Chapter 1: The Last Lesson
This chapter is crucial as it explores themes of linguistic identity, colonialism, regret, and patriotism.
About the Autor
The author of “The Last Lesson” is Alphonse Daudet (1840-1897), a celebrated French novelist and short-story writer. He was a part of the French Naturalism movement. He started his career as a school teacher but quickly got tired of the vocation. Soon, he gave up teaching and decided to go to Paris to become a journalist. There, he was hired by Le Figaro and wrote some plays which made him popular in the literary circles. He was later hired as a private secretary by the Duke of Morny, a powerful minister of Napoleon III.
Daudet later published Lettre de mon Moulin which gained him a sizable readership. He produced works like Le Petit Chose, L’Arlésienne and Aventures Prodigieuses de Tartarin de Tarascon among others. However, it was Fromont jeune et Risler aîné which turned out to be his masterpiece. Daudet died of syphilis on 16th December 1897.
Historical Context (The Setting)
The story is set during a time of great conflict: the Franco-Prussian War (1870–1871).
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Defeat of France: In this war, France was defeated by Prussia, which was led by Bismarck.
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Prussia’s Territory: Prussia at that time was a large entity that included what are now the nations of Germany, Poland, and parts of Austria.
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The Impact: As a result of the defeat, the two French districts where the story takes place—Alsace and Lorraine—had fallen into Prussian control. The central theme of the story is the pain inflicted on the people when the conquerors take away their right to study or speak their own language.
I. Franz’s Morning Dread and the Strange Sight
Fear of Scolding
The story begins with the narrator, a young schoolboy named Franz, who started for school very late that morning. He was in great dread of a scolding. This was because his teacher, M. Hamel, had announced that he would question the students on participles, and Franz confessed he didn’t even know the “first word about them”.
Temptation and Resistance
Franz was momentarily tempted to skip school and run away because the day was so warm and bright. He was drawn by the natural sights (birds chirping) and the military spectacle of the Prussian soldiers drilling in the field behind the sawmill. However, he found the strength to resist this appealing distraction and rushed off to school.
The Bulletin-Board
As Franz hurried past the town hall, he noticed a crowd gathered in front of the bulletin-board. For the last two years, this board had been the source of all the bad news—like lost battles, military drafts, and orders from the commanding officer. He wondered what new bad news had been announced. A blacksmith named Wachter, who was reading the bulletin with his apprentice, called out to Franz, telling him not to hurry, as he would get to school in plenty of time. Franz thought the blacksmith was simply making fun of him.
II. The Unusually Silent School
The Missing Commotion
Franz finally reached M. Hamel’s garden, completely out of breath. Usually, when school started, there was a great bustle (noise) that could be heard on the street. This noise came from the opening and closing of desks, loud lessons repeated in unison (all together), and the teacher’s ruler rapping on the table. However, on this specific day, everything was completely still—as quiet as Sunday morning.
Franz’s Entry
Franz had been counting on the usual commotion to slip into his desk unnoticed. But since the school was silent, he had to open the door and go in before everyone. You can imagine he was blushing and extremely frightened. To his surprise, M. Hamel did not scold him. Instead, he spoke very kindly, saying, “Go to your place quickly, little Franz. We were beginning without you”.
The Strange Sights
Once seated, Franz noticed several strange things:
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M. Hamel’s Appearance: The teacher was wearing his beautiful green coat, his frilled shirt, and his little black silk cap, all embroidered. He only wore these clothes on special occasions, like inspection or prize days.
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A Solemn Atmosphere: The entire school seemed strange and solemn (serious).
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The Village Elders: Most surprisingly, the village people were sitting quietly on the back benches, which were usually empty. These people included old Hauser (with his three-cornered hat), the former mayor, and the former postmaster. Everyone looked sad, and Hauser held an old primer, which was thumbed at the edges, open on his knees.
III. The “Thunderclap” Announcement
The Order from Berlin
M. Hamel finally stood up and announced the news in a grave and gentle tone: “My children, this is the last lesson I shall give you.” He explained that an order had arrived from Berlin decreeing that only German would be taught in the schools of Alsace and Lorraine from the next day. The new German master would arrive tomorrow.
