give up books. He also understood that M Hamel would be going away from school. Franz will never see him again. So he forgot everything about his ruler and his strange behaviour.
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. 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.
Franz now understood many things. M Hamel was wearing those clothes because it was his last lesson. Villagers were sitting in the class because they had a regret of not going to school for more time. They had come to the class to thank M Hamel for the service he had given to the school. They had come to show respect to their country. Since their country was occupied by Germans, the author says that now it was not their country.
While I was thinking of all this, I heard my name called. 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? But I got mixed up on the first words and stood there, holding on to my desk, my heart beating, and not daring to look up.
While Franz was thinking, his name was called. He wanted to recite his lesson correctly. He was ready to give everything he had to correctly recite rules of participle. But he got confused. He stood silently at his desk. He did not have the courage to look up and see 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.
M Hamel told Franz that he will not scold Franz. You must be feeling bad. Every day we tell ourselves that we have lot of time to study. I will study tomorrow. And now you have understood that there will be no tomorrow.
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.”
M Hamel continues. That is the big trouble with people of village Alsace. People postpone learning to next day. And now Germans will tell you that you do not know how to read or write French. So why should you call yourself Frenchmen. But Franz, you are not the worst. We all need to repent ourselves.
“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 continues. Your parent were not serious about your education. They used to put you on some work to earn money – on a field or a mill. I am also to be blamed. I used to send you to my garden for watering flower plants. When I went for fishing, I used to give you holidays.
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 continues to talk many things about French language. He says that French is the most beautiful, clearest and logical language in the world. We must continue to speak French and always protect this. He says that when we continue to be attached to our own language, we have the key of our prison.
[By the last sentence he means that Prussian have occupied their village. Now they have ordered to use German as medium of teaching in schools. Both acts are as good as putting people in prison.]
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.
Now M Hamel taught us grammar. Franz was surprised that he understood the lesson. It was very easy. Franz thought that he had never listened so carefully and Hamel had not explained so nicely. It appeared that Hamel wanted us to teach everything he knew. He wanted us to understand in one attempt.
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. They looked like little flags floating everywhere in the school-room, hung from the rod at the top of our desks.
After grammar, Hamel taught writing. He gave them new notebooks. France, Alsace were written on each note book. These words were written beautifully in the notebook. Franz felt that these words were written on small flags and these were everywhere in the class room.
[Author is trying to say that everybody felt so devoted and attached to their country and town.]
You ought to have seen how every one set to work, and how quiet it was! The only sound was the scratching of the pens over the paper.
Franz continues to think. One should have seen that everybody started writing earnestly. It was so impressive. It was very quiet in the class. Nobody was talking. One could hear sound of pen writing on 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. On the roof the pigeons cooed very low, and I thought to myself, “Will they make them sing in German, even the pigeons?”
Some beetles came into the class room. Nobody got disturbed. The young little kids were also writing their cursive writings. On the roof one pigeon made a sound. Franz wondered if Germans will order pigeons to sing in German medium. (This is a satire)
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.
Whenever Franz looked up he noticed that M Hamel was sitting in chair. He was not making any movements. He was staring at things in the classroom one by one. Hamel was trying to see how things looked in the class room. (It means that Hamel had become emotional. He felt attached to everything in the classroom.)
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.
Franz continues to think. Imagine, Hamel had been in the same classroom for forty years. His garden was outside the window and his class was in front of him. All are still at the same place.
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.
Franz describes changes in last forty years. The benches and desks had worn out. These were smooth now. The walnut tress had become taller. Hamel had planted hopvines in his garden. These had grown. These had taken support of windows to climb up to roof. Nothing else had changed.
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 continues to think. Hamel’s heart must be feeling very sad to go away. His sister was doing packing on the first floor. All could hear that sound. Because they were leaving the country 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.
Franz describes. Franz was very sad but on that day he listened to all the lessons till their end. Franz says that this showed his courage. After lesson of writing, Hamel taught them history lesson. After that small kids recited a rhyme.
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!
Franz describes. Mr. Hauser had put on his spectacles. He held his book of primary class in both hands. He was trying to recite spelling of words. He was crying. His voice was shaking. He was full of emotions. His voice was very funny (different). Everybody in the class room wanted to laugh and cry. (Example of mixed emotions) Franz remembered his last lesson.
All at once the church-clock struck twelve. Then the Angelus. 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.
