Read the following extract from Alphonse Daudet’s short story, ‘The Last Lesson’ and answer the questions
that follow:
“My children, this is the last lesson I shall give you. The order has come from Berlin to teach only German in the
schools of Alsace and Lorraine. The new master comes tomorrow. This is your last French lesson. I want you to be
very attentive.”
What a thunder-clap these words were to me!
Oh the wretches; that was what they had put up at the town-hall!
(i) What does the word, ‘that’ in the extract refer to?
What other ‘bad news’ had the villagers received from the bulletin board outside the town-hall?
(ii) How does the narrator describe the daily bustle at the start of a typical school day?
(iii) What was different on that morning when he arrived late for school?
(iv) What thoughts filled the narrator’s head when he heard the above announcement?
(v) What does M. Hamel urge his listeners never to forget?
M. Hamel writes a few words on the board at the end of the lesson. What were they?
What does he hope to inspire through his words and actions on that day?
SECTION D
(Answer one or more questions from this Section.)
POETRY
(Treasure Trove – A Collection of Poems and Short Stories)
Show SolutionHide Solution↓
(i) In the extract, the word that refers to the order
from Berlin mandating that only German be taught
in the schools of Alsace and Lorraine. This decree,
signifying the imposition of Prussian control over
their education and culture, comes as a shock to the
community. The bulletin board outside the town
hall had been a source of distressing news for the
past two years, delivering announcements of lost
battles, military drafts and various orders from the
commanding officer – all grim reminders of the
ongoing war and its consequences.
(ii) Franz, the narrator, vividly describes the typical
start of a school day as a scene brimming with
energy and activity. He recounts the “great bustle”
that permeated the air, audible even from the street
outside. The sounds of desks being opened and
closed, students reciting lessons in unison, their
voices echoing through the classroom, and the
authoritative rap of the teacher’s ruler on the table
all contribute to the vibrant atmosphere. This lively
portrayal captures the essence of a regular school
day, filled with the youthful energy of students and
the ever-present authority of the teacher, creating a
sense of normalcy that is now on the verge of being
disrupted.
(iii) On this particular morning, Franz observes a stark
contrast to the usual commotion. Instead of the
customary hustle and bustle, an unusual silence
pervades the school. The students are already
seated, and M. Hamel walks up and down with
his iron ruler, the atmosphere heavy with a sense
of gravity and foreboding. This unusual quietness
reflects the sombre mood that has settled over the
school in light of the impending changes.
(iv) M. Hamel’s announcement that it was their last
French lesson triggers a wave of regret and remorse
in Franz. He laments his past negligence towards
his studies, recalling his preference for leisurely
activities like searching for birds’ eggs and going
sliding on the Saar. His books, once a burden, now
appear as cherished companions, symbolising the
opportunities he has squandered. The thought of
losing M. Hamel and the familiar comfort of his
French lessons fills him with a sense of loss and
apprehension about the uncertain future.
(v) In his final lesson, M. Hamel passionately urges
his students and the villagers to never forget their
French language and heritage. He emphasises the
importance of preserving their linguistic identity,
especially in the face of occupation, stating that
“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.” He sees language as a means of
resistance and a symbol of their cultural freedom.
At the end of the lesson, M. Hamel summons all
his strength and writes “Vive La France!” on the
blackboard. These words, meaning “Long Live
France!”, are a powerful declaration of patriotism
and a poignant reminder of their national identity.
Through his final words and actions, M. Hamel
hopes to inspire a sense of pride and unity among
his students and the villagers. He wants them to
remember their French heritage and resist cultural
assimilation.Bydemonstratinghisownunwavering
dedication to his country and language, he aims to
instil in them a sense of resilience and hope for the
future. He wants them to remember that even in
the face of adversity, their language and culture are
worth preserving and fighting for.