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No. | Word / Phrase / Idiom | English Synonym | Hindi Synonym (हिंदी पर्यायवाची) |
---|---|---|---|
1 | started for | set out, began journey | चल पड़ा, यात्रा शुरू की |
2 | in great dread | very afraid, fearful | बहुत भयभीत, डरा हुआ |
3 | scolding | rebuke, reprimand | डाँट, फटकार |
4 | participles | verb forms, grammatical terms | क्रिया विशेषण |
5 | out of doors | outside, in open air | बाहर, खुले में |
6 | chirping | tweeting, singing (of birds) | चहचहाना |
7 | edge of the woods | forest boundary | जंगल की सीमा |
8 | tempting | attractive, enticing | लुभावना, आकर्षक |
9 | resist | oppose, withstand | विरोध करना, सामना करना |
10 | bulletin-board | noticeboard, announcement board | सूचना पट्ट |
11 | draft | conscription, military recruitment | जबरन भर्ती, सेना में भरती |
12 | commanding officer | superior officer, military head | कमांड अधिकारी |
13 | making fun of | mocking, teasing | मज़ाक उड़ाना |
14 | out of breath | breathless, panting | हाँफता हुआ |
15 | bustle | commotion, activity | हलचल, चहल-पहल |
16 | in unison | together, simultaneously | एक साथ, समवेत |
17 | rapping on the table | tapping, hitting lightly | मेज़ पर थपथपाना |
18 | commotion | disturbance, uproar | हलचल, शोरगुल |
19 | blushed | turned red, flushed | शर्म से लाल हो जाना |
20 | frilled shirt | decorated shirt, fancy shirt | झालरदार कमीज़ |
21 | embroidered | stitched, embellished | कढ़ाई किया हुआ |
22 | solemn | serious, grave | गंभीर, शांत |
23 | back benches | rear seats | पिछली बेंचें |
24 | primer | basic book, beginner’s book | प्राथमिक पुस्तक |
25 | thumbed at the edges | worn, well-used | घिसा-पिटा |
26 | spectacles | glasses, eyeglasses | चश्मा |
27 | grave and gentle tone | serious and kind voice | गंभीर और कोमल स्वर |
28 | thunderclap | shock, sudden jolt | ज़ोर का झटका, आघात |
29 | wretches | villains, oppressors | दुष्ट, अत्याचारी |
30 | nuisance | annoyance, burden | झंझट, परेशानी |
31 | cranky | irritable, bad-tempered | चिड़चिड़ा |
32 | faithful service | loyal duty, honest work | निष्ठावान सेवा |
33 | reproach | blame, criticism | दोषारोपण, निंदा |
34 | put off | postpone, delay | टालना, स्थगित करना |
35 | enslaved | oppressed, under control | गुलाम, पराधीन |
36 | hold fast to | cling to, preserve | मजबूती से थामे रहना |
37 | key to their prison | means of freedom, symbol of hope | कारागार की कुंजी |
38queried | at one stroke | all at once, instantly | एक झटके में |
39 | round hand | neat handwriting | गोल-गोल अक्षरों में सुंदर लेखन |
40 | floating everywhere | waving, fluttering | हर जगह लहराते हुए |
41 | set to work | began work, got busy | काम में लग जाना |
42 | scratching of pens | writing sounds | कलम की खरखराहट |
43 | tracing their fish-hooks | practicing cursive | मछली के कांटे जैसे अक्षर बनाना |
44 | cooed | murmured, softly called | कुहकना, धीरे-धीरे बोलना |
45 | motionless | still, unmoving | स्थिर, अचल |
46 | fix in his mind | memorize, remember clearly | स्मृति में बिठा लेना |
47 | twined about | wrapped around, coiled | लिपटा हुआ |
48 | broken his heart | deeply saddened | दिल टूट गया |
49 | courage | bravery, valor | साहस, हिम्मत |
50 | chanted | sang, recited rhythmically | गाना, पाठ करना |
51 | ba, be, bi, bo, bu | alphabet sounds, basic syllables | वर्ण, मूल अक्षर |
52 | spelled the letters | pronounced letters, read aloud | अक्षरों को पढ़ना |
53 | trembled with emotion | shook with feeling, quivered | भावना से काँपना |
54 | choked him | made him speechless, emotional | गले में रुक जाना |
55 | bearing on with all his might | pressing hard, with full strength | पूरी ताक़त से दबाना |
56 | leaned his head | rested his head, bowed | सिर झुकाना |
57 | gesture | signal, sign | इशारा |
58 | dismissed | ended, concluded | छुट्टी दे दी, समाप्त |
59 | you may go | you are free to leave | आप जा सकते हैं |
60 | hurried off | rushed, moved quickly | जल्दी से निकल गया |
61 | get to my desk | reach my seat | अपनी बेंच तक पहुँचना |
62 | repeated in unison | recited together | एक स्वर में दोहराया |
63 | counted on | expected, relied upon | भरोसा किया |
64 | seen | noticed, observed | देखा |
65 | terrible iron ruler | frightening stick | डरावना लोहे का पैमाना |
66 | kind tone | gentle voice | कोमल स्वर |
67 | sat down at my desk | took my seat | अपनी जगह बैठ गया |
68 | former mayor | ex-leader | पूर्व महापौर |
69 | former postmaster | ex-postal head | पूर्व डाकपाल |
70 | everybody looked sad | all appeared sorrowful | सब दुखी दिखे |
71 | dearly wanted | really desired | दिल से चाहा |
72 | dreadful rule | frightening rule | डरावना नियम |
73 | mixed up | confused | गड़बड़ कर दी |
74 | stood there | remained standing | वहीं खड़ा रहा |
75 | not daring to look up | afraid to raise eyes | नज़र उठाने की हिम्मत नहीं |
76 | feel bad enough | already guilty | पहले से ही शर्मिंदा |
77 | plenty of time | lots of time | बहुत समय |
78 | we’ve come out | we have ended up | हमारी यह हालत हो गई |
79 | anxious | eager, worried | चिंतित, उत्सुक |
80 | instead of | in place of | के स्थान पर |
81 | just give you a holiday | simply give a day off | छुट्टी दे दी |
82 | most beautiful language | finest tongue | सबसे सुंदर भाषा |
83 | clearest | most understandable | सबसे स्पष्ट |
84 | most logical | most reasonable | सबसे तर्कसंगत |
85 | guard it | protect it | उसकी रक्षा करो |
86 | never forget it | always remember it | कभी मत भूलो |
87 | when a people are enslaved | under oppression | जब लोग गुलाम हो जाते हैं |
88 | grammar lesson | rules of language | व्याकरण का पाठ |
89 | amazed | surprised, astonished | चकित, हैरान |
90 | explained everything | taught all clearly | सब कुछ स्पष्ट किया |
91 | before going away | before leaving | जाने से पहले |
92 | new copies | fresh writing sheets | नयी नकलें |
93 | looked like little flags | resembled small banners | छोटे झंडों जैसे दिखते थे |
94 | hung from the rod | suspended from pole | छड़ से लटकाए गए |
95 | nobody paid any attention | no one noticed | किसी ने ध्यान नहीं दिया |
96 | even the littlest ones | smallest children | सबसे छोटे बच्चे |
97 | how everything looked | appearance of everything | सब कुछ कैसा दिख रहा था |
98 | same place | unchanged location | वही स्थान |
99 | hopvine | climbing plant | बेल |
100 | must have broken his heart | deeply hurt | उसका दिल टूट गया होगा |
101 | hear his sister moving | listen to her footsteps | उसकी बहन की आवाज़ सुनना |
102 | packing their trunks | preparing to leave | अपना सामान बाँध रहे थे |
103 | courage | bravery, strength | साहस |
104 | hear every lesson | complete all teaching | हर पाठ को सुनाना |
105 | lesson in history | study of past events | इतिहास का पाठ |
106 | babies chanted | little kids recited | छोटे बच्चों ने गाया |
107 | old Hauser | elderly villager | बूढ़े हाउज़र |
108 | spelled the letters | read aloud the alphabet | वर्णों को बोला |
109 | he was crying | he shed tears | वह रो रहा था |
110 | his voice trembled | his voice shook | उसकी आवाज़ काँप रही थी |
111 | we all wanted to laugh and cry | mixed emotions | सब हँसना और रोना चाहते थे |
112 | church-clock struck twelve | clock chimed noon | चर्च की घड़ी ने बारह बजाए |
113 | Angelus | church prayer bell | एंजेलस (प्रार्थना घंटी) |
114 | trumpets of the Prussians | military horns | प्रशियनों के बिगुल |
115 | sounded under our windows | echoed nearby | हमारी खिड़कियों के नीचे बजे |
116 | stood up | rose to feet | खड़ा हो गया |
117 | very pale | extremely white | बहुत पीला |
118 | never saw him look so tall | appeared dignified | उसे कभी इतना ऊँचा नहीं देखा |
119 | something choked him | emotion blocked his words | कुछ गले में अटक गया |
120 | took a piece of chalk | picked up white writing tool | चाक उठाया |
121 | bearing on with all his might | pressing firmly | पूरी ताक़त से दबाकर |
122 | wrote as large as he could | wrote in big letters | जितना बड़ा लिख सका लिखा |
123 | Vive La France! | Long live France! | फ्रांस की जय! |
124 | leaned his head against the wall | rested his head in sorrow | दीवार पर सिर रख दिया |
125 | made a gesture | signaled silently | इशारा किया |
126 | school is dismissed | class is over | विद्यालय समाप्त |
127 | you may go | you are free to leave | आप जा सकते हैं |
128 | started for school | began to go to class | स्कूल के लिए निकला |
129 | in great dread | very afraid | बहुत डरा हुआ |
130 | question us on participles | ask grammar questions | क्रिया विशेषणों पर प्रश्न पूछना |
131 | spending the day out of doors | staying outside | दिन बाहर बिताना |
132 | tempting | alluring, appealing | लुभावना |
133 | strength to resist | willpower to refuse | विरोध करने की शक्ति |
134 | bulletin-board | notice board | सूचना पट्ट |
135 | the lost battles | wars we lost | हारी हुई लड़ाइयाँ |
136 | commanding officer | senior military leader | कमांडिंग अधिकारी |
137 | called after me | shouted behind | पीछे से पुकारा |
138 | making fun of me | teasing | मज़ाक उड़ा रहा था |
139 | all out of breath | very tired | पूरी तरह से थका हुआ |
140 | bustle | noise, commotion | हलचल |
141 | lessons repeated in unison | chorus recitation | एकसाथ पाठ दोहराना |
142 | with our hands over our ears | covering ears | कान ढँक कर |
143 | quiet as Sunday morning | extremely silent | रविवार सुबह जैसी शांति |