Franz describes. Suddenly, it was 12 O’clock by the clock at church. Prayers started at church. Prussian soldiers were returning from their exercise. Their bugle made sound near the window of class room. Hamel got up from his chair. He was looking yellow. He appeared very confident.
“My friends,” said he, “I—I—” But something choked him. He could not go on.
Hamel started saying, “My friends .. But something stopped him. He could not continue.
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!”
Franz describes. Then Hamel turned towards blackboard and took a piece of chalk. Taking support of all his power he wrote – Long Live France. He wrote in very large words.
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.”
Hamel stopped and supported himself against the wall. Without speaking any word he indicated, “School is dismissed – you may go”.
[Please note he does not say that class is dismissed. He wanted to say that the school was now closed.]
In this way the story depicts the importance of one's own language for the very existence of a race and the heart-breaking pain as well as heart felt emotion in the mind of M. Hamel.
Message
Ans. The teacher had said that he would ask the students questions on participles. So, Franz was expected to be prepared with a lesson on participles for school that day. However, he had not studied and was afraid of being scolded by his teacher, M. Hamel.
Q 2. What did Franz notice that was unusual about the school that day?
Ans. Franz noticed several unusual things about the school that day. Normally, there would be a lot of noise from students reciting their lessons, the sound of desks being pushed and pulled, and the teacher’s ruler tapping on the table. However, that day, the school was unusually quiet, almost like a Sunday morning. M. Hamel was in his fine Sunday clothes. Moreover, the villagers were sitting on the backbenches, looking sad. These unusual sights made Franz feel uneasy.
Q 3. What had been put up on the bulletin board? (Delhi 2011)
Ans. All the official orders and bad news were put on the bulletin board. Now, the order of teaching only German language instead of French in the schools of Alsace and Lorraine was put on the bulletin board. There was a huge crowd in front of the bulletin board.
Q 4. How did Franz’s feelings about M. Hamel and school change?
Ans. Franz disliked school and found M. Hamel strict. But on the last lesson day, he felt sad knowing French would no longer be taught. He regretted not studying and realized the value of his language. He deeply respected M. Hamel and appreciated his education, feeling sorry for his past negligence.
Q 5. What was the order from Berlin? What changes did it cause in the school that day? (All India 2013)
Or
What changes did the order from Berlin cause in school that day? (Delhi 2012)
Or
What was the mood of the classroom when M Hamel gave his last French lesson? (Delhi 2009)
Ans. The order from Berlin caused many changes in the school that day. It was all quiet. There were no noises. The whole school seemed strange and solemn. M. Hamel had put on his finest clothes. The village people were sitting on the backbenches. The order had upset all the students and their teachers.
Understanding the text
6. The people in this story suddenly realize how precious their language is to them. What shows you this? Why does this happen?
Answer: Several elderly people of the town were sitting in the class. One of them had even brought his primer book. M Hamel, the teacher, was unusually calm. Students were eager to learn more and more. Everyone in the class listens carefully to whatever Mr Hamel says. Everyone is sad at his leaving the school. All these shows that people loved their language.
All this happens because Mr Hamel tells the audience about the order from Berlin. According to that order German will be taught in school. On hearing this people of the town becomes emotional about their language and they realise their love for French. The loss of their language represents the loss of their freedom and national identity. The people understand that language is more than just words—it is a symbol of their heritage and unity.
7. Franz thinks, "Will they make them sing in German, even the pigeons? What could this mean?
Ans. Franz’s statement—"Will they make them sing in German, even the pigeons?" is a satire on the order issued by Prussian. It reflects his deep sorrow and helplessness upon realizing that French will no longer be taught in schools, as the Prussian authorities have imposed German as the new language.
This rhetorical question highlights the absurdity of forcing a language upon people and suggests Franz’s frustration with the loss of his native tongue. Through This rhetorical question, he wants to say that the Germans can enslave the French but they can't take away their love of the French language. It is in their blood and cannot be finished as long as they are alive.
By mentioning pigeons, he expresses his belief that language is a natural part of one's identity, just like a bird’s song. The idea that even pigeons might be forced to "sing" in German emphasizes the oppressive nature of the new rule and the emotional impact of losing linguistic freedom.
Ans. M Hamel had put on his ceremonial clothes on his last day in the school. He was wearing a beautiful green coat, a frilled shirt, and a little black embroidered silk cap. He never wore these clothes except on days of inspection and prize distribution.
