The Last Lesson

Meet the Author

• Alphonse Daudet was a French novelist and story writer known for his realistic characterizations of humans that reflect their sufferings and complexities. He remains a significant figure in French literature for his insightful portrayal of life and society.
• Born: May 13, 1840
• Place of Birth: France
• Died: December 16, 1897
• Best Known For: His literary works that celebrated the people, culture, and landscape of southern France, as well as his nuanced psychological portrayals of human experiences and relationships.
• Major Works: Lettres de mon moulin, Le Petit Chose, Tartar in de Tarascon

Summary of the Chapter

‘The Last Lesson’ by the French writer Alphonse Daudet portrays the story of a young carefree boy Franz who lives in a village in the Alsace region during the Franco-Prussian war. Franz is scared for his French class since he did not try to learn the participle lesson. He was intrigued and distracted by his childhood pleasure but somehow decided to attend the class. Despite knowing M. Hamel's strict behavior, he refused to learn his lessons. This showed his adamant neglect of education.

On his way to school, he observes a bulletin board by the Prussian military forces that reveals only depressing news about the last 2 years. He nonchalantly skipped it as the Prussians controlled the regions of Alsace and Lorraine. After he entered the classroom, he observed a stark contrast in the usual atmosphere of the school. The usual lively ambiance was filled with an eerie silence. This reflects his keen observation skills.

With a load of confusion and fear in his head, he entered the class that was all set to begin. M.Hamel, usually known for his strict demeanor, politely invited him to take a seat and said how could we begin the class without you.

Franz was taken aback by his soft behavior. He also noted the sight of his striking green outfit adorned with a finely embroidered black cap that was usually preserved for special occasions. The bench that normally remains unoccupied was filled by the villagers seated which made him feel unusual.

M.Hamel addressed the children with a soft yet solemn voice that it was going to be his last lesson together. He informed them that an order from Berlin had arrived to teach only German in the schools of Alsace and Lorraine.

My last French lesson! Why, I hardly knew how to write! I should never learn anymore! I must stop there then! Oh, how sorry I was for not learning my lessons…

Despite reservations about M Hamel's strict methods like using a ruler to emphasize points, he regrets every moment he resented French lessons. He mourned the lost opportunity to immerse himself in learning and reading his native language to recognize his profound significance too late. The narrator, the young boy who felt guilty and ashamed for not learning French, seemed very interested in focusing on the lessons. This was a clear sign of regret and wished they hadn't thought of education as a burden.

When it was Franz’s turn to explain the participles confidently, he became flustered and messed up his words. Normally such behavior would provoke M.Hamel’s anger, but to his surprise, he didn't seem to notice at all.

This realization prompted M.Hamel’s thoughts about how people procrastinate learning assuming that there was an opportunity available. He hence voiced his concern that education and preservation of language have become a secondary prioritization over earning a living by working in mills. He empathises with his mistake and this shows his emotional quality.

Hamel bids goodbye with his choked words and boldly written line“Vive La France”. This showed how much he respected his motherland and made us realize the importance of cultural heritage.

The style of writing is narrative in this short story. It is narrated by the protagonist himself. It explores the linguistic oppression of foreign control over French people. The student-teacher perspectives of various changes in emotions implicate the subtheme of the story. The young boy’s sudden responsibility towards education has been changed from a carefree boy’s attitude. M.Hamel’s dedication to teaching is symbolized in his determination even after knowing it was his last day.

The story also is a take on the effects of cultural subjugation in times of war. Language is not just a simple marker of cultural heritage but it is the essence of any culture. By stopping the language from being taught, the ruler/governing body is trying to take away the culture and heritage of that place and region.

In ‘The Last Lesson’ by Alphonse Daudet, several figures of speech contribute to enrich the emotional resonance and thematic depth. Commonly used literary devices are mentioned here.

Metaphor:

A metaphor helps to explain something or make a comparison though not literally.

An example of a metaphor in the story is:

• “What a thunderclap these words were to me”

Simile:

A simile compares two things using the words “like” or “as” that highlights the similarities between them. An example of a simile in the story is:

• “They looked like little flags floating everywhere”
• “as if they have the key to the prison”

Irony:

The irony is we as main readers know what is going to happen that even the main characters are unaware of. The example is the young boy who never knew that day was his last lesson with his teacher. The situational irony highlights the unexpected turns in history.

Imagery

The writer uses Imagery to bring the scene to life.

• Visual imagery: “Only the desks and benches had been worn smooth, the walnut trees in the garden were taller and the hop wine that he had planted himself twined about the windows to the roof”. Here he refers to the passage of time in detail about how little things have changed for both him and Franz visually

• Auditory imagery:“You ought to have seen how everyone set to work and how quiet it was”. The eerie silence replaced with the bustling sounds here is amplified as auditory imagery.

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