144 | blushed | turned red | शर्म से लाल हो गया |
145 | frightened | scared | डरा हुआ |
146 | kindly | gently, warmly | दयालुता से |
147 | frilled shirt | fancy shirt | झब्बेदार कमीज़ |
148 | little black silk cap | small elegant hat | छोटी रेशमी टोपी |
149 | never wore except | only wore on special occasions | केवल विशेष मौकों पर पहनते थे |
150 | faithful service | loyal work | निष्ठावान सेवा |
पंक्ति / वाक्यांश | अलंकार (Figure of Speech) | व्याख्या (Explanation in Hindi) |
---|---|---|
"What a thunderclap these words were to me!" | रूपक (Metaphor) | लेखक कहता है कि यह बात उसके लिए जैसे आकाश से गिरी बिजली हो — यानी यह समाचार बहुत चौंकाने वाला और अचानक था। ‘थंडरक्लैप’ एक प्रतीक है आघात और आश्चर्य का। |
"It was all much more tempting than the rule for participles." | मानवीकरण / अतिशयोक्ति (Personification / Hyperbole) | यहाँ प्रकृति के दृश्यों को मनुष्य जैसा आकर्षक बताया गया है और participle के नियम को उबाऊ, जिससे तुलना करके वातावरण को और भी मोहक बताया गया है। |
"Everything had to be as quiet as Sunday morning." | उपमा (Simile) | यहाँ कक्षा के मौन को रविवार सुबह की शांति से तुलना करके बताया गया है – यह सीधा उपमा का उदाहरण है ("as quiet as...")। |
"My books... were old friends now that I couldn’t give up." | रूपक और मानवीकरण (Metaphor & Personification) | किताबों को ‘पुराने मित्र’ कहा गया है, जो लेखक पहले बोझ समझता था, अब वही प्रिय हो गई हैं — यह मानवीकरण और रूपक दोनों है। |
"He wrote as large as he could — ‘Vive La France!’" | प्रतीकवाद (Symbolism) | यह वाक्य फ्रांस के गौरव, स्वतंत्रता और मातृभाषा के सम्मान का प्रतीक बन जाता है। ‘Vive La France!’ अब एक नारा नहीं बल्कि भावनात्मक प्रतीक है। |
"It was so warm, so bright! The birds were chirping..." | चित्रात्मकता (Imagery) | यहाँ गर्मी, उजाला और पक्षियों की चहचहाहट का वर्णन इंद्रियों से अनुभव कराया गया है – जिससे पाठक वह दृश्य अपने मन में देख सकता है। |
"Will they make them sing in German, even the pigeons?" | विडंबना / अतिशयोक्ति (Irony / Hyperbole) | लेखक व्यंग्य करता है कि क्या कबूतरों को भी अब जर्मन भाषा में गाने के लिए बाध्य करेंगे? यह बहुत गहरे दुःख और कटाक्ष को दर्शाता है। |
"I never saw him look so tall." | रूपक / प्रतीक (Metaphor / Symbolism) | यह कहावत शरीर की ऊँचाई की नहीं, बल्कि शिक्षक के आत्मगौरव, गरिमा और आदर्श का संकेत देती है — वह क्षण में बहुत महान प्रतीत होता है। |
"It seemed almost as if the poor man wanted to give us all he knew before going away..." | अतिशयोक्ति (Hyperbole) | लेखक को लगता है कि शिक्षक मानो अपना सारा ज्ञान एक ही दिन में दे देना चाहता हो — यह एक अत्युक्ति है, भावनाओं को गहराई देने के लिए। |
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.
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.]
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. 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.
Questions:
1. The narrator was in great dread of a scolding because:
(A) He was late for school
(B) He had not done his homework
(C) He had not learned participles
(D) Both A and C
2. Select the correct option from those given in brackets to fill in the blank.
The narrator was tempted to spend the day outside because it was _______________ (warm and bright / cold and dull).
3. Complete the following suitably:
The presence of Prussian soldiers in the open field suggests that __________________.
4. What does the phrase "I had the strength to resist" imply about the narrator?
5. Select the textual option that is closest to indicating the narrator’s inner conflict.
(A) I started for school very late that morning.
(B) The birds were chirping at the edge of the woods.
(C) It was all much more tempting than the rule for participles, but I had the strength to resist.
(D) The Prussian soldiers were drilling.
Answers with Explanation:
1. (D) Both A and C
Explanation: The narrator was afraid of getting scolded not only because he was late but also because he had not learned participles, which M. Hamel was going to ask about.
2. warm and bright
Explanation: The passage describes the weather as "so warm, so bright," which made skipping school tempting for the narrator.
3. The presence of Prussian soldiers in the open field suggests that France had lost the war and was under Prussian rule.
Explanation: The story is set during the Franco-Prussian War, where France was defeated, and German forces occupied certain regions, including the narrator's town.
4. It implies that the narrator was tempted to skip school but ultimately made a responsible decision to attend.
Explanation: Despite the appealing weather and distractions, the narrator showed self-discipline and overcame the temptation.
5. (C) It was all much more tempting than the rule for participles, but I had the strength to resist.
Explanation: This sentence directly expresses the narrator's struggle between skipping school and fulfilling his academic responsibility.
Set 2
(i) What was the narrator afraid of that morning?
Answer: The narrator was afraid of getting scolded by M. Hamel because he had not prepared for the lesson on participles.
Simple Explanation: The narrator was late for school and was scared that his teacher, M. Hamel, would scold him. He was even more worried because he had not studied participles, which was the lesson for the day.
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(ii) Why was the narrator tempted to stay outdoors instead of going to school?
Answer: The bright and warm weather, the chirping birds, and the sight of Prussian soldiers drilling made him want to stay outside instead of going to school.
Simple Explanation: The weather was nice, the birds were singing, and the soldiers were practicing in the open field. All of this looked much more fun than sitting in a classroom and studying, so he thought about skipping school.
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(iii) What does the phrase "I had the strength to resist" suggest about the narrator?
Answer: It means that even though he wanted to skip school, he controlled himself and decided to go.
Simple Explanation: The narrator really wanted to enjoy the nice day outside, but he forced himself to go to school because he knew it was the right thing to do.
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(iv) Select the correct option from those given in brackets to complete the sentence.
The mention of the Prussian soldiers drilling in the field indicates the _______________ (peaceful/war-stricken) condition of the region.
Answer: war-stricken
Simple Explanation: The Prussian soldiers were practicing in the field, which shows that there was a war-like situation in the area. If everything were peaceful, soldiers wouldn’t need to drill like that.
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(v) Which of the following best reflects the narrator’s emotions in the passage?
(A) Excitement and joy
(B) Fear and reluctance
(C) Indifference and boredom
(D) Confidence and enthusiasm
Answer: (B) Fear and reluctance
Simple Explanation: The narrator was afraid of being scolded and didn’t want to go to school. He even thought about running away, but he forced himself to go. This shows he was scared and unwilling but still went.
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(vi) What does the reference to "participles" signify in the passage?
Answer: It shows the importance of education and that the narrator was nervous because he had not prepared for the lesson.
Simple Explanation: "Participles" was the topic for the day, and the narrator was scared because he didn’t know anything about them. This shows that studying was important in his school, and he felt guilty for not preparing.
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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?”
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!”
I thought he was making fun of me, and reached M. Hamel’s little garden all out of breath.
(i) What does the bulletin-board symbolize in the passage?
(A) Good news
(B) Military victories
(C) Source of distressing news
(D) School announcements
Answer: (C) Source of distressing news
Explanation: The narrator mentions that for the past two years, all bad news had come from the bulletin-board, such as lost battles and military drafts. This suggests that the bulletin-board was a place associated with unfortunate announcements.
(ii) Select the correct option to complete the sentence.
The narrator's reaction to the bulletin-board shows that he felt _______________ (anxious/relieved).
Answer: anxious
Explanation: The narrator immediately assumes that the bulletin-board has more bad news, which indicates his anxiety rather than relief.
(iii) Why did Wachter call out to the narrator?
Answer: Wachter, the blacksmith, called out to the narrator because he was running towards school in a hurry. Wachter's words suggest that he was either trying to comfort the boy or subtly hinting that he didn't need to rush, as something unusual was happening.
Explanation: The blacksmith’s tone could be seen as either mocking or sympathetic. Given the context, it might suggest that he knew something important about the day's lesson.
(iv) What does the phrase “all out of breath” suggest about the narrator’s state?