His formal attire reflected the solemnity of the moment, as it was his final French lesson before German was imposed in Alsace and Lorraine.
2. What tempted Franz to stay away from school?)
Ans. The day was warm and bright. The birds were chirping on the edge of the trees. Some Prussian soldiers were also drilling in the open fields back of the sawmill. He saw a huge crowd in front of the bulletin board. All these sights tempted Franz to stay away from school.
Or
Franz was tempted to stay away from school because it was a warm and bright day, and he wanted to spend time outdoors. The chirping of birds and the sight of Prussian soldiers drilling in the open field seemed more appealing than attending school. Additionally, he had not prepared his lesson on participles and feared being scolded by his teacher, M. Hamel.
3. What words of Mr. Hamel were a thunderclap to Franz?
or
"What a thunderclap these words were to me!" What were the words that shocked and surprised the narrator?
Ans. Mr. Hamel told the class that it would be his last lesson. He said that orders had come from Berlin that only German would be taught in the schools of Alsace and Loraine. He said the new teacher was coming the next day. These words came like a thunderclap to Franz.
Or
In The Last Lesson by Alphonse Daudet, Franz was shocked when Mr. Hamel said:
"My children, this is the last lesson I shall give you."
These words felt like a thunderclap to Franz because he didn’t know that an order had come from Berlin. It said that only German would be taught in the schools of Alsace and Lorraine. This meant Mr. Hamel would not teach French anymore, and this was their last class. Franz suddenly realized how much he had taken his language and studies for granted.
4. What surprised Franz when he reached the school?
Ans. Franz was surprised to see the unusual silence in the school instead of the usual hustle and bustle. His teacher, M. Hamel, was dressed in his best clothes and spoke kindly. He also noticed the villagers sitting quietly in the classroom, which made him realize that this was their last French lesson.
5. Who were sitting on the back benches during M Hamel's last lesson? Why? (Compartment 2016)
Or
Why had the villagers come to school on the day of the last lesson?
Or
Why were the elders of the village sitting in the classroom?
ns. Some elderly people from the village were sitting on the backbenches during M Hamel's last lesson. They had come there to thank M Hamel for his forty years of faithful service. They had also come to pay respect for the country that was theirs no more.
6. What dread did little Franz have when he started for school in the morning?
Ans. Franz was late for school that morning. He feared the teacher would scold him as the teacher was to ask questions on participles but Franz did not know a word about them. Naturally, he was in great fear.
Or
Little Franz dreaded going to school that morning because he had not prepared his lesson on participles. He feared scolding from his strict teacher, M. Hamel. Additionally, he noticed an unusual quietness in the village, which made him uneasy. His anxiety deepened when he saw a crowd near the school.
7. Why does M Hamel reproach himself for his students, unsatisfactory progress in studies? (Compartment 2014)
Ans. M Hamel was a regular and dedicated teacher. He was a strict man of discipline. But he reproached himself for his students’ unsatisfactory progress in studies. He did so because he used to send the students to water his plants. He also gave them a holiday whenever he wanted to s fishing.
Or
M. Hamel reproaches himself for his students' unsatisfactory progress because he often sent them on errands instead of teaching and gave them holidays when he wanted to rest. He also regrets that parents prioritized work over education. On his last day, he realizes his own shortcomings in fulfilling his duty as a teacher.
8. What shows M Hamel's love for the French language? (Foreign 2014)
Or
What did M Hamel tell them about the French language? What did he ask them to do and why? (Delhi 2013)
Ans. M Hamel told the students that the French language was the most beautiful language in the world. He said that it was the clearest and the most logical of all languages. He asked them to guard it amongst themselves and never forget it.
9. What words did M Hamel write on the blackboard before dismissing the last class? What did they mean? (Compartment 2014)
Ans. Before dismissing the last class, M Hamel turned to the blackboard, and wrote the phrase ‘Vive La France' as large as he could. These words meant 'Long live France’ and spoke M Hamel's great love for his country and his deep sense of patriotism.
10. What made M Hamel cry towards the end of his last lesson? (Comportment 2014)
Ans. M Hamel had taught French at the school for the last forty years. He was emotionally attached to the school and everything in and about it. He was really heartbroken to leave all. Besides, his own predicament reminded him that his country would soon lose its independence. All this made him cry towards the end of his last lesson.
11. How did Franz react to the declaration that it was their last French lesson? (Delhi 2013)
Or
What announcement did M Hamel make? What was the impact of this on Franz?
