The Last Lesson Question Answers| Treasure Chest - Beeta

 

Section B: Context Questions

I. Read the extract given below and answer the questions that follow: 

For a moment I thought of running away and spending the day out of doors. It was so warm, so bright! The birds were chirping at the edge of the woods; and in the open field back of the saw-mill the Prussian soldiers were drilling. It was all much more tempting than the rule for participles, but I had the strength to resist, and hurried off to school.

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

Ans: 'I' in the extract refers to Franz, the narrator of the story. 

At that moment, he was on his way to school. He thought of running away because he was late for class and feared being scolded by M. Hamel, as he had not prepared the lesson on participles. The pleasant weather and outdoor scenes further tempted him to skip school.

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

Ans: He wants to spend the day outdoors because the weather was warm and bright, the birds were chirping, and the sight of Prussian soldiers drilling in the open field seemed far more pleasant than attending school and studying grammar. This wish reveals his carefree and irresponsible nature, indicating that he prioritizes temporary pleasure over duty and studies.

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

Ans: The presence of the Prussian soldiers is a reference to the Prussian occupation of Alsace and Lorraine after France's defeat in the Franco-Prussian War. Their presence reveals that the region had come under German control. This occupation deeply affects the people by taking away their freedom, especially their right to learn and use the French language, creating a feeling of sadness, fear, and helplessness among them.

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

Ans: The narrator finds the warm, bright weather, chirping birds, and the outdoor scene near the sawmill more tempting than the rule for participles. However, he does not give in to the temptation. Showing a sense of self-control, he resists the urge to run away and hurries off to school instead.

v) Explain briefly the characteristics of the person referred to as 'I' in the extract.

Ans: The person referred to as 'I' is Franz, a young schoolboy. He is carefree and playful, as he prefers outdoor activities to studying and neglects his lessons. At the same time, he is fearful and nervous, shown by his dread of being scolded by his teacher. However, his decision to resist temptation and go to school reveals that he is also capable of self-control and responsibility.

II. Read the extract given below 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.'

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

Ans: In this extract, M. Hamel is addressing his students, including Franz. Before the beginning of this extract, the narrator describes M. Hamel’s tone as grave, gentle, and unusually kind, which was very different from his usual strict manner.

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

Ans: The narrator says that it would be his last lesson because an official order from Berlin had been issued to replace French with German as the medium of instruction in the schools of Alsace and Lorraine. He is talking about the last French lesson, which M. Hamel was giving before the new German teacher took charge.

iii) What order has come from Berlin? Why?

Ans: The order that has come from Berlin is that only German is to be taught in the schools of Alsace and Lorraine, and the teaching of French is to be stopped. This order was issued because Prussia had defeated France and taken control of these regions, and the German authorities wanted to impose their language and culture on the people.

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

Ans: The "new master" refers to the German teacher who was to take charge of the school from the next day. His arrival would affect the people of Alsace and Lorraine by ending French education, imposing the German language, and weakening their cultural identity, making them feel oppressed and deprived of their linguistic freedom.

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

Ans: ‘The Last Lesson’ is an appropriate title for the story because it refers to the final French lesson taught by M. Hamel in the school of Alsace. Due to the order from Berlin, French was to be replaced by German, making this lesson the last opportunity for the students to learn their mother tongue. The title also highlights the sense of loss, regret, and patriotism, as both the teacher and the villagers realise the true value of language, culture, and freedom only when it is about to be taken away.

III. Read the extract given below and answer the questions that follow:

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' 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?'

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

Ans: M. Hamel says that he will not scold Franz because Franz had not prepared the lesson on participles and was unable to recite it. He does not scold him because Franz was already feeling ashamed and upset, and M. Hamel understands that the boy has realised his mistake on the last day of the French lesson.

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

Ans: By using the pronoun 'we', M. Hamel is referring to himself, Franz, the students, and the people of Alsace as a whole. This suggests that everyone shares the responsibility for neglecting the French language, as they kept postponing learning, believing there was always enough time.

iii) What have they said everyday to themselves? What are its consequences?

Ans: Every day they said to themselves that they had plenty of time and would learn tomorrow. The consequence of this careless attitude was that, when French education was suddenly stopped, they realised too late that they could neither read nor write their own language properly, leading to regret, shame, and loss of cultural identity.

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

Ans: The 'fellows' referred to in the extract are the Prussian rulers and officials. They will say that the people of Alsace claim to be French but cannot speak or write French properly. Yes, they are partly right in saying so because the people neglected their language and education, always postponing learning, which led to this unfortunate situation.

v) Explain briefly the theme indicated in this extract.

Ans: The extract highlights the theme of the importance of language and education. It shows how neglect and postponement of learning can lead to regret and loss of identity. The passage also conveys that a nation’s language is the foundation of its culture and freedom, and failing to value it makes people vulnerable to domination.

IV. Read the extract given below and answer the questions that follow:

Then, from one thing to another, M. Hamel went on a 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.

i) What does M. Hamel say about the French language?

Ans: M. Hamel says that the French language is the most beautiful language in the world. He describes it as clear, logical, and precise, and emphasizes that people must protect and preserve it, because a nation that holds on to its language retains the key to its freedom even under oppression.

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

Ans: When people do not learn their language, they lose their cultural identity, feel ashamed, and become dependent on others, making it easier for them to be dominated or ruled. Language acts as a "key" to the prison of the enslaved because it preserves a people's identity, unity, and self-respect. As long as they hold on to their language, they keep alive the hope of freedom and resistance, even under foreign rule.

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

Ans: Franz was able to understand the last lesson clearly because he listened with complete attention and seriousness, realising it was his final chance to learn French. M. Hamel also explained the lesson with great patience and care. Earlier, Franz could not understand the lesson because he was careless, inattentive, and uninterested in his studies, always postponing learning and preferring play over schoolwork.

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

Ans: M. Hamel put extra effort into teaching because it was his last French lesson, and he knew he would never teach his students again. He wanted to pass on all his knowledge to them and ensure they understood the language well before leaving. His effort reflected his deep sense of duty, love for the French language, and patriotism.

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

Ans: M. Hamel was a true patriot because he deeply loved the French language and wanted his students to value it. He taught them that a nation's language is the symbol of its identity and freedom. By praising French as clear, logical, and beautiful, and by putting his heart and soul into his last lesson, he tried to instil pride, love for their mother tongue, and respect for their country. His final words and actions reflected his devotion to France and its culture.