The Shock
Franz felt these words were a thunderclap to him—meaning they were startling and unexpected. He immediately realised that this was the news the crowd was reading at the town hall. He was devastated. His last French lesson! He realised he hardly knew how to write, and he would never learn any more.
IV. The Moment of Regret and Appreciation
Franz’s Regret
Franz suddenly felt deep sorrow for the time he had wasted—for skipping lessons, seeking birds’ eggs, or going sliding on the Saar River. His schoolbooks—his grammar and history—which had seemed like a nuisance and heavy to carry just a while ago, suddenly became old friends that he couldn’t bear to give up.
Respect for M. Hamel
The idea that M. Hamel was leaving, and he would never see him again made Franz forget all about his teacher’s ruler and how cranky he was. He understood that M. Hamel had worn his best clothes in honour of this last lesson.
Understanding the Village Elders
Franz now understood why the sad old men were sitting in the back: they were there because they, too, regretted not going to school more often. It was their way of thanking M. Hamel for his forty years of faithful service and showing respect for their country, which was now lost to them.
V. The Teacher’s Wisdom and Shared Blame
The Failure to Recite
It was Franz’s turn to recite the rule for the participle. Despite wishing desperately to say the rule loudly, clearly, and without a single mistake, he got confused on the very first words.
M. Hamel’s Sermon on Procrastination
M. Hamel did not scold him. Instead, he pointed out the deep flaw of the community: putting off learning until tomorrow. This habit was “the great trouble with Alsace”. M. Hamel gravely warned that the Prussians (the conquerors) would now have the right to mock them, asking how they could claim to be Frenchmen when they could neither speak nor write their own language.
Sharing the Responsibility
M. Hamel stressed that Franz was not the only one to blame; everyone shared the fault.
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Parents’ Fault: He blamed the parents for not being anxious enough for their children to learn, preferring to put them to work on farms or mills to earn a little more money.
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M. Hamel’s Fault: He also took the blame upon himself, confessing that he often sent the students to water his flowers instead of learning lessons, and sometimes gave them a holiday when he wanted to go fishing.
The Key to Freedom
M. Hamel then passionately spoke about the French language:
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He called it the most beautiful language in the world—the clearest and the most logical.
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He urged them to guard it and never forget it.
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He explained 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.
VI. The Last Moments in the Classroom
The Flow of Learning
Franz was astonished by how easily he understood the grammar lesson that day. He realised he had never listened so carefully, and M. Hamel had never explained everything with so much patience. It seemed the poor man wanted to give them all he knew at one stroke before leaving.
The Writing Lesson
Next came the writing lesson. M. Hamel gave them new copies written in a round hand: France, Alsace, France, Alsace. Franz thought they looked like little flags floating in the school-room. The concentration was absolute; the only sound was the scratching of pens. No one was distracted, not even by beetles flying in.
Franz’s Deep Thought
While writing, Franz noticed pigeons cooing softly on the roof. He had a poignant thought: “Will they make them sing in German, even the pigeons?”. This idea shows how complete the Prussian takeover felt—if they were trying to control human language, perhaps they would try to control nature too.
M. Hamel’s Silent Farewell
M. Hamel remained motionless, gazing intently around the room. He had spent forty years in that same place. He seemed to want to fix the exact image of everything in his mind before he had to leave the country the next day. Despite the heartbreak of hearing his sister packing their trunks in the room above, he had the courage to hear every lesson to the very last.
History and Emotion
After writing, they had a lesson in history, and the youngest children chanted their letters. Old Hauser, spectacles on, was holding his primer and spelling the letters with them. His voice was trembling with emotion, and though it was funny, everyone was on the verge of crying.
VII. The Final Declaration
The Bell Tolls
Suddenly, the church-clock struck twelve, followed by the Angelus prayer. At the exact same moment, the sound of the Prussian trumpets, returning from drill, sounded under the windows.