(A) He was tired from running.
(B) He was excited to attend school.
(C) He was feeling anxious.
(D) He was sick.
Answer: (A) He was tired from running.
Explanation: The phrase "all out of breath" literally means he was physically exhausted due to running. It also hints at his nervousness about getting to school on time.
(v) What can be inferred about M. Hamel’s class from the passage?
Answer: The passage suggests that M. Hamel’s class was strict about punctuality. The narrator’s rush to reach school implies that he was worried about being late, which indicates that being on time was important in M. Hamel’s classroom.
Explanation: The fear of being late hints at discipline in the school, and Wachter’s comment implies that the narrator’s usual concern about school might not be necessary that day.
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. 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. I had to open the door and go in before everybody. You can imagine how I blushed and how frightened I was.
Questions & Answers
(i) What does the phrase 'great bustle' in the passage refer to?
(A) The students creating chaos in the classroom.
(B) The disciplined atmosphere of the class.
(C) The teacher giving instructions quietly.
(D) The students being punished for not studying.
Answer: (A) The students creating chaos in the classroom.
Explanation: The phrase "great bustle" suggests a noisy and energetic environment in the classroom, where students are talking, moving around, and the teacher is rapping the ruler on the table.
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(ii) Why was the narrator expecting a commotion in the classroom?
(A) So that he could enter the class unnoticed.
(B) Because it was a special day in school.
(C) To enjoy the noise before studying.
(D) Because the teacher had called for silence.
Answer: (A) So that he could enter the class unnoticed.
Explanation: The narrator was late and hoped to slip into the classroom without being noticed. Normally, the class was noisy, but on that day, it was unusually silent, making his late entrance more noticeable.
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(iii) Complete the following sentence suitably:
The unusual silence in the classroom made the narrator feel _____________.
Answer: Nervous and self-conscious.
Explanation: The narrator had counted on the usual classroom noise to enter unnoticed. However, the unexpected silence made him stand out, causing him to feel nervous and embarrassed.
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(iv) What does the reference to 'Sunday morning' suggest about the atmosphere in the classroom?
Answer: It suggests that the classroom was exceptionally quiet and peaceful, similar to a Sunday morning when schools and workplaces are closed, and everything is calm.
Explanation: The narrator uses this comparison to highlight how unusual the silence was, making the classroom feel different from its usual lively state.
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(v) Select the textual option that is closest to indicating a sense of fear or anxiety.
(A) The teacher’s great ruler rapping on the table.
(B) I had counted on the commotion to get to my desk without being seen.
(C) I had to open the door and go in before everybody.
(D) Through the window, I saw my classmates, already in their places.
Answer: (C) I had to open the door and go in before everybody.
Explanation: This sentence clearly expresses the narrator’s fear and embarrassment of entering the classroom late, knowing that all eyes would be on him.
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(vi) Why did the narrator blush and feel frightened?
Answer: The narrator blushed and felt frightened because he was late to class, and due to the unusual silence, everyone noticed his entry. He was also afraid of M. Hamel, the strict teacher, who carried an iron ruler.
Explanation: His reaction indicates a mix of embarrassment, nervousness, and fear of punishment for being late.
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But nothing happened. M. Hamel saw me and said very kindly, “Go to your place quickly, little Franz. We were beginning without you.”
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. 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. 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.
Questions:
(i) The phrase "so strange and solemn" in the passage suggests that:
(A) The students were bored.
(B) There was something unusual about the class.
(C) The teacher was angry.
(D) Franz was feeling sleepy.
(ii) Select the correct option to fill in the blank:
The fact that M. Hamel wore his beautiful green coat, frilled shirt, and silk cap suggests that the day was _______________ (ordinary/special).
(iii) Complete the sentence suitably:
The presence of the village people in the classroom indicates that _______________
(iv) What does the phrase "Hauser had brought an old primer, thumbed at the edges" suggest about Hauser's feelings?
(v) Select the textual option that best shows that M. Hamel was kind towards Franz:
(A) "We were beginning without you."
(B) "Go to your place quickly, little Franz."
(C) "Not till then, when I had got a little over my fright."
(D) "Everybody looked sad."
(vi) What was unusual about the class that day?
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Answers and Explanations:
(i) Correct option: (B) There was something unusual about the class.
Explanation: The phrase "so strange and solemn" indicates that the atmosphere in the class was not normal. The presence of villagers and the serious expressions on everyone’s faces suggest that something significant was happening.
(ii) Correct option: "special"
Explanation: M. Hamel’s attire was different from usual. Since he only wore such clothes on inspection and prize days, it shows that this day held special significance.
(iii) Answer:
The presence of the village people in the classroom indicates that they had come to pay respect to their language and teacher, as it was the last French lesson.
Explanation: Normally, only students attended the class, but the presence of the village elders shows that they regretted not learning French earlier and had come to show their respect on the last day.
(iv) Answer:
The phrase "Hauser had brought an old primer, thumbed at the edges" suggests that Hauser was nostalgic and regretted not learning French properly when he had the chance.
Explanation: The fact that his book was old and well-used shows that he had studied from it in the past. Now, he held it with respect, indicating his deep regret and sorrow.
(v) Correct option: (B) "Go to your place quickly, little Franz."
Explanation: This line shows that M. Hamel spoke kindly to Franz, despite Franz being late. Instead of scolding him, he gently asked him to take his seat.
(vi) Answer:
The class was unusual that day because it was the last French lesson, and everyone, including village elders, had gathered to listen. The atmosphere was serious, and M. Hamel wore his special clothes to mark the occasion.
Explanation: Usually, classes were routine, but this day was emotional and significant because French was being banned in schools, and it was the final lesson in their native language.
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. 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.”
What a thunderclap these words were to me!
Oh, the wretches; that was what they had put up at the town-hall!
(i) What does the phrase ‘What a thunderclap these words were to me!’ suggest?
(A) The speaker was excited
(B) The speaker was shocked and saddened
(C) The speaker was indifferent
(D) The speaker was relieved
Answer: (B) The speaker was shocked and saddened.
Explanation: The phrase "What a thunderclap these words were to me!" suggests a sudden and shocking realization, just as a thunderclap is unexpected and startling. The speaker, Franz, was deeply affected by the news that he would no longer learn French, his native language, in school.
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(ii) Select the correct option from those given in brackets to fill in the blank.
The reaction of the narrator to M. Hamel’s announcement was a mixture of ______________ (relief/sorrow).
Answer: sorrow
Explanation: The narrator feels deep regret and sorrow upon realizing that he had taken French lessons for granted. The sudden end of French education in his region makes him appreciate the language more.
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(iii) Complete the following suitably:
The order from Berlin affected the schools of Alsace and Lorraine by _____________________________.
Answer: making German the only language of instruction, replacing French.
Explanation: The German authorities enforced a strict language policy to erase French cultural identity from Alsace and Lorraine. This decision meant that students would no longer be allowed to learn in their mother tongue.
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(iv) What does the phrase ‘Oh, the wretches’ refer to in the passage?
Answer: The phrase "Oh, the wretches" refers to the German authorities who issued the order to stop French lessons in Alsace and Lorraine.
Explanation: The narrator expresses anger and frustration at the ruling power for taking away their right to learn their native language. This reflects a sense of oppression and loss of cultural identity.
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(v) Select the textual option that is closest to indicating a sense of shock and despair.
(A) M. Hamel mounted his chair in the same grave and gentle tone.
(B) The order has come from Berlin to teach only German in the schools of Alsace and Lorraine.
(C) What a thunderclap these words were to me!
(D) I want you to be very attentive.
Answer: (C) What a thunderclap these words were to me!
Explanation: This sentence directly expresses the narrator’s emotional reaction, indicating his shock and despair upon hearing the news. The metaphor of a "thunderclap" conveys how sudden and distressing the announcement was.
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(vi) What was the fate of M. Hamel after this announcement?
Answer: M. Hamel was forced to leave his position as a French teacher, as German would be the only language allowed in schools from then on.
Explanation: The order from Berlin meant that M. Hamel could no longer teach French. This marked the end of his long teaching career, and he was visibly emotional about the loss of his language and his role as an educator.
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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! 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.
(i) What does the phrase "My last French lesson!" convey about the speaker's emotions?
(A) Happiness
(B) Indifference
(C) Regret
(D) Excitement
Answer: (C) Regret
Explanation: The speaker realizes that this is his last chance to learn French, and he regrets not paying attention to his lessons earlier. He suddenly values what he had taken for granted.
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(ii) Choose the correct option to complete the sentence:
The speaker's attitude towards his schoolbooks changes because _______________ (he finds them more interesting now / he realizes their importance too late).
Answer: He realizes their importance too late.
Explanation: At first, the speaker found his books annoying and difficult, but when he understood that he would never get another opportunity to study French, they became precious to him.
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(iii) Complete the following suitably:
M. Hamel’s departure made the speaker feel ______________.
Answer: M. Hamel’s departure made the speaker feel sad and guilty for not valuing his lessons earlier.
Explanation: Earlier, the speaker found M. Hamel strict and unpleasant, but knowing that he would never see him again, he felt a deep sense of loss.
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(iv) What is the significance of the phrase "old friends now that I couldn’t give up" in the passage?
Answer: The phrase signifies the speaker's sudden appreciation for his books, which he had previously disliked.
Explanation: When something is taken away, people tend to value it more. The speaker now sees his books as dear companions because he will no longer be able to learn from them.
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(v) Select the textual option that best indicates a sense of regret.
(A) My last French lesson!
(B) I should never learn any more!