Or
“This is your last French lesson." How did Franz react to this declaration of M Hamel? (Delhi 2010)
Or
What changes came over little Franz after he heard M Hamel's announcement? (All India 2010)
Or
What did the French teacher tell his students in his last French lesson? What impact did it have on them?
Ans. Hamel told his students that it would be his last French lesson. An order had come from Berlin that only German would be taught in the schools of Alsace and Lorraine. The new teacher would be coming the next day. On hearing this news everybody became sad.
12. What happened when the church clock struck twelve?
Or
How did M hamel say farewell to his student and the people of the town? (All India 2012)
Ans. At the end of his last lesson, M Hamel stood up to say farewell to his students and the people of the town. He tried to say something but emotions choked him. He then took a piece of chalk and wrote on the blackboard in beg letters ‘Viva-la- France!’.
13. What thought came to Franz's mind when he was going to school in the morning? Why?
Ans. Franz was late for school. He feared the teacher would scold him as the teacher was to ask questions on participles but Franz did not know a word about them. So he thought of running away and spending the day out of doors.
14. What sights did Franz see on his way to school?
Ans. First of all, Franz saw Prussians soldiers drilling in an open field. It was a tempting sight. Then he saw a big crowd in front of the bulletin – board when he passed by the town hall. He wondered what the matter could be in the news.
15. What did Franz see when he passed by the town hall?
Ans. When he passed by the town hall, he saw a crowd in front of the bulletin - board. For the last two years, all bad news had come from there. Franz wondered what the matter could be there that day. However, he did not stop there. He hurried off to school.
16. Where was the blacksmith? What did he say to Franz?
Ans. The blacksmith was standing among the people in front of the bulletin board at the town hall. Franz was going to school as fast as he could as he was late for school. When he saw Franz going fast he told him not to go so fast. He also said that he would get to school in plenty of time.
17. What did Franz notice that was unusual about the school that day?
Ans. Usually, when the school began, there were lots of noises. There was the opening and dosing of desks. The sounds of the teacher's great ruler rapping on the table and the repeating of lessons loudly could be heard. But that day it was all very calm and quiet.
18. What did Franz see through the window when he reached his school?
Ans. When Franz reached his school, he saw through the window that his classmates were already in their places. He saw that his teacher Mr. Hamel was walking up and down in the classroom. He had his terrible iron ruler under his arm.
19. How did Mr. Hamel react when Franz reached school late?
Ans. Franz had thought that M. Hamel would scold him for being late for school. But he did not get angry with Franz. Rather he said very kindly, "Go to your place, little Franz. We were beginning without you."
20. How was Mr. Hamel dressed on his last day in school?
Ans. Mr. Hamel was dressed in his best clothes. He had put on his beautiful green coat and a frilled shirt. He was also wearing a little black silk cap. He never wore this dress except on inspection and prize days. But he was wearing this dress in honour of his last French lesson that day.
21. What was Franz's regret when he came to know that M. Hamel, his teacher was leaving school forever?
Ans - Franz was very much disappointed. He was sorry for not learning his lessons. He used to search the bird's eggs. His books were a burden for him. He cursed himself for not learning his lesson. He was not ready to give them up.
22. How did M. Hamel say farewell to his students and the people of the town?
Ans. When the church clock struck twelve, M Hamel stood up to say farewell to his students and the people of the twon. He wanted to say something but emotions choked his voice. Then he took a piece of calk and wrote on the blackboard ‘Vive La France’ and dismissed the class with a gesture of his hand.
23. What was the order from Berlin? What changes did it cause in the school that day? (All India 2013)
Or
What changes did the order from Berlin cause in school that day? (Dlehi 2012)
Or
What was the mood of the classroom when M hamel gave his last French lesson? (Delhi 2009)
Ans. The order from Berlin cause many changes in the school that day. It was all quiet. There were no noises. The whole school seemed strange and solemn. M. Hamel had put on his finest clothes. The village people were sitting on the backbenches. The order had upset all the students and their teachers.
24. What had been put up on the bulletin board? (Delhi 2011)
Ans. All the official orders and bad news were put on the bulletin board. Now, the order of teaching only German language instead of French in the schools of Alsace and Lorraine was put on the bulletin board. There was a huge crowd in front of the bulletin board.
Or
On the bulletin board at the school, there was a notice saying that French would no longer be taught. Instead, the German language would be taught. This notice showed the change in control due to the German occupation and highlighted the loss of their language and culture. It added to the sadness of M. Hamel's last lesson.