The Farewell
M. Hamel stood up, looking very pale. Franz noted that he never saw him look so tall. M. Hamel tried to speak, “My friends, I—I—” but emotion overwhelmed him, and he was choked, unable to continue. He then turned to the blackboard, took a piece of chalk, and, bearing on with all his might, wrote as large as he could:
“Vive La France!”
School Dismissed
Finally, he stopped, leaned his head against the wall, and without saying another word, he made a gesture with his hand, simply communicating: “School is dismissed—you may go”.
Social Perspective: Identity, Conquest, and Resistance
The social perspective of “The Last Lesson” is entirely framed by the historical conflict of the Franco-Prussian War (1870–1871). When France was defeated by Prussia, the French districts of Alsace and Lorraine fell under Prussian control. The story highlights the immediate and painful social consequences of this conquest, particularly the attempt to strip away the cultural identity of the conquered people.
Imposition of Power (The Order from Berlin)
The central conflict arises from the order that came from Berlin to teach only German in the schools of Alsace and Lorraine. This act is a clear example of how conquerors exert dominance by taking away the right to study or speak their own language. This governmental decree instantly changes the social and cultural landscape of the French village.
Collective Regret and Loss
The story shows a community, including the village elders, suddenly realizing the profound value of what they are losing.
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Regret of the Elders: The former mayor, the former postmaster, and old Hauser sitting on the back benches symbolise the collective regret of the community for not having cherished their language and education enough when they had the chance. They are there to show their respect for M. Hamel’s forty years of faithful service and for the country that was theirs no more.
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Student Procrastination: M. Hamel identifies the community flaw of procrastination—putting off learning until tomorrow—which he calls “the great trouble with Alsace”. This tendency to delay learning has left them socially vulnerable to their conquerors.
Linguistic Identity and National Pride
The language itself becomes a symbol of social and national resistance. M. Hamel passionately describes French as the most beautiful language in the world—the clearest and the most logical.
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The Key to Freedom: Socially, the language acts as a powerful bond. M. Hamel teaches 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. Maintaining their mother tongue is presented as the only way to retain their distinct identity and hope for future freedom.
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Patriotic Outburst: The story climaxes with M. Hamel’s final, choked gesture of resistance and patriotism by writing “Vive La France!” on the blackboard. This silent act underlines the deep social attachment to their nation and language, even under oppression.
Lessons Learned from the Story
The narrative of “The Last Lesson” offers several crucial lessons concerning education, culture, and life choices:
Lesson 1: Value What You Have Before It Is Lost (The Danger of Complacency)
The primary lesson is that people often fail to appreciate valuable things—like their language, their freedom, and their educational opportunities—until they are abruptly taken away.
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Franz regrets skipping lessons and wasting time seeking bird’s eggs; his books, which were once a “nuisance” and “heavy to carry,” suddenly become “old friends” he cannot give up.
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The entire village shows remorse that they had not gone to school more often. The realisation that they can “neither speak nor write their own language” when they pretend to be Frenchmen is a harsh self-reproach forced upon them by the Prussian decree.
Lesson 2: The Mother Tongue is the Pillar of Identity
The story stresses the vital importance of the mother tongue as the foundation of cultural identity and national consciousness. M. Hamel implores them to guard their language and never forget it. The French language is not just a subject; it is the key to their prison—meaning it is essential for maintaining their distinct cultural soul even when their territory is conquered.
Lesson 3: Responsibility and Shared Blame (Avoiding Procrastination)
M. Hamel teaches the lesson of shared social responsibility for failure. When Franz fails to recite the participle rule, M. Hamel does not scold him but points out that the blame for linguistic ignorance lies with the whole community:
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Parents are blamed for prioritizing money by sending children to work on farms or mills rather than insisting they learn.
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M. Hamel himself takes the blame for sending students to water his flowers or declaring holidays for fishing.
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Students (like Franz) are blamed for constantly delaying learning by thinking, “Bah! I’ve plenty of time. I’ll learn it tomorrow.”.
The overall lesson is that carelessness and putting off duties—whether in learning or preserving cultural heritage—lead to deep regret and social humiliation when power shifts.
Explanation of Important Lines
1. “…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.”