(C) My grammar and my history of the saints were old friends now.
(D) M. Hamel was going away.
Answer: (B) I should never learn any more!
Explanation: This sentence directly expresses the speaker’s regret that he will no longer be able to learn French, highlighting his sorrow and realization.
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(vi) Why does the speaker suddenly appreciate M. Hamel despite considering him cranky before?
Answer: The speaker realizes that M. Hamel was dedicated to teaching and that he had taken him for granted. Now that M. Hamel is leaving, the speaker feels a deep sense of respect and loss.
Explanation: When people are about to lose something, they start appreciating its true value. The speaker understands that M. Hamel’s strictness was meant to help him learn.
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.
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.
Questions:
(i) The phrase "faithful service" in the passage refers to—
(A) the master's dedication to his profession
(B) the master's ability to teach grammar rules
(C) the master's strict discipline in class
(D) the master's love for his students
(ii) Select the correct option from those given in brackets to fill in the blank.
The phrase "their way of thanking" suggests the villagers’ ________________ (gratitude/regret) towards the teacher.
(iii) Complete the following suitably:
The presence of the old men in the class was a mark of ________________.
(iv) What does the phrase "the country that was theirs no more" signify in the passage?
(v) Select the textual option that is closest to indicating a sense of nervousness.
(A) "It was in honour of this last lesson that he had put on his fine Sunday clothes."
(B) "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?"
(C) "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."
(D) "While I was thinking of all this, I heard my name called."
(vi) Why did the narrator feel regretful while reciting the grammar rule?
________________________________________
Answers and Explanations:
(i) Answer: (A) the master's dedication to his profession
Explanation: The phrase "faithful service" highlights the teacher’s unwavering commitment to his profession for forty years.
(ii) Answer: Gratitude
Explanation: The villagers attended the class to express their thankfulness to the teacher for his long service, even though they regretted not attending school earlier.
(iii) Answer: respect and regret
Explanation: The old men’s presence in the class symbolized their respect for the teacher and their regret for not having valued education when they had the chance.
(iv) Answer: The phrase "the country that was theirs no more" signifies that the region had been taken over by another country, implying a historical event where France lost control over Alsace and Lorraine to Germany.
(v) Answer: (C) "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."
Explanation: This sentence expresses the narrator's nervousness as he struggles to recite the grammar rule correctly.
(vi) Answer: The narrator felt regretful because he realized the value of education too late. On the last day of school, he wished he had paid more attention in class and studied harder.
Set 2
(i) The phrase ‘fine Sunday clothes’ in the given text refers to:
(A) The teacher’s school uniform
(B) Clothes worn only on Sundays
(C) The teacher’s best and most respectable outfit
(D) Clothes borrowed from a friend
Answer: (C) The teacher’s best and most respectable outfit
Explanation: The phrase "fine Sunday clothes" indicates that the teacher had worn his best clothes, typically reserved for special occasions, to show respect for his final lesson.
________________________________________
(ii) Select the correct option from those given in brackets to fill in the blank.
The presence of the old men in the classroom was a mark of ________________ (respect/indifference) towards the teacher.
Answer: respect
Explanation: The old men came to the classroom to express their regret for neglecting their education and to honor the teacher for his long years of service.
________________________________________
(iii) Complete the following suitably.
The reason the narrator struggled to recite the participle rule was __________________.
Answer: because he was nervous, overwhelmed by emotions, and regretted not paying attention in class earlier.
Explanation: The narrator felt guilty for not valuing his education earlier, and this emotional turmoil made it difficult for him to recall the lesson.
________________________________________
(iv) What does the phrase ‘the country that was theirs no more’ refer to?
Answer: It refers to the fact that the French-speaking region of Alsace-Lorraine had been taken over by the Germans, and French would no longer be taught in schools.
Explanation: The story is set during the Franco-Prussian War, when Alsace and Lorraine were annexed by Prussia, and French was replaced with German as the official language in schools.
________________________________________
(v) Select the textual option that best conveys the narrator’s nervousness.
(A) "It was my turn to recite."
(B) "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."
(C) "While I was thinking of all this, I heard my name called."
(D) "It was in honour of this last lesson that he had put on his fine Sunday clothes."
Answer: (B) "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."
Explanation: This sentence clearly describes the narrator’s nervousness, as he was unable to recite properly, felt his heart racing, and hesitated to look up.
________________________________________
(vi) Why did the villagers regret not attending school when they had the chance?
Answer: The villagers regretted not attending school because they had lost the opportunity to learn their own language, French, which was being replaced by German due to the annexation of their region.
Explanation: Their regret was tied to the realization that education was valuable, and they could no longer study in their mother tongue after the German takeover.
Set 3
Questions:
(i) The phrase ‘fine Sunday clothes’ in the given text suggests that the teacher was dressed in
(A) ordinary clothes
(B) casual attire
(C) his best clothes
(D) worn-out clothes
(ii) Select the correct option from those given in brackets to fill in the blank.
The presence of the old men in the class was a mark of _______________ (regret/gratitude) towards their teacher.
(iii) Complete the following suitably:
The students were nervous because _______________
(iv) With reference to the given extract, what does the reference to the "dreadful rule for the participle" suggest?
(v) Select the textual option that best conveys a sense of nervousness.
(A) The old men of the village were sitting there in the back of the room.
(B) What would I not have given to be able to say that dreadful rule for the participle all through?
(C) It was because they were sorry, too, that they had not gone to school more.
(D) It was their way of thanking our master for his forty years of faithful service.
(vi) Why was the boy unable to recite the rule for the participle?
________________________________________
Answers:
(i) Answer: (C) his best clothes
Explanation: The phrase "fine Sunday clothes" indicates that the teacher had worn his best outfit, likely to mark the special occasion of his last lesson.
(ii) Answer: gratitude
Explanation: The old men in the classroom were attending the lesson as a way to show their appreciation and respect for their teacher’s dedicated service. They regretted not having learned earlier but were now expressing their gratitude.
(iii) Answer:
The students were nervous because it was their last lesson, and they realized the importance of learning their own language.
Explanation: The boy in the passage struggles with his recitation because he now understands the value of education but has little time left to learn.
(iv) Answer:
The reference to the "dreadful rule for the participle" suggests that grammar rules were difficult and intimidating for the students.
Explanation: The phrase conveys the student’s fear and lack of confidence in his language skills. He wishes to do well but is overwhelmed by nervousness.
(v) Answer: (B) What would I not have given to be able to say that dreadful rule for the participle all through?
Explanation: This sentence shows the narrator’s desperation and anxiety about his ability to answer correctly. It highlights his struggle and regret.
(vi) Answer:
The boy was unable to recite the rule for the participle because he was too nervous and emotional. His heart was beating fast, and he couldn’t concentrate.
Explanation: The pressure of the situation, along with the realization that this was his last lesson, made him too anxious to perform well.
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. 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.”
“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?”
(i) What does the phrase ‘we have said to ourselves, Bah! I’ve plenty of time. I’ll learn it tomorrow’ suggest?
(A) Overconfidence
(B) Laziness
(C) Procrastination
(D) Ignorance
Answer: (C) Procrastination
Explanation: The phrase suggests that people kept postponing learning, thinking they had enough time. This highlights procrastination, which ultimately led to their regret.
(ii) Select the correct option from those given in brackets to fill in the blank.
M. Hamel blames _______________ (only Franz/everyone in Alsace) for neglecting the learning of the French language.
Answer: everyone in Alsace
Explanation: M. Hamel does not just blame Franz but also his parents, himself, and the entire community for not prioritizing education.
(iii) Complete the following suitably.
M. Hamel admits his own fault by saying that ____________________________.
Answer: M. Hamel admits his own fault by saying that he had often sent students to water his flowers and had given them holidays when he wanted to go fishing.
Explanation: This shows that even the teacher neglected his duty, contributing to the students' lack of knowledge.
(iv) What does the phrase ‘those fellows out there will have the right to say to you’ refer to?
Answer: The phrase refers to the Prussian authorities who would now rule over Alsace and Lorraine and criticize the people for not knowing their own language.
Explanation: Since the French language was being banned, the Prussians could mock the people of Alsace for their inability to speak or write it properly.
(v) Select the textual option that best highlights the sense of regret expressed in the passage.
(A) "I won’t scold you, little Franz; you must feel bad enough."
(B) "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?’"
(C) "Your parents were not anxious enough to have you learn."
(D) "And now you see where we’ve come out."
Answer: (D) "And now you see where we’ve come out."
Explanation: This line clearly expresses regret, as it reflects on the consequences of repeatedly postponing learning.
(vi) What was the impact of the loss of the French language on the people of Alsace?
Answer: The people realized too late that they had taken their language for granted. Losing it meant losing a part of their identity, and they deeply regretted their neglect towards learning it.
Explanation: Language is a crucial part of cultural identity, and the ban on French left the people of Alsace feeling helpless and sorrowful.
Set 2
(i) What does the phrase "you must feel bad enough" suggest about Franz’s emotions?
(A) He was indifferent.
(B) He was regretful.
(C) He was relieved.
(D) He was angry.
✔ Answer: (B) He was regretful.
✔ Explanation:
Franz realized that he had taken his lessons for granted and was now regretful as it was his last French lesson.
(ii) Select the correct option from those given in brackets to fill in the blank.
M. Hamel blames ______________ (himself/his students) for the negligence towards learning.
✔ Answer: himself
✔ Explanation:
M. Hamel admits that he was also at fault for giving students unnecessary holidays and prioritizing personal tasks over teaching.
(iii) Complete the following suitably.