25. What happened when the church clock struck twelve?
Or
How did M Hamel say farewell to his student and the people of the town? (All India 2012)
Ans. At the end of his last lesson, M Hamel stood up to say farewell to his students and the people of the town. He tried to say something but emotions choked him. He then took a piece of chalk and wrote on the blackboard in beg letters ‘Viva-la- France!’.
Long answer type questions:
26. Give a brief note on the feelings, emotions and behaviour of M. Hamel on his last day in school.
Or
Describe M. Hamel's last day at school.
Or
Write a character sketch of M. Hamel.
Or
How was M. Hamel a different teacher while giving his last lesson?
Ans. M. Hamel was a very devoted, dedicated and a strict man of discipline in his school. He kept the "terrible" ruler under his arm and one could hear its rapping in the street. He always maintained decorum and discipline in the class. On the last day he was dressed in his fine Sunday dress that he used to wear on specific ceremonial occasions. During his lesson he addressed his students and said that it was his last French lesson. He was deeply pained at the order from Berlin which stated the ban of teaching French. In this respect he detailed the importance and love of one's own language. He was highly respected by all. He loved France and French language from the inner most core of his heart.
Being a dedicated and a patriot, he taught the grammar lesson with complete depth and dedication. But he pointed out that he was sorry that the people of Alsace had never been serious about learning. He was overwhelmed with deep emotions and looked at everything keenly so as to fix them in his mind. The hall, garden and the love of area was breathing his heart heavily. While speaking his voice choked and he wrote on the blackboard, 'Viva La France'. With the gesture of his hands, he dismissed the school.
27. Write the character sketch of Franz, the little boy.
Ans. Franz was a student in one of the schools in the districts of Alsace. Having a poor family set up, the boy was often asked to work in some mill for earning some money But the family could not pay due attention towards his education, so the boy loved outside environment, and wanted to enjoy it. In the school too, he often loved to work in the garden. He became fond of shirking from work and used to put off his learning as well as home task. But he was much scared of his teacher M. Hamel.
In addition to this, the boy had an acute sense of understanding, feeling, recognition and respect. Entering the school, he sensed unusualness and calmness there. He was much surprised at this and was rather troubled to know that his teacher was leaving them because of an order from Berlin had banned the teaching of French. During the writing period, he noticed sad expressions over the face of M. Hamel. When the teacher taught a lesson in grammar, it left an indelible impression on the boy. He felt that the teacher was going to pour everything in their minds. Then the teacher wrote on the blackboard Long Live France'. The boy was deeply moved and he recognised his teacher for his worth. Thus, Franz had all the senses of head and heart.
28. What happened when the church clock struck twelve?
Or
How did M hamel say farewell to his student and the people of the town? (All India 2012)
Ans. At the end of his last lesson, M Hamel stood up to say farewell to his students and the people of the town. He tried to say something but emotions choked him. He then took a piece of chalk and wrote on the blackboard in beg letters ‘Viva-la- France!’.
When the church clock struck twelve in "The Last Lesson," several important events occurred:
The End of the Lesson: M. Hamel was in the middle of his lesson when the clock struck twelve, signaling the end of the school day and the last lesson he would ever teach.
Emotional Farewell: The striking of the clock marked an emotional moment for both M. Hamel and the students. M. Hamel expressed his sadness about leaving, and the students realized the significance of the moment.
The Announcement: After the clock struck, the village bell rang, signaling that it was time to go home. This made the reality of the situation sink in for Franz and his classmates, emphasizing that they would no longer have M. Hamel as their teacher.
Reflection: The sound of the clock also served as a reminder for Franz of all the time he had wasted not appreciating his education. It marked the end of an era and prompted feelings of regret and loss.
Overall, the church clock striking twelve symbolized the end of not only the lesson but also the students' time with M. Hamel, leaving a lasting emotional impact.
29. Who did M Hamel blame for the neglect of learning on the part of boys like Franz?
Ans. M Hamel blamed not only the parents but also himself for the neglect of learning on the part of boys like Franz. He blamed himself by saying that he was not quite regular and took leave whenever he needed it. He also blamed their parents for not taking interest in their education as they wanted their children to put on work on some farms or factories so that extra money could come to the family.
or
M. Hamel blamed several things for the neglect of learning among boys like Franz:
The Education System: He criticized the school system for not emphasizing the importance of learning their own language and culture.