- This line establishes Franz’s initial mindset—fear and ignorance of his schoolwork. The expression “in great dread of a scolding” refers to being terrified of punishment. It shows the normal, everyday attitude of a carefree student towards learning, which contrasts sharply with his feelings later in the story.
2. “It was all much more tempting than the rule for participles, but I had the strength to resist and hurried off to school.”
- Franz was tempted to spend the bright day outdoors, watching the Prussian soldiers drilling. This line reveals the conflict between the pull of nature/distraction and the sense of duty, but more subtly, it foreshadows the overwhelming presence of the Prussian conquerors, whose military display was “tempting”.
3. “For the last two years all our bad news had come from there — the lost battles, the draft, the orders of the commanding officer…”
- This describes the bulletin-board at the town hall, which served as the constant source of bad news for the citizens of the French districts of Alsace and Lorraine, reinforcing the setting during the Franco-Prussian War (1870-1871).
4. “Usually, when school began, there was a great bustle, which could be heard out in the street…”
- The word “a great bustle” refers to the usual loud commotion of the classroom—the sound of desks opening and closing, and students repeating lessons “in unison” (all together), which was normally loud enough to be heard outside. This line sets up the immense contrast with the “stillness” of the day of the last lesson.
5. “My children, this is the last lesson I shall give you. The order has come from Berlin to teach only German in the schools of Alsace and Lorraine.”
- This is the core announcement that drives the entire narrative. It reveals the political action taken by Prussia after the defeat of France, confirming that the French districts of Alsace and Lorraine had passed into Prussian hands. This decree takes away the people’s right to study their own language.
6. “What a thunderclap these words were to me!”
- Franz describes the devastating effect of M. Hamel’s announcement. The expression “What a thunderclap these words were to me!” means that the words were startling and unexpected. This shock immediately leads Franz to realise the severity of the loss of his language and education.
7. “My books, that had seemed such a nuisance a while ago, so heavy to carry… were old friends now that I couldn’t give up.”
- This line marks Franz’s instantaneous change in attitude. The idea that he would never learn French again makes him regret his wasted time. His school books, which he previously disliked, are suddenly cherished, showing how highly we value things only when they are about to be lost.
8. “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.”
- This explains why the village elders (like old Hauser, the former mayor, and the former postmaster) were sitting quietly on the back benches. They were there to pay respect to M. Hamel, who had served for forty years in that place, and to express their sorrow and respect for their conquered country.
9. “Ah, that’s the great trouble with Alsace; she puts off learning till tomorrow.”
- M. Hamel says this, identifying procrastination as the major failing of the people of Alsace. This habit of perpetually delaying learning has led to a situation where they are now vulnerable to the conquerors, who can mock them by asking how they can pretend to be Frenchmen when they cannot even speak or write their language.
10. “We’ve all a great deal to reproach ourselves with.”
- M. Hamel shares the blame for the general lack of learning, refusing to just scold Franz. He points out that parents preferred children working for money, and he himself often sent students to water his flowers or gave them holidays to go fishing. This promotes the idea of shared community responsibility for education.
11. “…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.”
- This is arguably the most powerful and crucial line in the story. M. Hamel explains that the French language is the “most beautiful language in the world—the clearest, the most logical”. He advises them to guard it because their language is their last remaining link to freedom and identity. Holding fast to their language means they do not lose their language and retain the means of eventual liberation.
12. “Will they make them sing in German, even the pigeons?”
- This profound question is asked by Franz when he hears pigeons cooing. It signifies the completeness and absurdity of the Prussian attempt to impose their rule. If the conquerors attempt to control human speech, Franz wonders if their authority extends even to nature, questioning the limits of linguistic imposition.
13. “I never saw him look so tall.”
- When M. Hamel stands up to dismiss the class, Franz notices this. It means that M. Hamel seemed very confident and dignified in that emotional final moment, suggesting moral strength and patriotism rather than physical height.
14. “Vive La France!”
- As he is choked with emotion and cannot speak, M. Hamel writes this phrase, which means “Long Live France,” as large as he could on the blackboard. This is his final, desperate act of patriotism and defiance, showing his deep attachment to his nation before he is forced to leave the country the next day.