One of the reasons why students in Alsace neglected learning French was that their parents prioritized work over education to earn more money.
✔ Explanation:
M. Hamel mentions that parents sent children to farms and mills instead of school, showing how financial concerns overshadowed education.
(iv) What does M. Hamel mean by "Now those fellows out there will have the right to say to you..."?
✔ Answer:
M. Hamel means that the new German rulers will criticize the people of Alsace for their inability to speak their own language, making them feel less like true French citizens.
✔ Explanation:
This suggests that language is tied to identity, and losing it could lead to cultural alienation.
(v) What lesson does Franz learn in his last French class?
✔ Answer:
Franz learns the importance of language, education, and responsibility. He regrets taking his lessons lightly and realizes that knowledge should not be delayed.
✔ Explanation:
Throughout the passage, Franz and M. Hamel acknowledge their past mistakes, emphasizing the need for learning before it is too late.
Set 3
(i) What does M. Hamel mean by ‘we’ve come out’ in the passage?
(A) The students have finally learned French.
(B) The people of Alsace have lost the opportunity to learn their language.
(C) Franz has succeeded in his studies.
(D) M. Hamel is happy with the students’ progress.
(ii) What is the ‘great trouble with Alsace,’ according to M. Hamel?
(iii) Complete the sentence suitably:
M. Hamel blames himself for _____________________.
(iv) What does M. Hamel mean when he says, “Now those fellows out there will have the right to say to you…”?
(v) Select the textual option that best reflects the idea of regret in the passage.
(A) "I won’t scold you, little Franz; you must feel bad enough."
(B) "Your parents were not anxious enough to have you learn."
(C) "See how it is! Every day we have said to ourselves, ‘Bah! I’ve plenty of time.’"
(D) "And when I wanted to go fishing, did I not just give you a holiday?"
________________________________________
Answers and Explanations:
(i) What does M. Hamel mean by ‘we’ve come out’ in the passage?
Answer: (B) The people of Alsace have lost the opportunity to learn their language.
Explanation: M. Hamel expresses regret that they postponed learning their language, and now it is too late because the Prussians have taken over and banned the teaching of French.
________________________________________
(ii) What is the ‘great trouble with Alsace,’ according to M. Hamel?
Answer: The people of Alsace always postponed learning their language, assuming they had more time.
Explanation: M. Hamel criticizes the people of Alsace for procrastinating when it came to education, leading to their current predicament where they are no longer allowed to learn French.
________________________________________
(iii) Complete the sentence suitably:
M. Hamel blames himself for _____________________.
Answer: not always being strict with his students and sometimes giving them holidays or sending them on errands instead of making them study.
Explanation: In the passage, M. Hamel admits that he sometimes prioritized personal activities like watering his flowers or going fishing over teaching his students.
________________________________________
(iv) What does M. Hamel mean when he says, “Now those fellows out there will have the right to say to you…”?
Answer: He means that the Prussians will mock the people of Alsace for not being able to speak or write in French, even though they consider themselves French.
Explanation: Since the people of Alsace neglected their language, the new rulers (Prussians) can now claim that they were never truly French, reinforcing their control over the region.
________________________________________
(v) Select the textual option that best reflects the idea of regret in the passage.
Answer: (C) "See how it is! Every day we have said to ourselves, ‘Bah! I’ve plenty of time.’"
Explanation: This sentence shows how the people of Alsace repeatedly delayed learning, and now they regret it because the opportunity has been taken away.
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. 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.
Set 1
Questions:
(i) The phrase "the key to their prison" in the given text suggests that language is a means of ______.
(A) power
(B) escape
(C) pride
(D) entertainment
(ii) Select the correct option from those given in brackets to fill in the blank.
M. Hamel’s speech highlights his deep ______ (love/disregard) for the French language.
(iii) Complete the following suitably:
The narrator was amazed because ______.
(iv) What does the phrase "as if he had never explained everything with so much patience" suggest about M. Hamel's teaching style on that day?
(v) Select the textual option that best reflects the narrator's realization of the importance of the French language.
(A) "Then he opened a grammar and read us our lesson."
(B) "I was amazed to see how well I understood it."
(C) "All he said seemed so easy, so easy!"
(D) "It seemed almost as if the poor man wanted to give us all he knew before going away."
(vi) Why do you think M. Hamel wanted to put all his knowledge into the students' heads at once?
________________________________________
Answers with Explanations:
(i) The phrase "the key to their prison" in the given text suggests that language is a means of:
(B) escape
Explanation: The phrase metaphorically implies that language helps people preserve their identity and freedom, even under oppression. Holding onto their language prevents them from losing their cultural roots, making it a symbolic "key" to escape mental and emotional enslavement.
(ii) Select the correct option from those given in brackets to fill in the blank.
M. Hamel’s speech highlights his deep love for the French language.
Explanation: M. Hamel speaks passionately about the beauty of the French language and urges his students to protect it, which reflects his deep affection for it.
(iii) Complete the following suitably:
The narrator was amazed because he found the lesson surprisingly easy to understand.
Explanation: The narrator, who previously struggled with French grammar, was shocked to realize that he was able to grasp the concepts effortlessly, possibly because he was paying close attention for the first time.
(iv) What does the phrase "as if he had never explained everything with so much patience" suggest about M. Hamel's teaching style on that day?
Answer: It suggests that M. Hamel was particularly gentle, understanding, and thorough in his teaching, as he wanted to ensure that his students learned as much as possible before he left.
(v) Select the textual option that best reflects the narrator's realization of the importance of the French language.
(D) "It seemed almost as if the poor man wanted to give us all he knew before going away."
Explanation: This sentence highlights how M. Hamel desperately wanted to impart knowledge to his students before leaving, which made the narrator realize the significance of their language.
(vi) Why do you think M. Hamel wanted to put all his knowledge into the students' heads at once?
Answer: M. Hamel knew this was his last lesson, as French was being banned from the school. He wanted to ensure that his students absorbed as much as possible so they could continue valuing and preserving their language.
Set 2
(i) The phrase 'the key to their prison' in the passage refers to:
(A) The ability to escape from physical imprisonment
(B) The power of education
(C) The strength of holding on to one's language and identity
(D) The importance of learning grammar
(ii) Select the correct option from those given in brackets to fill in the blank.
M. Hamel’s description of the French language reflects his ________________ (admiration/disapproval) for it.
(iii) Complete the following suitably:
M. Hamel wanted to give all his knowledge to the students before going away because ________________
(iv) What does the narrator’s statement ‘It seemed almost as if the poor man wanted to give us all he knew before going away’ suggest?
(v) Select the textual option that is closest to indicating the narrator’s realization of the importance of learning.
(A) Then he opened a grammar and read us our lesson.
(B) I was amazed to see how well I understood it.
(C) It seemed almost as if the poor man wanted to give us all he knew.
(D) All he said seemed so easy, so easy!
(vi) What was unusual about the narrator’s understanding of the lesson that day?
________________________________________
Answers with Explanations
(i) The phrase 'the key to their prison' in the passage refers to:
Answer: (C) The strength of holding on to one's language and identity
Explanation: M. Hamel explains that language is an essential part of a nation’s identity. If a people are enslaved but still hold on to their language, they retain their culture and sense of self, preventing complete subjugation.
(ii) M. Hamel’s description of the French language reflects his ________________
Answer: admiration
Explanation: M. Hamel calls the French language “the most beautiful,” “the clearest,” and “the most logical.” His words show his deep respect and love for the language.
(iii) M. Hamel wanted to give all his knowledge to the students before going away because
Answer: he knew it was his last lesson and wanted to ensure that his students would cherish and protect their language.
Explanation: As the French language was being replaced by German in schools, M. Hamel, in his final class, tried to impart as much knowledge as possible to his students.
(iv) What does the narrator’s statement ‘It seemed almost as if the poor man wanted to give us all he knew before going away’ suggest?
Answer: It suggests that M. Hamel felt deeply emotional and regretful about leaving and was making a final effort to teach his students everything he could.
Explanation: This line highlights M. Hamel’s urgency and passion for teaching, knowing that this was his last opportunity to educate his students in their native language.
(v) The textual option that is closest to indicating the narrator’s realization of the importance of learning is:
Answer: (B) I was amazed to see how well I understood it.
Explanation: This line shows the narrator’s surprise at his own ability to understand the lesson. It suggests that he had not taken learning seriously before, but now, with M. Hamel’s passionate teaching, he truly grasped its significance.
(vi) What was unusual about the narrator’s understanding of the lesson that day?
Answer: He found everything clear and easy to understand, unlike before.
Explanation: The narrator realized the importance of learning only when it was too late. M. Hamel’s last lesson was filled with emotion and sincerity, making the narrator more attentive than ever.
Set 3
(i) What does M. Hamel mean by ‘the key to their prison’?
Answer:
M. Hamel means that language is a powerful tool that helps people maintain their identity and freedom. Even if they are oppressed or enslaved, preserving their language keeps their culture and heritage alive, giving them hope and strength to fight for their freedom.
Explanation:
This phrase is symbolic. A key represents the ability to unlock something, and in this context, holding onto one's language prevents total subjugation. Losing a language means losing identity, and for M. Hamel, preserving French is like holding on to freedom.
________________________________________
(ii) What does the narrator mean when he says, "I was amazed to see how well I understood it"?
Answer:
The narrator means that, for the first time, he found the grammar lesson simple and understandable, unlike before. He realized that he had never paid proper attention in class, but now, with M. Hamel leaving, he deeply regretted not learning earlier.