Parents' Influence: M. Hamel said that parents also played a role. They often put work before education, which made the children ignore their studies.
The Students Themselves: He believed that the students, including Franz, were partly to blame for not putting in more effort to learn.
Overall, M. Hamel thought that the neglect of learning was a problem caused by the education system, parents, and the students themselves.
30. Franz thinks, "Will they make them sing in German, even the pigeons?" What does this tell us about the attitude of the Frenchmen?
Ans. This shows that the Frenchmen were full of hatred and desperation against the Germans. Besides, they feared German atrocities. They thought that they would be forced to read German and no one will be spared.
Franz's thought, "Will they make them sing in German, even the pigeons?" tells us a lot about the attitude of the Frenchmen:
Resistance to German Control: This shows that the French people do not want to accept German rule. Franz's question suggests they feel strongly against the German language and culture being forced on them.
Fear of Losing Identity: It reveals a deep fear of losing their French identity and culture. Franz worries that even the small things, like pigeons singing, will be changed by the German influence.
Absurdity: The idea is absurd, which shows a sense of irony and humor. It highlights how ridiculous it is to try to force a language on everything, suggesting that the French find the situation outrageous.
Shared Feelings: This thought reflects how many French people feel. It shows their strong connection to their language and culture and their determination to keep it.
Overall, this line highlights the pride of the French in their identity and their refusal to give in to foreign control.
31. Mention two things about M Hamel that surprised Franz on his last day at school.
Ans. M Hamel didn't scold Franz for being late; instead, he told him very kindly to go to his place. Also, that day he was dressed in his best clothes; he was in his beautiful green coat, frilled shirt and little black silk cap with embroidery, which he wore only on inspection or prize days.
Or
On his last day at school, Franz is surprised by two main things about M. Hamel:
M. Hamel's Deep Emotion: Franz is taken aback by how emotional M. Hamel is during the lesson. He sees his teacher struggling to hold back tears, which shows how much he cares about his students and the situation.
His Passion for Teaching: Franz is surprised by M. Hamel's dedication and passion for teaching. Despite the circumstances of leaving, M. Hamel gives his best lesson ever, highlighting the importance of their language and culture. This makes Franz realize how much he had overlooked M. Hamel's commitment to education.
32. How was the scene in the school in the morning of the last lesson different from that on other days?
Ans. Usually, there used to be great bustle and bustle when the school began. The din of opening and closing of the desks, lessons being repeated in unison and the rapping of the teacher's ruler on the table, could be heard out in the street. But that day, it was all very quiet and still as on a Sunday morning.
Or
The scene in the school on the morning of the last lesson is different from other days in these ways:
Quietness: The usual noise and chatter of students are missing. The classroom is very quiet, creating a serious mood.
Emotions: There is a feeling of sadness among the students and M. Hamel. Everyone knows it is their last lesson together, which makes it special.
Respectful Behavior: The students pay more attention than usual. They realize the importance of the day and focus on what M. Hamel is teaching.
Village Presence: People from the village gather outside the school to listen to the lesson. This shows how much the community cares about education and M. Hamel.
M. Hamel's Feelings: M. Hamel is more emotional than on other days. He teaches with urgency and nostalgia, showing how much he cares for his students.
Overall, the last lesson is filled with a sense of loss, respect, and reflection, making it very different from a typical school day.
33. What was Franz's regret when he came to know that M. Hamel, his teacher was leaving school forever?
Ans - Franz was very much disappointed. He was sorry for not learning his lessons. He used to search the bird's eggs. His books were a burden for him. He cursed himself for not learning his lesson. He was not ready to give them up.
Or
Franz’s regret when he learns that M. Hamel is leaving school forever revolves around several key feelings:
Missed Opportunities: Franz realizes he took his education for granted. He regrets not paying attention in class and not appreciating M. Hamel's teaching while he had the chance.
Lost Time: He feels regret over the time he wasted and the lessons he didn't learn. This makes him feel guilty because he could have done better in his studies.
Connection to M. Hamel: Franz understands how much M. Hamel cared about his students and their education. He regrets not showing more respect and gratitude for his teacher.
Sense of Loss: The news of M. Hamel's departure brings a strong sense of loss for Franz. He realizes that he will miss not only the teacher but also the classroom atmosphere and the sense of community they had.
Overall, Franz's regret highlights the theme of valuing education and the people who dedicate themselves to teaching.
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