Explanation:
This suggests that the urgency of the moment made the narrator more attentive. Knowing that it was his last French lesson, he concentrated more than ever before and realized that understanding was not difficult—it was his own lack of effort that had been the barrier.
________________________________________
(iii) How does M. Hamel’s attitude towards teaching change in this lesson?
Answer:
M. Hamel is more patient, passionate, and emotional in this lesson. He tries his best to teach everything he knows because he understands the gravity of the situation—this is the last French lesson, and the language will no longer be taught.
Explanation:
Throughout the story, M. Hamel was often strict and sometimes even scolded students. However, in this final lesson, he does not show any anger but instead expresses deep love for the French language. He wants to pass on as much knowledge as possible before leaving.
________________________________________
(iv) Select the textual evidence that best conveys M. Hamel’s urgency and dedication to teaching.
(A) "Then he opened a grammar and read us our lesson."
(B) "I was amazed to see how well I understood it."
(C) "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."
(D) "All he said seemed so easy, so easy!"
Answer:
(C) "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."
Explanation:
This sentence clearly shows M. Hamel’s desperation to teach everything he can in the limited time left. The phrase "before going away" highlights the finality of the lesson, while "put it all into our heads at one stroke" reflects his deep concern for his students' future.
________________________________________
(v) Why does the narrator regret not paying attention in class earlier?
Answer:
The narrator regrets not paying attention earlier because he realizes, too late, the value of the French language and how much he has taken M. Hamel’s teaching for granted. Now that French will no longer be taught, he understands the importance of learning and feels remorse for wasting time.
Explanation:
Often, people fail to appreciate something until it is taken away. The narrator, like many others in the village, neglected his studies. But now, with M. Hamel leaving and French lessons ending, he realizes the true value of education and regrets his past carelessness.
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. 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. 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?”
Set 1
(i) What is the significance of the phrases ‘France, Alsace, France, Alsace’ in the new copies?
(A) It represents a political slogan.
(B) It emphasizes the importance of patriotism.
(C) It refers to a historical event.
(D) It is just an artistic design.
Answer: (B) It emphasizes the importance of patriotism.
Explanation: The phrase “France, Alsace, France, Alsace” reflects the deep connection of the region with France. It is a way to instill patriotism in the students, especially since this was their last French lesson before the German rule imposed a ban on it.
________________________________________
(ii) Select the correct option to complete the sentence.
The silence in the classroom suggests the students' _______________ (eagerness/ indifference) towards learning.
Answer: eagerness
Explanation: The students, who usually were inattentive, were now deeply focused. The sudden change in their behavior was because they realized the value of their language only when they were about to lose it.
________________________________________
(iii) Complete the sentence suitably.
The pigeons cooing on the roof made the narrator wonder _______________.
Answer: if the Germans would force them to sing in German too.
Explanation: The narrator was deeply disturbed by the idea that the German rulers would impose their language so forcefully that even the birds might have to "sing" in German. This reflects the loss of linguistic freedom.
________________________________________
(iv) What does the reference to ‘scratching of the pens over the paper’ suggest?
(A) The students were uninterested in writing.
(B) The students were writing very quickly and attentively.
(C) The pens were faulty and made noises.
(D) The teacher was forcing them to write.
Answer: (B) The students were writing very quickly and attentively.
Explanation: The phrase suggests a focused and diligent effort by the students. It highlights their newfound appreciation for the French language.
________________________________________
(v) Select the textual option that best indicates a deep emotional impact on the narrator.
(A) "That day M. Hamel had new copies for us, written in a beautiful round hand."
(B) "You ought to have seen how everyone set to work, and how quiet it was!"
(C) "On the roof, the pigeons cooed very low, and I thought to myself, ‘Will they make them sing in German, even the pigeons?’"
(D) "Once some beetles flew in; but nobody paid any attention to them."
Answer: (C) "On the roof, the pigeons cooed very low, and I thought to myself, ‘Will they make them sing in German, even the pigeons?’"
Explanation: This sentence reflects the narrator’s deep sorrow and frustration at losing his language. The rhetorical question suggests his despair over the oppressive rule of the Germans.
Set 2
(i) The phrase ‘beautiful round hand’ in the given text refers to:
(A) M. Hamel’s way of teaching
(B) The neat handwriting in the new copies
(C) The beautiful decoration in the classroom
(D) The way the students wrote
(ii) Select the correct option from those given in brackets to fill in the blank.
The reference to "France, Alsace, France, Alsace" in the passage signifies a sense of _______________ (patriotism / carelessness).
(iii) Complete the following suitably:
The silence in the classroom was unusual because ____________________
(iv) With reference to the given extract, what does the narrator’s thought about pigeons suggest?
(v) Select the textual option that is closest to indicating a sense of determination.
(A) The only sound was the scratching of the pens over the paper.
(B) Once some beetles flew in; but nobody paid any attention to them.
(C) The new copies were written in a beautiful round hand.
(D) The pigeons cooed very low.
(vi) What does the mention of the pigeons symbolize in the given passage?
________________________________________
Answers with Explanations
(i) Answer: (B) The neat handwriting in the new copies
Explanation: The phrase "beautiful round hand" refers to the handwriting in which the words "France, Alsace" were written. This phrase suggests that the copies were well-written and neatly prepared.
(ii) Answer: Patriotism
Explanation: The repetition of "France, Alsace" in the passage emphasizes the deep attachment of the people to their homeland. It highlights their patriotic feelings, especially in the context of the Prussian rule over Alsace.
(iii) Answer: The silence in the classroom was unusual because the students were deeply focused on their work, realizing the importance of their last French lesson.
Explanation: Usually, classrooms are noisy, but this time, the students were serious, as they understood that they would no longer have the opportunity to learn French.
(iv) Answer: The narrator’s thought about pigeons suggests that he is worried about how far the German influence would extend.
Explanation: The line “Will they make them sing in German, even the pigeons?” expresses the narrator’s fear that everything French would be replaced by German culture under the new rule.
(v) Answer: (B) Once some beetles flew in; but nobody paid any attention to them.
Explanation: This sentence highlights the students' determination to focus on their lesson. Even small distractions like beetles did not break their concentration.
(vi) Answer: The mention of the pigeons symbolizes the persistence of freedom and resistance to oppression.
Explanation: The pigeons, continuing to coo in their natural way, represent the undying spirit of the French people, despite the German occupation. It implies that certain things—like love for one’s language and culture—cannot be suppressed.
Set 3
(i) What does the phrase ‘beautiful round hand’ refer to in the given passage?
(A) A well-dressed person
(B) A type of handwriting
(C) A kind of flag
(D) A way of holding a pen
Answer: (B) A type of handwriting
Explanation: The phrase ‘beautiful round hand’ describes the neat and well-formed handwriting in which M. Hamel had written the words "France, Alsace." It does not refer to a person, a flag, or a way of holding a pen.
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(ii) Select the correct option from those given in brackets to fill in the blank.
The phrase ‘France, Alsace, France, Alsace’ symbolizes _______________ (love for the country/hatred for the country).
Answer: Love for the country
Explanation: The repetition of the words "France" and "Alsace" signifies patriotism and the deep emotional connection of the students and teacher with their homeland.
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(iii) Complete the following suitably.
The atmosphere in the classroom was so quiet that even __________________.
Answer: The students did not pay attention to the beetles flying in.
Explanation: The passage describes how the students were so absorbed in their writing lesson that they ignored distractions, including beetles flying around the classroom.
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(iv) What does the reference to ‘the pigeons’ in the last line suggest?
Answer: The reference to pigeons suggests the sorrow of losing freedom.
Explanation: The narrator wonders if even the pigeons will be forced to "sing in German," symbolizing the fear of complete German domination over their culture and identity after the Prussian takeover of Alsace-Lorraine.
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(v) Select the textual option that is closest to indicating a sense of deep sorrow.
(A) You ought to have seen how everyone set to work.
(B) The only sound was the scratching of the pens over the paper.
(C) Will they make them sing in German, even the pigeons?
(D) Once some beetles flew in, but nobody paid any attention to them.
Answer: (C) Will they make them sing in German, even the pigeons?
Explanation: This line conveys the narrator's deep sadness and fear that everything, even nature, might be forced to change under German rule. It symbolizes the loss of freedom and cultural identity.
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(vi) What was the impact of the writing lesson on the students?
Answer: The students were extremely focused and silent, showing deep respect and seriousness towards their last lesson in French.
Explanation: The passage highlights how the students, aware that this was their final French lesson, paid full attention to their work, demonstrating love for their language and regret for not valuing it earlier.
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. 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. 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. 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.
Set 1
(i) What does M. Hamel’s action of gazing around the classroom suggest?
(A) He was planning to change the classroom setting.
(B) He was trying to memorize everything before leaving.
(C) He was feeling tired after teaching for forty years.
(D) He was looking for something he had lost.
Answer Explanation:
M. Hamel was looking around as if he wanted to remember every detail of the classroom because he knew he would be leaving the next day. This suggests nostalgia and sadness.
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(ii) Complete the following suitably:
M. Hamel had been teaching in the same classroom for forty years, during which time the desks and benches had become smooth, the walnut trees in the garden had grown taller, and the hopvine had climbed to the roof.
Answer Explanation:
This describes the passage of time and how everything in the school changed, except for M. Hamel’s presence, which remained constant until now.
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(iii) Why was M. Hamel’s heart broken?
Answer:
M. Hamel’s heart was broken because he had to leave the school where he had taught for forty years, and the thought of never returning saddened him.
Answer Explanation:
The passage mentions that he spent his entire career in that classroom, watching everything change over time. Leaving it all behind was a painful experience for him.
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(iv) What do the words "his sister moving about in the room above, packing their trunks" indicate?
(A) They were shifting to a new house.
(B) They were leaving the country the next day.
(C) His sister was rearranging the household items.
(D) His sister was going on a vacation.
Answer Explanation:
The passage clearly states that "they must leave the country next day," which means his sister was packing their belongings in preparation for departure.
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(v) Which phrase from the passage best shows M. Hamel’s emotional attachment to the school?
(A) "Packing their trunks."
(B) "For forty years he had been there in the same place."
(C) "The walnut-trees in the garden were taller."
(D) "Whenever I looked up from my writing."
Answer Explanation:
The phrase "For forty years he had been there in the same place" highlights his long tenure at the school and emphasizes his deep emotional connection to it.
Set 2
(i) What does M. Hamel's action of gazing around the classroom suggest?
(A) He was checking if the students were paying attention.
(B) He wanted to capture every detail of the classroom in his memory.
(C) He was lost in deep thought about the new place he would go to.
(D) He was feeling bored and waiting for the class to end.
Answer: (B) He wanted to capture every detail of the classroom in his memory.
Explanation: M. Hamel was leaving the school after forty years, and he wanted to imprint the sight of the classroom in his mind one last time. His action reflects deep nostalgia and sorrow at the thought of leaving.
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(ii) Select the correct option from those given in brackets to fill in the blank.
M. Hamel’s feelings in the passage can be described as a mixture of ____________ (joy/sadness).
Answer: sadness
Explanation: M. Hamel was heartbroken because he had to leave the school and his homeland the next day. The way he looked around the room and how he had spent forty years there shows his sorrow and attachment.
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(iii) Complete the following suitably:
The historical significance of the situation described in the passage is __________________________.
Answer: that M. Hamel was conducting his last lesson in French, as the Prussians had taken over Alsace and Lorraine, and French was being replaced by German in schools.
Explanation: The passage is set during the Franco-Prussian War, when France lost Alsace and Lorraine to Germany. The order to stop teaching French in schools was a painful moment for the people, especially for M. Hamel, who had dedicated his life to teaching the language.
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(iv) What does the mention of ‘forty years’ suggest about M. Hamel’s relationship with the school?
Answer: It suggests that M. Hamel had a deep and long-standing connection with the school. He had spent almost his entire career there, teaching generations of students. His bond with the school was not just professional but emotional, making his departure extremely painful.
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(v) Select the textual option that best expresses the idea of M. Hamel’s sadness.
(A) "Whenever I looked up from my writing, I saw M. Hamel sitting motionless in his chair."
(B) "For forty years he had been there in the same place, with his garden outside the window and his class in front of him."
(C) "How it must have broken his heart to leave it all, poor man."
(D) "Only the desks and benches had been worn smooth."
Answer: (C) "How it must have broken his heart to leave it all, poor man."
Explanation: This sentence directly expresses the sadness and emotional pain that M. Hamel felt about leaving the school and his life’s work behind.
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(vi) Why was M. Hamel’s sister packing their trunks?
Answer: M. Hamel and his sister had to leave their country the next day because Alsace and Lorraine were now under Prussian rule.
Explanation: The French language was being banned in schools, and M. Hamel, being a French teacher, was forced to leave. His sister was packing their belongings, preparing for their departure.
Set 3
(i) The phrase "motionless in his chair" in the passage suggests that M. Hamel was feeling:
(A) Excited
(B) Angry
(C) Sad and thoughtful
(D) Confused
(ii) Select the correct option to fill in the blank:
The phrase "fix in his mind just how everything looked" suggests that M. Hamel wanted to ______________ (remember/forget) the scene of his schoolroom.
(iii) Complete the following suitably:
M. Hamel must have been heartbroken because ______________.
(iv) What does the reference to "forty years he had been there in the same place" suggest about M. Hamel?
(v) Select the textual option that best conveys a sense of sadness:
(A) "Whenever I looked up from my writing I saw M. Hamel sitting motionless in his chair."
(B) "Fancy! For forty years he had been there in the same place."
(C) "Only the desks and benches had been worn smooth."
(D) "For they must leave the country next day."
(vi) What was the significance of M. Hamel’s hopvine twining about the windows in the passage?
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Answers and Explanations:
(i) Answer: (C) Sad and thoughtful
Explanation: The phrase "motionless in his chair" indicates that M. Hamel was deep in thought, reflecting on his time in the school. He was not angry or excited but rather overwhelmed with sorrow.
(ii) Answer: remember
Explanation: The phrase "fix in his mind just how everything looked" suggests that M. Hamel was trying to imprint the memory of his beloved schoolroom before leaving forever.
(iii) Answer: M. Hamel must have been heartbroken because he had spent forty years in the same school, teaching students, and now he had to leave everything behind.
Explanation: The passage shows his deep emotional attachment to the school, his students, and his surroundings. The fact that he was leaving the country made him even more sorrowful.
(iv) Answer: It suggests that M. Hamel was a dedicated teacher who had spent his entire career in the same school, watching his students grow while witnessing gradual changes in his surroundings.
Explanation: The reference to forty years highlights his long and devoted service as a teacher. His connection to the place was not just professional but also deeply personal.
(v) Answer: (D) "For they must leave the country next day."
Explanation: This sentence strongly conveys the sadness of M. Hamel’s departure and the finality of the situation, making it the most emotionally powerful choice.
(vi) Answer: The hopvine twining about the windows symbolizes M. Hamel’s long-lasting presence in the school and his deep connection with it.
Explanation: Just as the hopvine had grown and intertwined with the building over the years, M. Hamel had also become an inseparable part of the school. However, now both he and his students had to part ways, making the imagery more poignant.
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. 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!
Set 1
Questions:
(i) What does the phrase "his voice trembled with emotion" suggest about old Hauser's feelings?
(A) He was scared.
(B) He was overwhelmed with emotions.
(C) He was confused.
(D) He was uninterested.
(ii) Select the correct option from those given in brackets to fill in the blank.
The phrase "we all wanted to laugh and cry" suggests a feeling of __________ (joy/mixed emotions).
(iii) Complete the following suitably:
Old Hauser's act of spelling the letters with the children shows _________________.
(iv) With reference to the given extract, what does the mention of "that last lesson" indicate?
(v) Select the textual option that is closest to indicating a sense of deep emotion.
(A) "After the writing, we had a lesson in history."
(B) "Old Hauser had put on his spectacles and, holding his primer in both hands, spelled the letters with them."
(C) "It was so funny to hear him that we all wanted to laugh and cry."
(D) "But he had the courage to hear every lesson to the very last."
(vi) What do the babies chanting "ba, be, bi, bo, bu" symbolize in the context of the story?
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Answers with Explanations:
(i) Correct Answer: (B) He was overwhelmed with emotions.
Explanation: The phrase "his voice trembled with emotion" indicates that old Hauser was deeply moved and emotionally affected by the situation. His trembling voice suggests that he was on the verge of tears, which signifies his strong emotional response.
(ii) Correct Answer: mixed emotions
Explanation: The phrase "we all wanted to laugh and cry" suggests a conflict of emotions. The students felt like laughing at Hauser's pronunciation, but at the same time, they were deeply touched by the significance of the moment, making it a moment of mixed emotions.
(iii) Correct Answer: his deep respect and sorrow for the loss of the language.
Explanation: Old Hauser, despite being an elderly person, was trying to learn and participate in the class. This shows his deep respect for his mother tongue and his sorrow over its impending loss.
(iv) Correct Answer: The end of an era where their native language was taught, and the impact of its loss.
Explanation: The phrase "that last lesson" suggests the final lesson in their mother tongue, marking the end of a significant cultural and linguistic era for the people. It indicates the emotional gravity of losing their native language.
(v) Correct Answer: (C) "It was so funny to hear him that we all wanted to laugh and cry."
Explanation: This line best represents the emotional conflict in the classroom. It shows how the students were torn between amusement and sorrow, highlighting the depth of their feelings.
(vi) Correct Answer: The innocence of childhood and the continuation of learning despite the circumstances.
Explanation: The babies chanting "ba, be, bi, bo, bu" symbolize the early stages of education and the normalcy of learning, despite the tragic situation unfolding. Their innocence contrasts with the sorrow felt by the older students and adults.
Set 2
1. What does the phrase "his voice trembled with emotion" suggest about Hauser's feelings?
• (A) He was excited.
• (B) He was indifferent.
• (C) He was deeply moved.
• (D) He was confused.
• Answer: (C) He was deeply moved.
• Explanation: The trembling voice indicates that Hauser was overwhelmed with emotions, likely due to the significance of the last lesson and the loss of learning opportunities.
2. Select the correct option to complete the sentence.
The babies chanting their "ba, be, bi, bo, bu" shows the _______ (innocence/indifference) of young learners.
• Answer: Innocence.
• Explanation: The young children were unaware of the gravity of the situation and continued their lesson as usual, highlighting their innocence.
3. What does the presence of old Hauser in the class symbolize?
• Answer: Old Hauser's presence symbolizes the regret and longing of the older generation for the language and education they once took for granted.
• Explanation: As an elderly person, he represents those who now realize the value of their language only when they are about to lose it.
4. Complete the sentence suitably.
The last lesson was significant because ________________.
• Answer: The last lesson was significant because it marked the end of learning French in the school due to the imposition of a new language by the rulers.
• Explanation: The passage is from "The Last Lesson" by Alphonse Daudet, where French classes were being replaced by German, making this lesson the final one in their native tongue.
5. Which textual phrase best conveys a mixed feeling of sorrow and amusement?
• (A) "You could see that he, too, was crying."
• (B) "His voice trembled with emotion."
• (C) "It was so funny to hear him that we all wanted to laugh and cry."
• (D) "After the writing, we had a lesson in history."
• Answer: (C) "It was so funny to hear him that we all wanted to laugh and cry."
• Explanation: This phrase explicitly states that the students felt a blend of emotions—both sadness and humor—when listening to Hauser.
Set 3
(i) What does the phrase ‘his voice trembled with emotion’ suggest?
(A) He was angry
(B) He was nervous
(C) He was overwhelmed with feelings
(D) He was confused
Answer: (C) He was overwhelmed with feelings.
Explanation: The phrase indicates that old Hauser was deeply moved, possibly due to sadness, nostalgia, or regret.
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(ii) Select the correct option to fill in the blank:
The phrase ‘Ah, how well I remember it, that last lesson!’ expresses a sense of ______________ (nostalgia/ excitement).
Answer: Nostalgia
Explanation: The sentence reflects a deep emotional recollection of the past, showing a longing for something that will never return.
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(iii) What does the mention of ‘babies chanting their ba, be, bi, bo, bu’ imply about the setting of the story?
Answer: It implies that the setting is a classroom where students of different age groups are learning together.
Explanation: The presence of "babies" chanting alphabet sounds suggests that young children were being taught alongside older students, which was common in rural schools of the past.
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(iv) With reference to the given extract, what does the description of old Hauser indicate?
Answer: The description of old Hauser suggests that he was deeply affected by the lesson and was trying to hold on to his language and culture.
Explanation: His trembling voice and emotional reaction show his strong attachment to his native language and his sorrow at its loss.
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(v) Select the textual option that indicates a mix of amusement and sadness.
(A) After the writing, we had a lesson in history.
(B) 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.
(C) But he had the courage to hear every lesson to the very last.
(D) Ah, how well I remember it, that last lesson!
Answer: (B) 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.
Explanation: The image of an elderly man struggling to spell along with the children is both touching and slightly humorous.
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(vi) What does the narrator mean when he says "Ah, how well I remember it, that last lesson!"?
Answer: He means that the final lesson had a lasting impact on him and was deeply memorable.
Explanation: The use of "Ah" shows strong emotion, and the emphasis on remembering suggests that the moment was significant in his life.
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.
“My friends,” said he, “I—I—” But something choked him. He could not go on.
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!”
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.”
Set 1
(i) What does M. Hamel’s pale face and his choked voice suggest?
Answer: M. Hamel’s pale face and choked voice suggest his deep sorrow and emotional struggle as he prepares to deliver his last lesson.
Explanation: He is overwhelmed by the fact that it is his final day teaching French, as the German authorities have banned the language in schools of Alsace and Lorraine.
(ii) What does the phrase “I never saw him look so tall” imply?
Answer: The phrase implies that M. Hamel appeared dignified and heroic in his final moments as a teacher.
Explanation: Although he was usually strict, in this moment, he symbolized the pride and resilience of the French language and culture.
(iii) What is the significance of the phrase “Vive La France!” in the passage?
Answer: "Vive La France!" means "Long live France!" and symbolizes resistance and patriotism.
Explanation: M. Hamel writes this as a final tribute to his country, emphasizing the importance of preserving its language and culture despite foreign rule.
(iv) How does M. Hamel dismiss the class, and what does it reflect?
Answer: M. Hamel dismisses the class without speaking, making only a gesture with his hand.
Explanation: This silent dismissal reflects his deep sorrow and resignation. Words fail him as he is overcome by emotion, making his farewell even more poignant.
(v) What is the effect of the contrasting sounds in the passage (church clock, Angelus, Prussian trumpets)?
Answer: The contrasting sounds highlight the shift from normal life to the harsh reality of German rule.
Explanation: The church clock and Angelus symbolize tradition and peace, while the Prussian trumpets represent foreign domination and change. This contrast intensifies the emotional impact of M. Hamel’s last lesson.
Set 2
(i) What was the significance of the church-clock striking twelve?
(A) It was time for the school to start.
(B) It marked the end of the French class.
(C) It was the last lesson conducted by M. Hamel.
(D) It signified the arrival of the Prussians.
Answer: (C) It was the last lesson conducted by M. Hamel.
Explanation: The striking of the church-clock at twelve symbolized the end of an era. It marked the moment when M. Hamel was conducting his last French lesson before the Prussians took over, banning the teaching of French in schools.
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(ii) Why did M. Hamel look "very pale" and appear "so tall"?
Answer: M. Hamel looked pale because he was deeply emotional and overwhelmed by the significance of the moment. He knew that this was his last class, and he felt the weight of losing his profession and the French language's place in the region. He appeared tall because he was filled with pride and dignity as he wrote "Vive La France!", showing his patriotism and love for his language.
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(iii) Complete the sentence suitably:
M. Hamel could not continue speaking because _______________.
Answer: M. Hamel could not continue speaking because he was too overwhelmed with emotion.
Explanation: His choked voice reflects the pain and helplessness he felt as he had to bid farewell to his beloved profession and the language he had passionately taught for years.
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(iv) What does the phrase “Vive La France!” symbolize in the passage?
Answer:
The phrase "Vive La France!" (Long Live France) symbolizes patriotism, resistance, and the undying spirit of the French people. It was M. Hamel’s final expression of love for his country and its language, showing that even though French was being banned, its spirit would live on.
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(v) Select the textual option that indicates M. Hamel’s farewell to his students.
(A) Then the Angelus.
(B) He made a gesture to us with his hand — “School is dismissed — you may go.”
(C) He turned to the blackboard, took a piece of chalk, and wrote “Vive La France!”
(D) The trumpets of the Prussians, returning from drill, sounded under our windows.
Answer: (B) He made a gesture to us with his hand — “School is dismissed — you may go.”
Explanation: This line directly conveys M. Hamel’s farewell. His silent gesture indicated his deep emotions and final goodbye to his students.
Set 3
Questions
1. What is the significance of the church-clock striking twelve and the trumpets of the Prussians sounding at the same moment?
(A) It signifies the beginning of a celebration.
(B) It marks the moment of surrender and loss of freedom.
(C) It indicates the arrival of a festival.
(D) It represents the unity between the French and Prussians.
2. What does M. Hamel’s pale face and tall posture symbolize?
(A) His nervousness about teaching.
(B) His pride and grief in his last lesson.
(C) His anger at the students.
(D) His excitement for the new regime.
3. Why was M. Hamel unable to complete his sentence?
Complete the sentence:
M. Hamel was unable to complete his sentence because ___________.
4. What is the significance of M. Hamel writing “Vive La France!” on the blackboard?
(A) He wanted to practice French writing.
(B) He was trying to defy the new Prussian rule.
(C) He wanted the students to remember their language and heritage.
(D) He was preparing for an examination.
5. Which sentence from the passage conveys M. Hamel’s deep sorrow and resignation to fate?
(A) “Then the Angelus.”
(B) “I never saw him look so tall.”
(C) “School is dismissed—you may go.”
(D) “He could not go on.”
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Answers with Explanations
1. (B) It marks the moment of surrender and loss of freedom.
o The striking of the church-clock at twelve and the trumpets of the Prussians symbolize the end of an era. The Prussians taking over signifies the loss of French identity, as German is set to replace French in schools.
2. (B) His pride and grief in his last lesson.
o M. Hamel’s pale face shows his sadness, while his tall posture reflects his dignity and pride in his language and culture, even in the face of defeat.
3. M. Hamel was unable to complete his sentence because he was overcome with emotion, realizing that this was his last opportunity to teach French, a language he deeply loved.
o His choking on words shows the depth of his sorrow, making it impossible for him to express his feelings completely.
4. (C) He wanted the students to remember their language and heritage.
o “Vive La France!” (Long live France!) is an emotional and patriotic expression. Writing it on the blackboard shows his wish for his students to never forget their language and culture, even when it is banned.
5. (D) “He could not go on.”
o This phrase best expresses his sorrow and helplessness, as he is unable to continue speaking due to his overwhelming emotions.
The Last Lesson by Alphonse Daudet is set during the days of Franco-Prussian War (1870-1871) in which France was defeated by Prussia led by Bismarck and overpowered two French districts – Alsace and Lorraine. At that time Prussia consisted of what now are the nation Germany, Poland and some parts of Austria. An order was issued from Berlin to teach only German in schools of both these districts instead of French. In one of the schools of these districts, M. Hamel was teaching French for the last forty years. Consequently, M. Hamel had to leave the school. He taught his last French lesson with utmost zeal, complete dedication and hundred per cent involvement. He also highlighted the importance of learning one's language for the very existence of a race. As he had been there for the last forty years, he had got totally mixed up with the soil and the people of that area. Some old villagers had also come to the school to thank him for his faithful service. M Hamel was beautifully dressed in accordance with the occasion but his mind was deeply troubled to leave that school.
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.
The theme of the story ‘The Last Lesson’ is linguistic chauvinism of the proud conquerors and the pain that is inflicted on the people of a territory by them by taking away the right to study or speak their own language and thus make them aliens in their own land of birth. The lesson depicts how after defeating France in the war, the Prussians wanted to rule over not only the territory of France but also over the minds and hearts of the people. Thus, the lesson emphasizes the importance of the mother tongue for everyone and the need to realize the fact that it is our language that gives us our identity, respect and freedom.
Message
Q 1. What was Franz expected to be prepared with for school that day?
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.
1. What was unusual about M Hamel's dress on his last day in the school?
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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